{"id":209,"date":"2025-03-30T11:52:09","date_gmt":"2025-03-30T10:52:09","guid":{"rendered":"https:\/\/blog.westminster.ac.uk\/englishincentralasia\/?page_id=209"},"modified":"2026-07-27T17:10:21","modified_gmt":"2026-07-27T16:10:21","slug":"current-projects","status":"publish","type":"page","link":"https:\/\/blog.westminster.ac.uk\/englishincentralasia\/current-projects\/","title":{"rendered":"Current and Past Projects"},"content":{"rendered":"\t\t
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\u00a0University of Westminster, London, UK<\/strong><\/p>\n

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AELLCA 3 (July 2026-Present)<\/strong><\/p>\n

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Strengthening Sustainable English Language Education in Turkmenistan and Tajikistan<\/strong><\/em><\/h4>\n

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Building on the achievements of the previous phases, the UoW is delivering AELLCA 3 as a comprehensive programme of professional development, international collaboration, practitioner research, and knowledge exchange to further strengthen English language education in Turkmenistan and Tajikistan. The project aims to support educators in embedding inclusive, innovative, and evidence-informed approaches to teaching, learning, assessment, and professional development, while fostering sustainable institutional change and long-term regional collaboration.<\/p>\n

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Throughout the project, participants will engage in a wide range of activities designed to support both individual professional growth and institutional development. These include regular online workshops, mentoring, collaborative mini-projects, practitioner research, international professional development opportunities, and conferences that bring together educators, policymakers, and representatives from the private education sector. Participants will also contribute to a growing community of practice by sharing resources, experiences, and examples of effective practice through the English in Central Asia website and online CPD Forum.<\/p>\n

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AELLCA 3 is organised around five interconnected strands that together provide a coherent framework for professional learning, research, partnership building, dissemination, and sustainability. While each strand has a distinct focus, they are designed to complement one another and ensure that participants can apply new knowledge within their own institutional contexts while contributing to wider educational development across the region. Further information about each strand, including objectives, activities, timelines, guidance, and supporting resources, is available on the dedicated pages<\/a> of this website.<\/p>\n

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Across both countries, the project places a strong emphasis on sustainability by encouraging participants to adapt new approaches to their local contexts, share learning with colleagues, and build lasting professional networks. By combining ongoing professional development with collaborative research, international partnerships, and opportunities for dissemination, AELLCA 3 seeks to strengthen the quality and inclusivity of English language education while supporting a vibrant and enduring community of educators across Central Asia.<\/p>\n

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AELLCA 2 (October 2025-March 2026)<\/strong><\/p>\n

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Towards world-class inclusive English teaching in Turkmenistan<\/em><\/strong><\/h4>\n

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In Turkmenistan, the University of Westminster (UoW) organised and delivered a programme of in-country professional development focused on Equity, Diversity, and Inclusion in higher education. This included the organisation of an EDI conference held in Turkmenistan, which brought together local educators and institutional stakeholders and was also attended by colleagues from Tajikistan (see the project details below), enabling cross-country dialogue and shared learning. Alongside the conference, the university delivered face-to-face EDI training across three partner universities. The training was delivered over two days at Turkmen State University<\/strong>, one day at Seyitnazar Seydi Pedagogical Institute<\/strong>, and as a half-day in-service programme at the International University of Humanities and Development<\/strong>. In total, 289 participants, including both pre-service and in-service teachers, took part in these activities. The focus of this work was on helping educators embed inclusive principles into everyday teaching practice through reflection, practical activities, and context-responsive pedagogy.<\/p>\n

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Developing World-Class Inclusive English Education in Tajikistan<\/em><\/strong><\/h4>\n

