1st Edition
Exploring English Language Teaching in Post-Soviet Era Countries Perspectives from Azerbaijan
Exploring English Language Teaching in Post-Soviet Era Countries analyses different elements of English language teaching from the Soviet era to a new era of Westernised influence. This work provides an insight into the problems that occur in present-day English language education in post-Soviet era countries, considering English language teaching at all stages of education.
The book outlines the challenges that many countries of the former Soviet Union experienced at the turn of the twenty-first century and relates these to education as a crucial social phenomenon. It considers the teaching of English as a lingua franca at all education levels in the countries of the former Soviet Union, with particular emphasis on universities. Using empirical research from case studies in Azerbaijan, the book considers whether post-Soviet era countries have truly moved towards a Westernised model of language education or simply imitated one. This book is the first of its kind to treat the problem by listening to teachers’ and students’ voices as the major actors of the educational process.
This book will be of great interest to academics, researchers and post-graduate students in the fields of English language education, education in Eastern Europe and applied linguistics.
Table of Contents
List of Tables and Figures
List of Abbreviation
Acknowledgements
Preface
General Introduction
PART 1 – The Educational System in Azerbaijan and the Role of English at each Level
Chapter 1. Obligatory and non-obligatory education in Azerbaijan
(1.1) Understanding of obligatory and non-obligatory education
(1.2) Primary education
(1.3) Obligatory secondary education
(1.4) Complete/upper secondary education
(1.5) Non-obligatory professional colleges
Chapter 2. Higher Education in Azerbaijan
(2.1) The role of Bologna process in shaping the present-day Higher Education
(2.2) Bachelor Degree
(2.3) Master’s Degree
(2.4) Doctorate Degree
Chapter 3. ELT in Higher Education
(3.1) ELT for BA/BSc and MA where English is not a major
(3.2) ELT for BA and MA where English is a major
(3.3) Pre-service and In-service teacher trainings for EFL Specialists
Chapter 4. Azerbaijan as an Epitome of its Fellow Countries?
(4.1) Educational Situation in Fellow Countries
(4.2) Can Azerbaijan be considered as an epitome of its fellow countries?
PART 2 – Students’ and Teachers’ Views and Attitudes towards the Teaching and Learning
of English in Azerbaijan
Chapter 5. Study Design and Implementation
(5.1) Main Purpose
(5.2) Participants
(5.3) Materials
(5.4) Method
Chapter 6. The present-day situation in EFL classes
(6.1) The role of English and its teaching in the present-day university classes
(6.2) Time allotted to the teaching of English
(6.3) The way English is taught and learnt
(6.4) Activities and techniques used in EFL classes
(6.5) Activities included in EFL exam
(6.6) The role of translation in EFL classes
(6.7) Teaching English via four language skills
(6.8) The importance of grammar teaching in present-day EFL classes
Chapter 7. Resources used for the teaching of English
(7.1) The use of technology
(7.2) The role of CEFR in textbooks and materials
(7.3) Textbooks and other materials in EFL classes
(7.4) Activities and techniques presented in textbooks
(7.5) Changes to be introduced into the textbooks for effective EFL acquisition
Chapter 8. English outside the classrooms
(8.1) English language activities outside the class
(8.2) Private classes and tutoring
Chapter 9. Difficulties in the study of English
(9.1) General situation in EFL classes
(9.2) Andragogic approach to EFL teaching
(9.3) The most problematic EFL areas for Azerbaijani students
(9.4) How to improve the situation?
PART 3 – Implications and Future Perspectives
Chapter 10. General EFL problems at Azerbaijani universities and possible solutions
(10.1) General problems in EFL classes, reasons, implications and solutions
(10.2) Suggestions for further research
Chapter 11. Adoption of Western Tendencies: Positive or Negative?
(11.1) The impact of the West on Education in the post-Soviet Space
(11.2) Concluding Remarks
APPENDIX 1a
APPENDIX 1b
APPENDIX 2
REFERENCES
SUBJECT INDEX
Biography
Tamilla Mammadova is an assistant professor at ADA University, Azerbaijan. She holds a PhD from the University of Santiago de Compostela, Spain, where she is a member of the SPERTUS research group.
