English for Teachers programme

The English for Teachers (EfT) is a language development programme for teachers of English working in higher and vocational institutions, including universities, institutes, colleges or lyceums in Uzbekistan. The course meets all modern international requirements for professional development programmes and was developed jointly by the British Council, the Ministry of Higher and Secondary Specialised Education of the Republic of Uzbekistan, the Scientific-Practical Innovation Centre ​​and under the consultancy of Rod Bolitho, a leading British expert in the area of education. This is a blended learning course including two face-to-face and one online learning modules.

The aim of the programme is to improve the English language standards across the country as part of the strategy of the Ministry of Higher and Secondary Specialised Education. This strategy can be implemented only if the standards of the English language among teachers of English are raised.

About the programme
The course materials are designed to encourage investigation into English and to give participating teachers an opportunity to identify and work on areas of their own English that need improvement. Improving language proficiency takes time and hard work, which is why Module 2 (online) is spread over a long period. 

Module 1 is built around key language areas with challenging tasks to involve participants in researching and learning about English.  It includes strands on each of the language skills as well as on Grammar, Vocabulary, Discourse Analysis and Language and Culture.  
Module 2 is divided into six units, each with a different topic and each to last a month, broken down into four weekly stages. Throughout this period, tutors support participants’ learning at distance, and there are opportunities for occasional face-to-face meetings to discuss aspects of the assignments that are set from month to month. However, the main focus is on participants to develop autonomous learning strategies and the self-discipline required to keep up their learning at distance.  
Module 3 is devoted largely to consolidating participants’ learning through reflection and the preparation of presentations on aspects of language.  There is also a focus on planning to continue learning after the course.  Teachers who continue to work on their own language set a good example to their students.

Expected Course Outcomes
By the end of the whole course, participants are expected to:

  • investigate at least one area of language in depth and given a presentation on it to their peer group and tutors
  • identify and take effective steps to remedy, their main problems in spoken English
  • be able to analyse chunks of both spoken and written discourse in order (a) to understand how discourse relationships work and (b) to examine the implications for teaching and learning a language
  • be able to conduct their classes through the medium of English
  • achieve an acceptable standard of spoken English (with particular attention to fluency and to pronunciation, stress and intonation) in order to provide a good model for their learners
  • be aware of the most common errors made by speakers of the local or national L1, and their causes
  • develop effective autonomous learning strategies that would enable them to continue their learning after the course
  • develop the habit of reflecting productively on their learning
  • show evidence that they understand the central place of language competence in their overall professional development.

The course assessment
Participants are assessed based on a portfolio of assignments to be built up during Module 3 and the presentations made in Module 3. Successful fulfilment of these requirements result in the award of a Certificate endorsed by the Ministry and the British Council.

The following stages were undertaken while implementing the project:

  • the needs analysis was conducted to develop the course materials
  • the British Council's APTIS test was run among more than 500 teachers to identify English language teachers' level and the participants were selected based on the diagnostic test results
  • the trainer training event was conducted in June 2017
  • the facilitator training event for 60 national ELT professionals was organised in December 2017
  • the first module for the two cohorts of participants for two levels - B2+ and C1+ was launched in December 2017. The courses were arranged in 17 PRESETT higher educational institutions in Uzbekistan
  • the second online module was launched in January 2018. 

Learning has been facilitated and supported by national expert professionals who offered professional advice and direct training to ensure that members derived maximum benefit from their period of study.

In 2018 it is planned to:

  • complete the online module by June 2018
  • launch the third face-to-face module 
  • all participants who will successfully complete the course will be awarded with the certificates.

Project participants

  1. Andijan State University
  2. Bukhara State University
  3. Fergana State University
  4. Gulistan State University
  5. Jizzakh State Pedagogical Institute
  6. Karakalpak State Pedagogical Institute
  7. Karakalpak State University named after Berdakh 
  8. Karshi State University
  9. Kokand State Pedagogical Institute
  10. Namangan State University
  11. Navoi State Pedagogical Institute
  12. Nukus State Pedagogical Institute named after Ajiniyaz
  13. Samarkand State Institute of Foreign Languages
  14. Tashkent State Pedagogical University named after Nizamiy
  15. Termez State University
  16. Urgench State University
  17. Uzbekistan State University of World Languages