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

Homework Task Eighteen
There are two parts to Homework Task Eighteen:
First, address the issues in your lesson plan according to the feedback 
you received from your three colleagues throughout the workshop.
Second, choose one section of the lesson plan that you want to use 
for your microteaching. The one section should be approximately 15-20 
minutes long. Explain in a page why you chose this section to use for your 
microteaching assessment. 
Part Five: Supporting Your Colleagues – Providing Effective Mi-
croteaching Observation Report
Homework Task Nineteen
With a partner in your in-service teacher education program at the In-
novation Center, please look over each other’s lesson plans and discern 

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RECONCEPTUALIZING LANGUAGE TEACHING
what you would like to observe and how you think you would observe 
the lesson. Then, find 5-10 colleagues to participate in the micro-teaching 
practice and video record it. Observe each other and take field notes. Final-
ly, write-up an observation report of your colleague’s microteaching class. 
Homework Task Twenty
Write a one-page reflection about the class you taught. What were 
some positives and negatives of your experience, and, how will you con-
tinue to move forward in your career to pursue professional development?

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RECONCEPTUALIZING LANGUAGE TEACHING
CHAPTER ONE: 
COMMUNICATIVE COMPETENCE
Dr. Ulugbek Azizov and David L. Chiesa, Ph.D.
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.

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CHAPTER ONE: COMMUNICATIVE COMPETENCE