BRIDGING GENERAL AND ACADEMIC ENGLISH: REFLECTIVE INSIGHTS FROM A TESOL PRACTICUM IN UZBEKISTAN
Abstract
Abstract: This study reports on a TESOL practicum conducted with B2-level first-year undergraduates at Alfraganus University, Tashkent, Uzbekistan, aimed at bridging the gap between general and academic English. Despite solid general English proficiency, students struggled with academic listening, writing, and speaking. Three scaffolded lessons focusing on authentic academic listening, paragraph coherence with article accuracy, and fluency plus pronunciation in academic discussions were implemented. Data from observations, learner reflections, and peer feedback reveal that scaffolded instruction, authentic materials, and collaborative tasks improved learner confidence and performance. The study highlights the value of reflective practice grounded in communicative and task-based approaches and stresses the importance of equity and identity considerations in multilingual TESOL contexts. Recommendations include context-sensitive and inclusive strategies for supporting academic English development.
References
Anya, U. (2018). Race and ethnicity in teacher education. In J. I. Liontas (Ed.), The TESOL Encyclopedia of English Language Teaching. Wiley.
Bruner, J. S. (1996). The culture of education. Harvard University Press.
Canale, M. (1983). From communicative competence to communicative language pedagogy. In J. C. Richards & R. W. Schmidt (Eds.), Language and communication (pp. 2–27). Longman.
Ellis, R. (2003). Task-based language learning and teaching. Oxford University Press.
Farrell, T. S. C. (2015). Promoting teacher reflection in second language education. Routledge.
Farrell, T. S. C. (2019). Reflection-as-action in ELT. TESOL Press.
Guerrettaz, A. M., & Zahler, T. (2018). Black Lives Matter in TESOL: De-silencing race in a second language academic literacy course. TESOL Quarterly, 52(1).
Hyland, K. (2003). Second language writing. Cambridge University Press.
McCarthy, M., & Carter, R. (1997). Exploring spoken English. Cambridge University Press.
Nation, I. S. P., & Newton, J. (2009). Teaching ESL/EFL listening and speaking. Routledge.
Richards, J. C., & Rodgers, T. S. (2014). Approaches and methods in language teaching (3rd ed.). Cambridge University Press.
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
Wong, S. D., Eng, S. C., & Von Esch, K. S. (2018). Critical race pedagogy. In J. I. Liontas (Ed.), The TESOL Encyclopedia of English Language Teaching (pp. 1–7). Wiley.
