ISSN:
2181-3906
2023
International scientific journal
«MODERN
SCIENCE
АND RESEARCH»
VOLUME 2 / ISSUE 12 / UIF:8.2 / MODERNSCIENCE.UZ
1423
THE ROLE OF SCHOOL MANAGEMENT IN ENHANCEMENT OF FOREIGN
LANGUAGE EDUCATION
Yoqubova Umida Urol qizi
Tashkent State Pedagogical University,
2nd year master's degree in management of educational institutions.
E mail:
umiyoqubova.3003@gmail.com
Phone number: +998998709803
https://doi.org/10.5281/zenodo.10507602
Abstract. Improving foreign language teaching at school is an important political and
social task in today's globalized world. The transition to the competence paradigm requires
mastery of new methodology, curriculum development and assessment methods. This article
discusses the peculiarities of the implementation of the new state educational standards (SES) in
the context of teaching foreign languages in Uzbekistan. The purpose of the article is to present
the author's concept of achieving the requirements of the standards in foreign language teaching.
The article begins by highlighting the reasons for prioritizing foreign language proficiency at
the school level and assesses the situation with foreign language teaching in Uzbekistan. Next,
the traditional roles of teachers in the teacher-centered classroom are considered, which
negatively affects the development of students' personality. Then the article presents key
innovative multifaceted roles of a foreign language teacher. The conceptual approach
emphasizes the prerequisites for the development of a new socio-educational environment and
provides teachers with practical recommendations for the successful implementation of the
requirements of the State Educational Standards in foreign language teaching.
Keywords: competence approach, foreign language teaching, teacher's roles, education
management.
РОЛЬ ШКОЛЬНОГО МЕНЕДЖМЕНТА В РАЗВИТИИ
ИНОСТРАННОЯЗЫЧНОГО ОБРАЗОВАНИЯ
Аннотация. Совершенствование преподавания иностранного языка в школе
является важной политической и социальной задачей в современном глобализированном
мире. Переход к компетентностной парадигме требует овладения новой методологией,
разработкой учебных программ и методами оценки. В данной статье рассматриваются
особенности реализации новых государственных образовательных стандартов (ГОС) в
условиях преподавания иностранных языков в Узбекистане. Цель статьи – представить
авторскую концепцию достижения требований стандартов обучения иностранному
языку. Статья начинается с выделения причин приоритета владения иностранным
языком на уровне школы и оценки ситуации с преподаванием иностранного языка в
Узбекистане.
Далее
рассматриваются
традиционные
роли
учителя
на
педориентированном занятии, что негативно влияет на развитие личности учащихся.
Далее в статье представлены ключевые инновационные многогранные роли
преподавателя иностранного языка. Концептуальный подход подчеркивает предпосылки
развития новой социально-образовательной среды и дает педагогам практические
рекомендации для успешной реализации требований Государственного образовательного
стандарта при обучении иностранному языку.
ISSN:
2181-3906
2023
International scientific journal
«MODERN
SCIENCE
АND RESEARCH»
VOLUME 2 / ISSUE 12 / UIF:8.2 / MODERNSCIENCE.UZ
1424
Ключевые слова: компетентностный подход, обучение иностранному языку, роль
учителя, управление образованием.
The development of information technology has led to significant changes in the global
economy and social life. The education system must respond to these changes in order to be sure
that the young generation is well prepared to work and live in new conditions. Modern reforming
of the education system in Uzbekistan is mainly determined by the world trends in pedagogical
sciences, the basis of which is the transition from knowledge-oriented teaching practices to more
practical methodology aimed at the development of competencies as the ultimate goal of any
learning, including foreign language learning. Today, the management of educational
institutions, as well as foreign language teachers in Uzbekistan, must build their curricula in
accordance with the academic achievements laid down in the new State Educational Standards
(SES). It is the competency-based approach that lies at the heart of the SES, which define the
foreign language curriculum as a set of competencies. However, the implementation of the SES
faces many difficulties, one of which is related to the fact that teachers at all levels are not fully
aware of the new concepts embedded in the standards. In this regard, different stakeholders have
disparate views on both the theory and practice of competency-based approach in foreign
language teaching. The main assumption is that the successful implementation of the new
approach and the Standards depends on the competence of teachers.
In reality, the average high school graduate still has enormous difficulties in using a
foreign language or any other national languages of Uzbekistan at the threshold level. This is
unacceptable in the era of economic globalization and the expansion of international economic
ties that involve learning and working in a foreign-language environment. Of course, it is easy to
blame school teachers for their insufficient language skills. However, it is not really their fault.
