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

Table 1 – B
ook L
ay
out
Chapt
er 1 – Lan
-
guage & C
C
Chapt
er 2 – Language T
eaching
Chapt
er 3 – Language 
A
ssessmen
t and T
esting
1.1 P
rinciples of C
C
Home
w
or
k 1
2.1 P
rinciples Language 
Teaching
Home
w
or
k 6
3.1 A
ssessment f
or L
ear
n-
ing: G
ather
ing Data
Home
w
or
k 11
1.2 Linguistic C
om
-
pet
ence
Home
w
or
k 2
2.2 C
ommunicativ
e Lan
-
guage T
eaching
Home
w
or
k 7
3.2 A
ssessment f
or L
ear
n-
ing: Using G
ather
ed Data
Home
w
or
k 12
1.3 P
rag
matic C
om
-
pet
ence
Home
w
or
k 3
2.3 T
ask
-Based 
Language 
Teaching
Home
w
or
k 8
3.3 A
ssessment of L
ear
ning: 
Pr
inciples and 
Types of 
A
ssessment
Home
w
or
k 13
1.4 S
ociolinguistic 
Compet
ence
Home
w
or
k 4
2.4 P
ost
-M
ethod Era
Home
w
or
k 9
3.4 Using Statistics: Objec
-
tiv
ely S
cor
ed I
tems
1.5 Strat
eg
ic C
ompe
-
tence
Home
w
or
k 5
2.5 L
ear
ning Outside the 
Classr
oom
Home
w
or
k 10
3.5 Using Subjec
tiv
e-
ly-S
cor
ed A
ssessments
Home
w
or
k 14
Chapt
er 4 – P
rac
tical 
Examples 
of T
each
-
ing C
C
Chapt
er 5 – F
rom Syl
-
labus D
esig
n t
o L
esson 
Planning
Chapt
er 6 – Classr
oom 
Obser
vation, F
eedback
, and 
Language T
eaching 
4.1 Speak
ing and C
C
5.1S
emest
er/L
esson 
Planning
Home
w
or
k 15
6.1 Classr
oom Obser
vation 
Home
w
or
k 19 
4.2 List
ening and C
C
5.2 G
oals and Objec
tiv
es
Home
w
or
k 16
6.2 P
ro
viding F
eedback
4.3 
W
riting and C
C
5.3 L
esson P
lanning: I
nt
o, 
Thr
ough, and Be
yond
Home
w
or
k 17
6.3 P
rac
tice 
Teaching
, I
Home
w
or
k 20
4.4 R
eading and C
C
5.4 L
esson P
lanning 
W
or
kshop
Home
w
or
k 18
6.4 P
rac
tice 
Teaching
, II
*Nota Bene: C
C = C
ommunicativ
e C
ompet
ence
W
e will br
iefly pr
esent each chapt
er
’s descr
iptions belo
w
. (
The descr
iptions ar
e also r
epr
int
ed at the beg
inning of each chapt
er
.) A
ft
er 
the chapt
er descr
iptions
, w
e discuss each Home
w
or
k 
Task that is used thr
oughout the book
.

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12
RECONCEPTUALIZING LANGUAGE TEACHING
CHAPTER ONE:
LANGUAGE AND COMMUNICATIVE COMPETENCE
Chapter One addresses the theoretical underpinning of the Com-
mon European Framework of Reference (CEFR), which is the overarching 
framework of teaching foreign languages in Uzbekistan. The goal of this 
chapter is to familiarize you with the four communicative competencies of 
language: linguistic, pragmatic, sociolinguistic, and strategic. More specif-
ically, Section 1.1 will exemplify that successful human communication is 
built upon knowing linguistic competence in addition to other competen-
cies (i.e., sociolinguistic, pragmatic, and strategic). Section 1.2 discusses lin-
guistic competence, which is the ability to understand language structure 
(e.g., syntax). Section 1.3 delves into pragmatic competence, or, the ability 
to interpret and convey meaning in context. Section 1.4 addresses soci-
olinguistic competence, which examines how cultural norms play a role 
in meaningful communication. And finally, Section 1.5 will conceptualize 
strategic competence – the ability of the interlocutor to find ways to un-
derstand language without fully knowing what is being communicated. A 
firm grounding in these competencies will provide you theoretical support 
in your growing development as a language educator in Uzbekistan.
CHAPTER TWO:
LANGUAGE TEACHING
In Chapter Two you will investigate recent approaches to teaching 
English as a Foreign Language (EFL) in Uzbekistan. In Section 2.1, we will 
address basic tenets of language teaching and learning and examine cog-
nitive, linguistic, and affective factors that could play a role in an Uzbekistan 
EFL 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 teaching English as a foreign lan-
guage worldwide – Communicative Language Teaching and Task-Based 
Language Teaching. By the end of these sections you will be able to know 
the justifications behind the use of these approaches and determine wheth-
er any (or all) aspects would be pertinent for your local teaching context. 
In Section 2.4 we will look at the current theoretical approach to teaching 
EFL in a Post-Method Era. Specifically, we will examine the tenets of par-
ticularly, practicality, and possibility. Here, the goal is to provide teachers 

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13
RECONCEPTUALIZING LANGUAGE TEACHING
with an opportunity to explore the concept of ‘method’ and ‘methodology’ 
and whether thinking in methods is suitable to teaching language. Section 
2.5 will present two different ways to support student’s learning outside of 
the classroom. Chapter 2 will provide teachers with theoretical and method-
ological justifications
for your microteaching lesson plan.