INTEGRATED STRATEGIES FOR TEACHING WRITING AND READING IN UZBEKISTAN’S CLASSROOMS AND BEYOND
Main Article Content
Abstract
This article explores the paradigm shift from isolated to integrated reading and writing instruction, a pedagogical imperative supported by global cognitive research. It situates this shift within the unique and dynamic context of Central Asian education, with a focused lens on Uzbekistan’s ongoing “Third Renaissance” reforms. The piece contrasts traditional, Soviet-influenced methodologies with modern competency-based approaches, emphasizing the cultural and structural considerations specific to the region. Moving beyond theory, it provides humanized, practical strategies for high school educators, framing the integrated literacy classroom as a space for diagnostic growth, cultural affirmation, and the development of a genuine, functional voice in students.
Downloads
Article Details
Section
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors retain the copyright of their manuscripts, and all Open Access articles are disseminated under the terms of the Creative Commons Attribution License 4.0 (CC-BY), which licenses unrestricted use, distribution, and reproduction in any medium, provided that the original work is appropriately cited. The use of general descriptive names, trade names, trademarks, and so forth in this publication, even if not specifically identified, does not imply that these names are not protected by the relevant laws and regulations.
How to Cite
References
1.British Council. (2021). Report on Uzbekistan National English Curriculum Reform: Findings and Recommendations. Tashkent.
2.Deutsche Gesellschaft für Internationale Zusammenarbeit (GIZ). (2023). Ambassadors of dual TVET support the reform of the training system in Uzbekistan.
3.Graham, S. (2019). The Science of Writing: Integrating Reading and Writing for Enhanced Literacy. SRSD Online.
4.Graham, S., & Hebert, M. (2010). Writing to Read: Evidence for How Writing Can Improve Reading. Carnegie Corporation.
5.Jalolov, J. (2012). Chet tillarni o‘qitish metodikasi (Foreign Language Teaching Methodology). Tashkent.
6.Рустамов , А. (2025). Использование педагогической диагностики в развитии навыков письменной речи на иностранном языке у старшеклассников в Узбекистане. Зарубежная лингвистика и лингводидактика. 3, 9/S (окт. 2025), 233–239. https://doi.org/10.47689/2181-3701-vol3-iss9/S-pp233-239
7.Scarborough, H. S. (2001). Connecting early language and literacy to later reading (dis)abilities: Evidence, theory, and practice. In S. B. Neuman & D. K. Dickinson (Eds.), Handbook of early literacy research (pp. 97–110). Guilford Press.
8.Sedita, J. (2019). The Writing Rope: A Framework for Explicit Writing Instruction. Keys to Literacy.
9.U.S. Embassy Tashkent. (2024). United States Strengthens Commitment to English Language Education in Uzbekistan with Arrival of American Teachers.