Reconceptualizing language teaching: an in-service teacher education course in uzbekistan

CHAPTER TWO: 
LANGUAGE TEACHING
Svetlana Khan, Klara Nazmutdinova, & David L Chiesa, Ph.D.
In Chapter Two you will investigate recent approaches to teaching En-
glish as a Foreign Language (EFL) in Uzbekistan. In Section 2.1, we will ad-
dress basic tenets of language teaching and examine the cognitive, linguis-
tic, and affective factors that could play a role in teachers’ decision-making 
process. By the end of this section you will be able to draft a teaching 
statement that will grow and evolve over the course of your professional 
career. Second, in Sections 2.2 and 2.3, you will investigate two popular 
approaches to language teaching– Communicative Language Teaching 
and Task-Based Language Teaching. By the end of these sections you will 
be able to understand the general reasons behind these approaches and 
determine whether any (or all) aspects would be pertinent for your local 
teaching context. In Section 2.4 we will look at the current theoretical ap-
proach to teaching EFL in a Post-Method Era. Specifically, we will examine 
the tenets of particularity, practicality, and possibility. Here, the goal is to 
provide you with an opportunity to explore the concept of method and 
methodology and whether thinking in methods is suitable to teaching lan-
guage to your local context. Section 2.5 will present two different ways to 
support student’s learning outside of the classroom. Chapter 2 will provide 
you with theoretical and methodological justifications for your microteach-
ing lesson plan.

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RECONCEPTUALIZING LANGUAGE TEACHING
SECTION 2.1
Principles of Language Teaching
“For every complicated problem, there is an answer that 
is short, simple, and wrong” (H. L. Mencken).
GOALS
This section addresses the principles of foreign language teaching, and 
the challenges faced by Uzbekistan university English as a Foreign Lan-
guage (EFL) educators.