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In Tajikistan, the university built on earlier phases of the project by delivering large-scale online professional development in English language teaching. A two-day online training programme reached 367 participants across two partner universities, Tajik International University of Foreign Languages <\/strong>and Khujand State University<\/strong>, and focused on learner-centred and inclusive pedagogy, reflective practice within continuing professional development, and the pedagogical use of technology, including Generative AI. This work was underpinned by The Effective Language Teacher<\/em> <\/a>resource pack, developed by the university, and emphasised adaptation to local teaching contexts. In addition, the UoW delivered a one-day EDI training in Tajikistan, extending the focus on inclusive teaching, assessment, and professional responsibility, with evaluation data currently being finalised.<\/p>\n

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Across both countries, the UoW placed strong emphasis on evaluation and sustainability. Post-training survey data demonstrated high levels of engagement, satisfaction, and perceived relevance, as well as participants\u2019 willingness to recommend the training to colleagues. To support ongoing impact beyond individual events, the university also developed this project website to share resources, updates, and examples of practice, enabling continued collaboration among pre-service and in-service teachers in both countries.<\/p>\n

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\u00a0<\/p>\n

AELLCA 1 (October 2024-March 2025)<\/strong><\/p>\n

English Language Teaching in Turkmenistan in International Perspective<\/em><\/strong><\/h4>\n

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The collaborative project between the UoW and the International University for Humanities and Development <\/strong>(IUHD) in Ashgabat successfully enhanced English teacher training for Turkmenistan\u2019s public school system. This initiative directly addressed Outcome 1 of the English and Inclusion Partnerships call: advancing initial English language teacher education across Central Asia. The project focused on pre-service teacher training (PRESETT) at Magtymguly Turkmen State University <\/strong>(MTSU) in Ashgabat and Seyitnazar Seydi Turkmen State Pedagogical Institute<\/strong> (SSTSPI) in T\u00fcrkmenabat, while also emphasising continuous professional development (CPD) at all career stages.<\/p>\n

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During the week of 20 January 2025, Professor Andrew Linn and Dr Anastasiya Bezborodova delivered interactive training workshops to 296 participants: 224 students (152 from MTSU and 72 from SSPI) and 72 teachers (10 from MTSU, 15 from SSPI, and 47 from IUHD). The feedback was overwhelmingly positive, with particular appreciation from SSPI in T\u00fcrkmenabat, where international CPD visits are less common. The workshops played a key role in informing the final programme materials. The resulting resource pack, printed as a CPD programme book and also available digitally on this website, enriched PRESETT programmes and supported INSETT CPD.<\/p>\n

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The project\u2019s key outcomes, showcased on this website, are designed to foster a strong community of practice among English language professionals in Turkmenistan. These resources will provide ongoing training, collaboration opportunities, and long-term support for educators.<\/p>\n

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\u00a0University of Westminster, London, UK AELLCA 3 (July 2026-Present) Strengthening Sustainable English Language Education in Turkmenistan and Tajikistan Building on the achievements of the previous phases, the UoW is delivering AELLCA 3 as a comprehensive programme of professional development, international…<\/p>\n","protected":false},"author":887,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"class_list":["post-209","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/blog.westminster.ac.uk\/englishincentralasia\/wp-json\/wp\/v2\/pages\/209","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blog.westminster.ac.uk\/englishincentralasia\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/blog.westminster.ac.uk\/englishincentralasia\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/blog.westminster.ac.uk\/englishincentralasia\/wp-json\/wp\/v2\/users\/887"}],"replies":[{"embeddable":true,"href":"https:\/\/blog.westminster.ac.uk\/englishincentralasia\/wp-json\/wp\/v2\/comments?post=209"}],"version-history":[{"count":31,"href":"https:\/\/blog.westminster.ac.uk\/englishincentralasia\/wp-json\/wp\/v2\/pages\/209\/revisions"}],"predecessor-version":[{"id":463,"href":"https:\/\/blog.westminster.ac.uk\/englishincentralasia\/wp-json\/wp\/v2\/pages\/209\/revisions\/463"}],"wp:attachment":[{"href":"https:\/\/blog.westminster.ac.uk\/englishincentralasia\/wp-json\/wp\/v2\/media?parent=209"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}