Learning foreign languages in Uzbekistan: large-scale reforms, integration, professionalism

In the renewed Uzbekistan, comprehensive reforms have covered all spheres of life of society and the state without exception. First of all, they are aimed at ensuring the constitutional rights of a person, improving his status, creating favorable conditions for the comprehensive development of the younger generation. In this perspective, one of the strategic goals is to train young professionals with high potential, modern knowledge, creative thinking, as well as fluent in foreign languages.

Reforms in this area began in Uzbekistan in 2012 with the adoption of the decree of the head of state "On measures to further improve the system of learning foreign languages". A system of continuous teaching of foreign languages, mainly English, has been introduced since the first grade of school.
The relevant ministry and the British Council in Uzbekistan jointly developed the reform of English language teaching in the national education system.
Nowadays, knowledge of foreign languages is the key to success in almost all spheres of life. Now in Uzbekistan, the demand and interest in their study, especially English, has increased so much that people of all ages are trying to master it: from kindergarten students to senior specialists. The main reason for this is the rapid integration of Uzbekistan into all international processes, the ever-growing number of native English speakers and the richest database of scientific, educational, popular and other publications in this language. The ever-increasing demand for language learning places a great responsibility on teachers.
Yesterday, under the leadership of the head of State Shavkat Mirziyoyev, an important meeting was held dedicated to improving the quality of education in schools, expanding opportunities for students and improving the skills of teachers, as well as creating favorable conditions for them. These issues are of great importance for the future of the nation, adequate education of the younger generation as worthy heirs of great ancestors.
The initiatives announced by the President will become a new stage in the establishment of permanent central control over the quality of education in the state. Having analyzed this meeting, it can be stated with confidence that large-scale reforms in the educational system seek to strengthen individualization, consistency, institutional competence and the definition of clear development mechanisms. For example, assigning a qualification category to school teachers through a two-level system will contribute to a deeper assessment of teachers' knowledge and ensure the introduction of advanced methods and educational technologies into the field. In addition, the creation of a separate Council for Teacher Education under the relevant ministry, which will include rectors of pedagogical universities, will allow the development of higher education in this area on the basis of special accents. This is a practical demonstration of the principle of continuity of education, another example of building a solid institutional framework for reforms.
The Head of State has repeatedly stressed that it is time to create a new system of teaching foreign languages in our country, which will become a solid foundation for the future. The legal and social aspects of work in this direction are reflected in various decisions of the President and the Government. In particular, the decree of the Head of state "On measures to raise to a qualitatively new level of activities to popularize the study of foreign languages in the Republic of Uzbekistan" dated May 19, 2021 served as the basis for promotion.
A lot has changed: from the organization of foreign language classes to the qualification requirements that students must learn. Since the 2022/2023 academic year, it has been established that new applicants for the positions of teachers of foreign languages of state educational institutions must have a national certificate of at least B2 or an international equivalent.
According to the Ministry of Preschool and School Education for 2022, 48,646 foreign language teachers work in the country's secondary schools. Only 11,523 of them have an international or national certificate. The number of teachers with a B2 level language certificate is 4,703, with a C1 level certificate — 6,799, with a C2 level certificate — 21 people. The numbers are growing year by year. But demand is increasing exponentially, so there is still a lot to be done in this regard.
Specialized education: limitations
and challenges
There is a shortage of experienced and qualified teachers of foreign languages in Uzbekistan, which reduces the quality of specialized education. The lack of speech practice and an authentic language environment limits the development of students' oral skills. Traditional teaching methods that focus on grammar and rote memorization do not contribute to effective communication.
To solve this problem, it is important to invest in educational programs for foreign language teachers focused on advanced techniques. Within the framework of a special project of the Ministry of Preschool and School Education, teachers in the regions were trained according to the internationally recognized TESOL and TEFL programs for English teachers. They demonstrated high efficiency and importance in the methodological aspect, provided teachers with the tools and skills necessary for successful teaching of English as a foreign language.
Thanks to methods focused on the specific needs of students and in-depth study of pedagogical technologies, participants in TESOL and TEFL programs become competent and confident teachers. They are able to create stimulating and interactive lessons that ensure effective language acquisition by students of all ages and levels of training. It is advisable to conduct such lessons on an ongoing basis, using a cascade method in which trained teachers transfer their knowledge to others.
Cooperation with linguists and experts in the field of foreign languages can also contribute to the development of modern curricula adapted to different learning styles and communication needs. The teaching methodology should be revised, creating a balance between grammar and communication. The use of modern language resources, applications, online platforms and other advanced technologies will complement this balanced approach, making the learning process more interesting.
Certificate — the solution to all problems?
The President has set a task: in the coming years, all school teachers of foreign languages should receive international language certificates. For many colleagues, this raises the question: how many of these teachers will remain working in schools after receiving certificates? Even with the additional payments of 50 percent provided by the decree of the head of state for teachers with a C1 level certificate, salaries in schools are unlikely to be competitive compared to salaries in private educational centers, especially for teachers with a high level of knowledge. Moreover, working conditions in schools and private centers differ significantly, which should also be taken into account.
When we talk about the introduction of the requirement of an international language certificate for new (or newly accepted) teachers, another question arises: what about graduates of language universities and their diplomas? According to the current standards, a student of a university where future teachers of foreign languages are trained must reach the C1 level by the time of graduation. But how is the level of knowledge of students assessed before issuing them a diploma allowing them to teach a foreign language? It would be logical to introduce such a test or a final state exam that allows you to engage in teaching activities.
The approach based on the requirement of a language certificate for employment can be considered as a potential discrimination against graduates of language educational institutions. After all, graduates, for example, of mathematical or historical faculties, do not need to confirm their knowledge of subjects when looking for a job.
Professional assessment expressed through a certificate can often serve not only as an indicator of high qualification, but also indicate the successful development of certain educational programs or specialized skills. However, the presence of a certificate is not always a guarantee of high quality teaching. Pedagogical experience, the ability to adapt to different learning styles, find an individual approach to students and effectively motivate them also play an important role. Such skills may not always be formalized through certificates, but they are of great importance for a teacher. Having an IELTS certificate with a score of 7.0 or higher does not mean that a person has methodological skills in teaching English, knows how to manage a class and inspire students. Therefore, it is important to update the content of the subjects "Pedagogy" and "Methodology", which are included in the curriculum of language universities, and to stimulate the professional development of teachers.
The question also arises: do teachers who have a certificate have a more explicit development trajectory compared to those who do not have one? It is interesting to conduct a more in-depth study to compare the effectiveness of teachers with and without certificates. This will help to identify which specific aspects of teaching can be improved through professional accreditation. The state should introduce a monitoring system that will monitor changes in the work of teachers after receiving certificates. It may include an assessment of student achievement, language proficiency, and overall teaching effectiveness. The main task is to find a balance between encouraging teachers to professional growth and providing students with high—quality education.