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

SECTION 2.5
Learning Outside the Classroom 
“There are two important dimensions to successful sec-
ond language learning: what goes inside the classroom and 
what goes on outside of the classroom” (Richards, 2015, p. 1).
GOALS
By the end of this section, you will be able to…
A) explain learning outside class benefits for students and teachers;
B) explain effectiveness of learning outside the classroom;
C) identify principles and advantages of extensive reading;
D) explain principles, advantages and possible drawbacks of dialogue 
journals; and,
E) identify learning outside the classroom resources suitable for stu-
dents.
INTRODUCTION AND OVERVIEW
Many teachers believe learning language happens in the classroom; 
however, we will look at learning outside the classroom and discuss its ben-
efits. In the era of information technologies there are a lot of opportunities 
for learning outside the classroom, namely using technology and internet, 
listening songs and lyrics, watching movies, out-of-class projects, etc. We 
specifically look closely at involving learners through extensive reading and 
dialogue journal writing.
Think about the following:
1. Does language learning happen only in the classroom, during class 
time? Please explain your answer. 
2. How have you addressed students’ learning outside of the class-
room?
3. How do you integrate out-of-class work with in-class learning?
UZBEK VIGNETTE
Recently I participated in ESP training where teachers working in differ-
ent institutions across the country participated. Among many important 
issues raised in the training improvement of quality of learning of students 

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CHAPTER TWO: LANGUAGE TEACHING
in ESP institutions was one of the hottest. We think that our students’ level 
of English is poor because amount of English lessons is not enough and 
students have a low motivation to study English. Although we have some 
additional hours for independent study it is a burden for teachers and stu-
dents. During a discussion on organizing independent study all teachers 
admitted that Uzbekistan students are very teacher and textbook depen-
dent. We know that learning outside the class is very important for tertiary 
level students and it can help solve some of the problems we face in teach-
ing. But I strongly believe that it cannot work in our country. Our students 
cannot work without our guidance and control, their learning depend on 
us teachers and textbooks we use. They used to do what we teachers give 
them. They trust us and do what we ask them to do. I think that it comes 
from our culture and mentality and it’s impossible to change.
REFLECTION
Think about the following two questions:
1. Do you think learning outside the classroom can improve learning?
2. Do you think learning outside the classroom is possible in Uzbeki-
stan?
KEY CONCEPTS
Teachers must recognize that challenges of the twenty-first century 
move learning far beyond the formal educational settings. We must connect 
classroom learning to wider world opportunities provided by technology, in-
ternet, mass media; use of network creates opportunities for real authentic 
and meaningful use of English, thus preparing our learners for the reality of 
the world. Recognizing and employing learning beyond the classroom op-
portunities can create environment for successful language learning.
Extensive reading
Day and Robb, (2015) argue that in learning the target language ex-
tensive reading is “an excellent vehicle for learning that language” (p 3). Re-
search shows that learners who read extensively develop not only reading 
skills but all other language skills including listening, speaking and writing. 
More than that, extensive reading increases motivation and positive atti-
tude to learning the target language. Day and Robb, (2015, p. 3) employ 
five principles out of 10 principles of extensive reading suggested by Day & 
Bamford (2002, cited from Day & Robb, 2015, pp. 3-12).

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RECONCEPTUALIZING LANGUAGE TEACHING