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

lems section. What do you think the meaning of this “actual learning” will 
be within CLT?
iii) In the section Courses in ethics, religion, the author tries to com-
pare education in Finland with Country Name’s system. What do you think 
is the difference between “…convey knowledge…” and “…promote the 
ability to think critically?” 
iv) In the section Courses in ethics, religion, the author uses the word 
autonomy
. What is the contextual meaning of this word? What does auton-
omy
mean in the sector of education, and how could this autonomy help 
secure the quality of education?
b) Within the photos:
i) Why does the first photo (a mother is helping her son do homework) 
reflect an image in which a teenager is dependent upon his mother’s help 
(the photo catches teenager giving a look)?
ii) What kind of judgment does the second photo (students in a lecture 
room) present to readers? 
3. The teacher listens to everyone’s interpretation on the given ques-
tions, which are directed at understanding not only form/structure and 
meanings/semantics, but these structures and semantics in use. As such, 
structures and semantics are interpreted with the help of pedagogical the-
ories such as the Grammar Translation Method (GTM) and Communicative 

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RECONCEPTUALIZING LANGUAGE TEACHING
Language Teaching (CLT), as well as the author herself, who was educated 
in the West. The same assessment of the education system in Country Name 
might be different, if an author is/was educated in a different country. Thus, 
the teacher can ask students to find out different authors’ assessments re-
garding the same topic and compare the differences between these texts 
(as a home assignment).
CONCLUSION
Reading texts is not just interpreting static meanings. Texts also car-
ry within themselves certain (language) ideologies, beliefs, and norms of 
those who produce such texts. Thus, while reading, students interact not 
only within the texts themselves, but also with the author, and the author’s 
understanding of the world. Therefore, reading a text implies interpreting 
authors’ discourse, ideologies, and judgments regarding certain concepts.
REFERENCES
1. Celce-Murcia, M. & Olshtain, E. (2000). Discourse and context in lan-
guage teaching: A guide for language teachers
. Cambridge: Cam-
bridge University Press.
2. Crystal, D. (2003). The Cambridge encyclopaedia of the English lan-
guage
. Cambridge: Cambridge University Press.

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CHAPTER FIVE: FROM SYLLABUS DESIGN TO LESSON PLANNING