Following in the footsteps of my grandfathers I become a teacher. My grandfather, although
arduous times of the Second World War deprived him of receiving university education, brought
up thirteen children all of whom gained university degrees in various fields, and most
interestingly, six of whom chose teaching as their professions. Growing up in the family where
teachers were revered up high, passion for teaching was sparked in my soul and this inspiration
led me to the World Languages University in Tashkent, Uzbekistan, where I studied at IELTE
(Institute for English Language Teacher Education) program.
Researching deeply in education during my studies in IELTE, I have become aware that
education in Uzbekistan falls behind this of many countries and majority of Uzbek teachers
remain out of pace with modern, skill-based and communicative language teaching. To my mind,
the issues facing teaching in Uzbekistan today, such as old and ineffectual methodologies,
relatively backward educational concepts, subjective assessment methods and others can be
worked out via training a new generation of teachers, and in order to be one of these teachers for
change, I have first started improving my own teaching, for example, by changing monotonous,
conventional and grammar-translation based English teaching strategies to more authentic
language atmosphere. I realize that the students’ passivity is being replaced by active creative
work as they are enjoying learning the language through original English movies, songs, rollplays, classroom debates and other efficient forms of teaching. This experience has encouraged
me to choose language teaching as my primary field and to set up long-range career plans in
ESL/EFL teaching.
Selected among a highly competitive pool of candidates, I have been offered one-year, nondegree academic fellowship by the US Department of State. Having improved my personal and
professional skills in more challenging situations, studying in the USA has had enormous effect
in aspiring towards my goals.
Learning the English language is extremely important in the community where I am teaching
now, as it provides my learners with opportunities to a better life through better education and a
better job. That is why, as a teacher, I am responsible for meeting the needs of each and every
student in the classroom and for creating a friendly classroom environment that fosters learning.
Currently, I am teaching English at private technical school and my short-term goals are to help
my learners acquire necessary skills to study technical subjects, such as engineering, robotics and
coding through the English language. In the long run, it is my sincere hope that my students will
become open-minded, creative and successful individuals with advanced English language skills.
My teaching style mostly derives from the Communicative Approach (1980). However, I also
integrate aspects of other methods and approaches to match the styles of my learners best.
Throughout my teaching experience, I have tested combinations of CommunicativeComprehension, Comprehension-Reading, Communicative-Affective-humanistic approaches,
altering my style to meet the needs of the target group of learners. Yet, there are some principles
I have been adhering to throughout my teaching career.
First of all, I see myself as a facilitator in the classroom. This aspect of Affective-humanistic
Approach (1970) encourages learners to focus more on the learning and activities, helping them
actively collaborate with other learners. The role of a facilitator ensures dynamic learning and
collaboration in the classroom, learners taking leads and playing with the language. Every time I
NARGIZA ASROROVA – ASU TESOL
see my learners engaged and cooperating, taking responsibility for their own learning and
working as if I don’t exist, I feel like I am doing a good job.
Second principle of mine is deeply rooted in the basic role of the language itself –
communication. Staying loyal to the principles of the Communicative Approach (1980) and
Direct Approach (1900), I try to create more opportunities for learners to communicate in the
target language using all four skills. While maintaining real-life usability of activities I design,
my learners get at least 80% of practice time, communicating in English using authentic
materials, language games, role-plays and dialogues.
Last of my principles, perhaps the most important one, is to meet the needs of each and every
student in the classroom. In order to reach every learner, I constantly equip myself with various
strategies and methods, approaching every learner on their welcome side, or talking everyone in
“their language” as the Affective Humanistic Approach suggests (1970).
There are variety of techniques and tools I bring to the classroom depending on the needs and
purpose of my learners. In the first place, I try to make the classroom an emotionally safe place
by lowering the affective filter; I do so by giving examples of my own language learning
struggles, encouraging learners to take risks and not being afraid of making mistakes. For the
purposes of instruction, I try to stick to the 80/20 rule, mostly facilitating and guiding learners
while they practice freely on their own. I believe that in order to learn how to use a foreign
language, students need to use it. I use the practice time as a window to real-life situations by
designing authentic and durable activities.
Motivation is another important factor regarding the language learning. I motivate my learners
by bringing the content closer to their personal needs, designing activities in such a way that
learners enjoy the process, applying technology and organizing outdoor-lessons. Teacher talk
and warm language also play important roles for motivation if used appropriately. Thus, I try to
instill positivism in learners by using warm language and encouraging teacher talk.
Regarding the lesson organization, I usually enter the classroom equipped with a fun, interestgaining activity instantly transferring learners to the “learning mode”. Sometimes, I challenge
my learners’ expectations by altering the patterns of my instruction. Most of the times, I present,
model and assess; yet, at other times, I bring up a model letting learners come up with their own
conclusions, guiding them throughout the process. I organize guided and independent practice
activities in a meaningful way, matching the exact situations learners may be required to use the
language. I mostly address performance-based assessment methods and use alternative ways to
conventional tests and quizzes, as I personally believe that tests and exams that check
memorization are not accurate ways to measure students’ language abilities.
NARGIZA ASROROVA – ASU TESOL