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our teaching practice with college, lyceum and school pupils. Finally, the most exciting day comes
when we defend our research papers in front of the state commission. It is an unforgettable day in
each student’s life as every graduate will get the fruits of his hard work.
Docent Dilbar Khadjieva and the her 4th year student A. Smaylov from Karakalpak State
University wrote an article to a PRESETT Newsletter giving a teacher-and-student perspective on the
new curriculum. They wrote about how PRESETT helped students develop their language skills and
use the new methods of teaching English. They also shared how the University celebrated the “Annual
English Week” [3].
Mamirbaeva Dina, docent from Nukus State Pedagogical Institute highlights that the PRESETT
Curriculum differed from the traditional programme in language and methodology modules, teaching
approach, students’ role and etc. After completing all the PRESETT methodology modules, students
are skillful enough not only in planning lessons, but also in adapting and designing materials, working
with different age groups, using different approaches to teaching and learning, testing and assessment.
DawletmuratovaHurziya: I’ve been teaching several courses like Reading I & II, Listening and
Speaking I & II, Integrated skills I and II for several years within the PRESETT curriculum. We can
see the advantages of PRESETT in many aspects. For example, in my classes, I observed the
improvement of students’ fluency and confidence in language. Particularly, the Integrated skills
course is one of the most interesting and useful modules. While preparing a project task, students
learn how to organize the time, to work with others, to be creative, to search for information and other
valuable skills. The curriculum contains new modules, many of which we never had before. The
Listening and Speaking skills course is also very important in learning the foreign language.
The other significant advantage of the PRESETT Programme over the traditional one is that it
also aims to develop students' transferrable skills along with the language skills which come in handy
not only in their teaching career but also in their further personal lives. Consequently, future
PRESETT teachers develop in their students critical and reflective thinking, time and stress
management, teamwork skills, problem solving and setting SMART goals that contribute to their
personal maturity.
To sum up, comparing with the traditional teaching, PRESETT programme is much more
accessible. PRESETT is a need of today’s language learning and teaching process because it can meet
the needs of today’s learners. Nowadays learners want to apply the things learnt in real life situations.
In addition, teachers of this programme can bring up pupils who are able to communicate fluently in
English everyday situations.
REFERENCE:
1.The Decree of the President of Uzbekistan of 12th June, № УП–4732. On measures to
improve the system of in-service training of senior managers and academic staff in the Higher
Education Institutions. 2015
2.PRESETT Curriculum. Ministry of Higher and Secondary Specialized Education of
Uzbekistan. Tashkent. 2008.
2.PRESETT Newsletter.www.facebook.com/British Council Uzbekistan.
THE BENEFITS OF TEACHING SUBJECTS WITH THE HELP OF CLIL
Torebaeva Ornigul
1st course of PhD student of Nukus Pedagogical Institute
In the subject of bilingual education, CLIL is regarded as a highly successful methodology.
Teachers discover that CLIL students actually do better in language classes, topic area classes, and
even in their home tongue.
It can overcome these initial challenges and maintain the approach more easily if everyone
involved are thoroughly trained in CLIL theory and applications and collaborate to put what they
have learned into practice. Many of the obstacles associated with adopting CLIL methodology arise
during the curriculum-setting phase.
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The benefits of CLIL will become apparent when instructors and students become accustomed
to new working and learning methods, feel more at ease, and observe quantifiable outcomes.
In addition to providing students with immediate benefits in their language and topic area lessons, an
effective CLIL programme can enhance their cognitive functioning over time, increase their
communication skills, and create passionate, successful students in the long run.
The benefits of CLIL will become apparent when instructors and students become accustomed
to new working and learning methods, feel more at ease, and observe quantifiable outcomes.
In addition to providing students with immediate benefits in their
Students in a CLIL programme gain from the same advantages that bilingual individuals
generally enjoy in terms of their communicative capacity, and they have additional opportunity to
practise these abilities when they transition between the language classroom and the subject
classroom. After teaching students how to agree, disagree, and seek for explanation, the language
teacher can have them use those techniques to discuss a historical event and its effects. Students will
again use their language skills as the history instructor may then plan a debate on whether or not
particular historical deeds were right or wrong.
CLIL can frequently boost your students' enthusiasm to learn the material you are giving them.
Students may advance more swiftly and firmly as a result than they would if their topics were
purposefully kept apart. Since black and white rarely coexist in the real world, allowing two subjects
to coexist gives pupils a much better understanding of reality, which is one of the main benefits of
CLIL. Just remember that your linguistic aims should come second and the content-specific subject
should be your main priority. This will ensure consistency and offer a solid foundation for future
language development.
