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4.
Oster J. Seeing with different eyes: Another view of literature in the ESL class. TESOL
Quarterly
5.
SavvidouC. An Integrated Approach to the Teaching of Literature in the EFL
Classroom. The Internet TESL Journal
PRESETT –A NEW APPROACH IN PREPARING FUTURE ENGLISH TEACHERS
Tajieva A.U.- PhD. Docent,
Head of English Language and Literature Department.
NSPI
Nowadays, the role of learning and teaching English is achieving a higher speed in the world
as well as in Uzbekistan. One of the accomplishments in preparing future English teachers in the
country is the implementation of the PRESETT programme in higher educational institutions.
PRESETT is an internationally accepted term that stands for “pre-service English teacher training”.
It is closely associated with modern approaches to future English teacher education in European
countries in terms of both standards and content.
The new PRESETT curriculum, improved on the basis of world standards, offers 2 major
modules: Linguistic and Methodological. Each module consists of a total of 20 modules in 4 stages.
1. Linguistics moduleis aimed at preparing graduates who can understand, speak, read and write
English at the level of international standards and have in-depth knowledge of language systems
required for pedagogical activities. The main purpose of the subjects included in the linguistic module
is to teach the perfect acquisition of language skills (listening comprehension, writing, speaking,
reading skills) in a foreign language [2].
2. Methodological module or integrated course of foreign language teaching consists of several
subjects. They are conducted from 2nd year to 4th year. This moduleis aimed at preparing future
teachers who will be able to rationally use effective methods of learning and teaching English, which
will meet the requirements of students of the XXI century in learning a foreign language. The aim of
the full course of practical methods, which develops subject-by-subject, is to introduce new methods
and technologies that lessons can be planned step by step, integrate language skills, assess knowledge
and skills, forming the right attitude to the language learner and learning requirements, aimed at
training a modern specialist-teacher. The program pays special attention to the approach to English
as an international language of communication and the cultural approach. [2]
The program attempts to develop the following skills in learners:
Reading, reasoning, analytical thinking, logical thinking, listening, presentation skills,
speaking, time management, social responsibility, ICT skills, critical thinking, research skills,
creativity, problem solving, writing, decision making, listening, leadership, planning, comprehension
checking, communication skills, linking the stages of a lesson, flexibility, intercultural awareness,
self-assessment skills, interpersonal skills [2].
In Karakalpakstan, Nukus State Pedagogical Institute and Karakalpak State University are the
higher educational establishments which adopted the curriculum of PRESETT aiming at preparing
teachers of English who are skillful in practical classroom methodology and in language referred to
international standards.
The language and methodology modules, teaching approach, students’ role and other aspects
of the PRESETT Curriculum differed from the traditional program. PRESETT helps students to
improve their abilities in reading, writing, listening and speaking skills. For instance, I would like to
emphasize reading skills. Before the PRESETT programme, lessons in the old education system were
organized around a certain text designated for reading and translation with the use of teacher-centered
learning. It was rather boring. However, the PRESETT curriculum focuses on developing learners’
reading skills and strategies through variety of engaging and effective tasks. Students work more
independently, striving for their goals by evaluating themselves.
In traditional teaching programme, students focus on learning language by grammar translation
method, using the book named “Practical course of English language” by Arakin, students were
trained not only on translating texts but also on the theory of Phonetics, Lexicology, Translation
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theory and Stylistics, while PRESETT students focus on a specific teaching skills by designing
materials, designing assessment criteria, creating learning environment, and conducting micro-
teaching,.Micro teaching allows students to gain experience as a future teacher for many aspects of
the classroom: preparing lesson plans, selecting objectives, speaking in front of the class and
acquiring and applying methods of evaluation.
In order to know the impact of PRESETT curriculum on the quality of teaching and learning,
as well as the professional development of English teachers we conducted a survey among former
PRESETT students, who are now working in different educational institutions of the republic of
Karakalpakstan. As there are a great number of PRESETT graduates in our country, we planned to
collect data through blogging. We opened a group and invited former PRESETT students of
Karakalpakstan to join and share their impressions of their teaching and the influence of PRESETT
curriculum on their success in teaching
Here are some former students’ views about the PRESETT programme:
Zarina (secondary school teacher): When I began my teaching as a novice teacher, I was afraid
that I couldn’t manage to work with documentation. But the knowledge taken from the subject
“Planning teaching and learning” helped me to design my lesson plans and handouts.
Sawle (secondary school teacher):PRESETT taught me how to work with young learners. Now,
I am working at school and I see that PRESETT shaped my quality as a teacher, because PRESETT
aims teachers to know different styles and methods of teaching.
Madina (lyceum teacher): When a student I liked the subject “Materials evaluation and design”
and now I always feel confident while choosing materials for my learners. I consider that materials
we bring to the classroom play a crucial role in learner motivation, interest and learning.
Balkibaeva Venera (institute teacher): A real teacher should know psychology of students, the
impact of teacher on learners and learning, that’s why teacher should be able to contact, to
communicate with students. I have learnt them from PRESETT, so I feel confident in class.
Khodjaniyazova Umida (institute teacher): My motto in teaching is that my learners should get
both knowledge and pleasure from my lessons. I try that they will come to the lessons with enthusiasm
and leave the lessons with satisfaction.
Gulbaxar (secondary school teacher):My pupils are very active when they work in small groups
and pairs. They try to speak English with each other. I think it is the results of our teaching.
Usen (lyceum teacher): When I began working, former teachers of that educational
establishment didn’t like my teaching style. They said that I should follow the requirements of the
syllabus and coursebooks. I shared my knowledge of using new approaches and methods which can
motivate learners to English.
MalikaKalmenova, one of the first graduate of the PRESETT experimental group at the
Karakalpak State University, who has been teaching at school 34, writes about her experience of the
new curriculum as a student and emphasizes the courses that she has enjoyed most. She highlights
the skills, she has developed thanks to the programme, that turned out to be useful in her teaching.
Yakupova Kamila (institute teacher): PRESETT shaped my personality as well as teaching
abilities. Most subjects were focused on developing students’ critical thinking, creativity and better
language acquisition. My students have learned to work in groups, manage time, prioritise tasks, plan
and avoid procrastination.
Saltamuratova Ayna (institute teacher): We should note that the applicants applying for the
English Philology Faculty don’t usually aim to be teachers in future, preferring to think about
professions like a guide or a translator, or simply getting a job in a foreign firm or a company. This
tendency has changed in PRESETT groups. Most of the students changed their attitude towards the
teaching profession and their minds about future profession.
Asanova Kamila: many of the schools where PRESETT students have their teaching practice
in year 4, invite these graduates to work with them after graduation.
Arislanbek: The most challenging, demanding responsibility and clear organisation is research
writing. After choosing topics suggested by our supervisors we have done a great investigation,
library research, data collection and data analysis. In additionwe have carried out our research during
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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.