First, educational administrators have paid little or no attention to second language instruction.
This neglect can be easily found in the following examples:
- Secondary schools allocate only 2 hours per week for learning a second language;
- Languages are taught in the absence of a language environment;
- Communicative activities of schoolchildren are scarce, preference is given mainly to
writing or reading, and occasionally to pair work;
- The teaching process is irregular, vacations and other long breaks have a negative impact
on the acquisition of a second language;
- The heads of most educational institutions do not themselves speak a foreign language
and are not familiar with modern methods of language education management;
- Material and technical.
These educational objectives require a fundamentally new approach to foreign language
teaching, as it is impossible to achieve them only with the help of foreign language teachers who
meet with students 3-4 times a week. Therefore, it is imperative to instill in school and
educational administrators the skills and knowledge of foreign language teaching at the present
stage. Innovations and improvement of foreign language education at school are related to
educational reforms in Uzbekistan. The reforms includes six main directions of education
development. These directions are:
ISSN:
2181-3906
2023
International scientific journal
«MODERN
SCIENCE
АND RESEARCH»
VOLUME 2 / ISSUE 12 / UIF:8.2 / MODERNSCIENCE.UZ
1425
1) introduction of new educational standards;
2) creation of a network of advanced search and support for gifted children with
subsequent monitoring of these children during their formative years;
3) launch of regular projects aimed at improving the qualification and renewal of
pedagogical staff and a system for encouraging the most effective specialists in this field;
4) new recommendations on the work, design, construction and material and technical
support of schools. The main criterion is the high level and feeling of comfort in schools.
5) Individual attention to each pupil, which allows minimizing health risks in the learning
process;
6) Increased autonomy of schools.
Certainly, the new standards require a different organization of children's activities and
the development of their language skills. Unfortunately, the teacher-centered practice is still
prevailing, with the teacher playing the leading role, i.e. when the student is encouraged by the
teacher to study the subject. As a result, the student becomes a passive object of learning. This is
the main characteristic of the old scholastic education, which does not develop leadership
qualities and does not make the student an active subject of learning. Today this model is
seriously criticized both in Uzbek and world pedagogy. The main reason for criticism is the
reproductive nature of education and inequality between its participants, the student is only a
passive recipient of knowledge. The ultimate goal of this approach is to transfer to the student
complete and substantive knowledge of the issues under discussion, as well as to assimilate all
the information communicated by the teacher in the necessary volume. This approach forces the
student to formulate their answers without distorting or altering the original meaning. As a result,
the traditional model produces students who have deep knowledge in various subject areas but
are not always able to adapt to real life and socio-economic challenges. In addition, this model
deprives students of autonomy and personal responsibility for their academic achievements or
failures. This lack of learning autonomy has a destructive effect on students' learning activities.
In this regard, one of the main tasks facing the school administration is to create a foreign-
language environment. Since regular Uzbek schools lack both native speakers and management
staff with foreign language skills, it is quite difficult to achieve this goal. The system of
extracurricular activities aimed at developing foreign language skills is particularly difficult. The
experience of successful schools shows that the lack of foreign-language environment is
effectively compensated by organizing theaters in foreign languages, song and essay contests,
watching famous Uzbek cartoons dubbed into a foreign language, pen pal clubs or Skype
communication with peers speaking the target language, etc. In recent years, school and inter-
school summer/winter camps aimed at the development of foreign language communication have
proved to be a good practice. Also, in our opinion, schools practicing individual and group
tutoring deserve more attention. However, as noted above, the work requires a different, more
effective model for managing extracurricular activities. The important components of this model
are methodological support for organizers of extracurricular activities aimed at improving the
foreign language competence of pedagogical and managerial staff, and the development of a
system of material incentives for teachers. At the same time, the transition to the new
ISSN:
2181-3906
2023
International scientific journal
«MODERN
SCIENCE
АND RESEARCH»
VOLUME 2 / ISSUE 12 / UIF:8.2 / MODERNSCIENCE.UZ
1426
management model is quite complicated and requires qualified scientific and methodological
support.
Quality teaching is the only central factor in foreign language acquisition, and it, in turn,
depends largely on the quality of teacher training and the receptivity of school administrations
implementing educational reforms to the demands of educators. In the context of foreign
language teaching, a successful school should take into account such key indicators as creating
an atmosphere conducive to increasing children's intrinsic motivation to learn a foreign language;
fostering students' independence in communicative activities; expanding the sphere of foreign
language communication; creating conditions for students to evaluate the results they have
achieved in learning a foreign language.
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