However, compared to students learning their first language in a monolingual programme,
students in CLIL and similar additive bilingual programmes also usually perform as well, if not better,
on tests of their first language skills (e.g., English language/literacy) [1;110]
There are some following benefits of teaching language alongside content:
-Students gain an understanding of the complexity of teaching and learning;
-Language is used to support subject competences;
-Exposure to the second language is increased;
-Key language skills are developed and applied in a meaningful context;
-General
vocabulary
is
broadened
and
specialised
vocabulary
is
deepened.
-Facilitates communication during instruction
However, we can see CLIL challenges which are:
-Finding stability amongst them
-A high level of intellectual engagement in CLIL classes
-Time required for acquiring essential vocabulary
-Increased workload and difficulties for pupils
-Limited resources and challenges choosing appropriate content
-Subject teachers' inadequate language proficiency
-Language teachers' inadequate content knowledge
-Content and language assessments made simultaneously
-Learners' inaccuracies when communicating in foreign language
-In some areas, there are not national policies on CLIL and no additional support for CLIL
teachers
-It takes a lot of time and does not save curriculum time.
Research on the beneficial interactions between the development of first and second languages
is in line with this [3;241]. In terms of academics, CLIL pupils study the same material as students in
a matching monolingual programme, with an emphasis on concepts, knowledge, and abilities that are
age- and grade-appropriate rather than on simplified work units [2; 131]. However, research has
demonstrated that CLIL students do, on average, at least as well on topic knowledge exams as students
learning the same curriculum material in their first language, even though they are studying the same
curriculum in their non-native tongue [4; 151]. Lastly, research has demonstrated that CLIL students
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exhibit greater intercultural awareness and competency, as well as more accepting views towards
diverse cultures [5; 370].
An argument for why CLIL tends to yield so many beneficial learning outcomes is provided by
Muñoz [6; 35].
The main causes are as follows:
1. Students gain from more effective instruction as well as from relevant and intelligible input.
2. CLIL may improve learners' capacity for input processing, enhancing cognitive growth and
preparing them for higher order thinking abilities.
3. The first language is used to foster literacy in CLIL, which is advantageous for the child's
cognitive development. Literacy abilities will eventually translate to the other languages.
4. Because CLIL learning occurs in a setting that is comparatively anxiety-free, learners may
have a lower affective filter than they would in other circumstances.
5. The desire of students to acquire material in a foreign language may encourage and maintain
their desire to learn.
In conclusion, although the advantages of CLIL are frequently highlighted for students, it is
equally critical to acknowledge the benefits for educators. Subject content can be incorporated into
language courses to help students learn critical language and life skills relevant to the subject matter,
as well as to improve teaching enjoyment, topic knowledge, and language teaching abilities.
REFERENCES
1.
Alberta Education. Focus on inquiry: A teacher’s guide to implementing inquiry-based
learning. Edmonton, Canada: Learning Resources Centre. Reproduced with permission. Alberta
Ministry of Education. (2010). Handbook for French immersion administrators. Edmonton, Canada:
Author. (2004).
2.
Coyle, D., Hood, P., & Marsh, D. CLIL: Content and language integrated learning.
Cambridge, England: Cambridge University Press. 2010
3.
Cummins, J. Linguistic interdependence and the educational development of bilingual
children. Review of Educational Research, 49(2), (1979). 222-251.
4.
Dalton-Puffer, C. Outcomes and processes in content and language integrated learning
(CLIL): Current research from Europe. In W. Delanoy& L. Volkmann (Eds.), Future perspectives for
English language teaching(2008). (pp. 139-157). Heidelberg, Germany: Carl Winter.
5.
Lasagabaster, D., & Sierra, J. M. (2010). Immersion and CLIL in English: More
differences than similarities. ELT Journal, 64(4), 367-375.
6.
Muñoz, C. Relevance and potential of CLIL. In D. Marsh (Ed.), CLIL/EMILE: The
European dimension – action, trends and foresight potential(2002). (pp. 35-36)
USING MEDIATECHNOLOGY IN LANGUAGE LEARNING: A TANDEM
METHOD APPROACH TO ENHANCE LISTENING AND SPEAKING SKILLS
Turegaliyeva Nurjanar –
Doctoral student of NSPI
Language learning is a dynamic process that requires active engagement and meaningful
interaction. With the advent of mediatechnology, opportunities for language learners to practice
listening and speaking skills have expanded exponentially. Among the innovative approaches to
language learning facilitated by mediatechnology is the Tandem method, which pairs language
learners with native speakers or proficient speakers of the target language for reciprocal language
exchange. This thesis explores the utilization of the Tandem method in conjunction with
mediatechnology to enhance listening and speaking skills in language learners.
Theoretical Framework:
Tandem (from English "tandem" - a bicycle for two or three) is one of the contemporary methods
for learning a foreign language, and it is gaining popularity worldwide. The tandem method involves
self-directed language learning between two partners with different native languages, who work
