A four-country study (Bangladesh, Malawi, Mexico, Uzbekistan) of state primary English. Lessons were teacher-fronted with similar routines; teachers were creative with few resources; translanguaging was widespread and valued by children, though teachers felt guilty about it. Learning outcomes weren’t measured.
Study
Copland, Garton, López-Gopar, Makhmudova (Uzbekistan State World Languages University), Meke, Rahman (2024). English as a subject in primary school: Lessons from Bangladesh, Malawi, Mexico and Uzbekistan. British Council. doi:10.57884/1W3H-6N55 · PDF. Fieldwork 2021–23: 40 teacher interviews, then 12 teachers filmed (~20 classroom hours each), plus focus groups with children aged 7–11.
Uzbekistan context (as reported)
- English compulsory from grade 1 since the 2013 reforms; 2–4 × 45-minute lessons a week.
- Seven languages of instruction (Uzbek, Karakalpak, Russian, Kazakh, Tajik, Turkmen, Kyrgyz).
- Policy is mostly “English only” but doesn’t forbid Uzbek or Russian.
- Classes of 25–40 are often split into groups of 12–20 for English (less often in rural schools).
- Teachers hold a BA or MA in languages; the 2021 reform pays a 50% salary bonus at CEFR C1.
- Sample: 10 teachers, all female, self-reported B1–C1. Classrooms were described as well equipped; physical and game activities (e.g. an obstacle course for directions).
What Uzbek children said (partly from a summary of the PDF; verify)
- They wanted Uzbek and Russian used so they could follow everything.
- Some (especially boys) were bored, and some anxious, under “English only”.
- They saw English as key to university and good jobs.
Cross-country findings
Similar lesson routines (greeting → review → input → practice → homework); songs, stories, games, drilling; pair and group work rare; “male firstness” (boys nominated or volunteering first), which some teachers countered.
Recommendations
Build teacher education on existing local good practice rather than imported methods; vary routines (different drill types); evaluate games for learning value; recognise translanguaging in policy and training; train teachers on gender-equitable participation; involve children in research.
Limits
Describes practice; doesn’t measure outcomes. Willing, accessible teachers; small filmed sample.
Apply in my context (Claude)
- This is the closest published evidence to your learners’ state-school background. Children arriving from state schools will expect teacher-fronted routines and some L1 support.
- “Male firstness” is a free observation focus for peer observation in Rahimov YL classes: who gets nominated first?
Connections
Planned translanguaging improved expository reading (MultiEd) · CPD portfolios - What, So what, Now what · Behaviour management is mostly pre-emption