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

Sociolinguistic Compe-
tence
• intercultural awareness raising between Uzbek and 
other cultures, and the way some of the issues are 
related to language, e.g., greetings, modes of address, 
basic politeness conventions, etc.
• further work on non-verbal elements of communica-
tion in different cultures: body language, non-verbal 
signals, etc.
Pragmatic Competence
• further development of presentation skills
• linking ideas appropriately in spoken and written 
discourse
• awareness of some of the degrees of formality of 
language needed in different social, academic and 
professional settings
• strategies for interrupting, clarifying, paraphrasing, 
‘repairing’ and compensating, etc.
SUMMARY
Although the majority of teachers do not take part in the creation 
of their language curriculum and institutional syllabi, this section shows 
teachers that their language classes connects to the course syllabus, curric-
ulum content, and national standards. Thus, we believe the national stan-
dards are the guiding framework from which the curriculum is constructed. 
Then, we show there is a difference between a curriculum and syllabus. The 
former is a smaller subunit of the latter.
HOMEWORK TASK FIFTEEN
Please explain in one page how the Homework Task One lesson fits 
into the syllabus of the course, the curriculum, and the national standards.
REFERENCES
1. Graves, K., (2014) Syllabus and curriculum design for second lan-
guage teaching. In Celce-Murcia M., Brinton D. M. & Snow M. A. 
(Eds.), Teaching English as a second or foreign language (4th ed. pp. 
46-62) National Geographic Learning.
2. Schwartz, M., (2006) For whom do we write the curriculum? Journal 
of Curriculum Studies
, 38(4), 449-457.

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RECONCEPTUALIZING LANGUAGE TEACHING