{"id":487,"date":"2026-09-22T12:33:03","date_gmt":"2026-09-22T11:33:03","guid":{"rendered":"https:\/\/blog.westminster.ac.uk\/englishincentralasia\/?page_id=487"},"modified":"2026-09-22T12:35:14","modified_gmt":"2026-09-22T11:35:14","slug":"mini-projects-in-tajikistan","status":"publish","type":"page","link":"https:\/\/blog.westminster.ac.uk\/englishincentralasia\/mini-projects-in-tajikistan\/","title":{"rendered":"Mini-Projects run in Tajikistan"},"content":{"rendered":"\n<h3 class=\"wp-block-heading\"><strong>1. Implementing a Peer-Supported CPD Cycle for Student-Centred and Inclusive English Teaching<\/strong><\/h3>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>Institution:<\/strong> Tajik International University of Foreign Languages named after Sotim Ulughzoda<br><strong>Pathway 3:<\/strong> Curriculum &amp; Institutional Development<br><strong>Team:<\/strong> Gulzira Sobirova, Maliha Odinaeva, Mehrubon Amoni, Parvina Mirzoeva<br><strong>Focus:<\/strong> Establishing a peer-supported CPD cycle to promote student-centred and inclusive approaches to English teaching.<\/p>\n\n\n\n<h3 class=\"wp-block-heading\"><strong>2. Implementing Inclusive Assessment and Feedback for Written Works of Students<\/strong><\/h3>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>Institution:<\/strong> Khujand State University (Oriental Languages Department)<br><strong>Pathway 2:<\/strong> Assessment &amp; Feedback Development<br><strong>Team:<\/strong> Parvina Rizoeva, Mutriba Karimova, Nigora Salimova<br><strong>Target group:<\/strong> Students producing written work<br><strong>Focus:<\/strong> Developing more inclusive approaches to assessing and providing feedback on students\u2019 written work.<\/p>\n\n\n\n<h3 class=\"wp-block-heading\"><strong>3. Peer Observation and Mentoring for Inclusive and Innovative PRESETT Practices<\/strong><\/h3>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>Institution:<\/strong> Khujand State University (Faculty of Oriental Languages)<br><strong>Pathway 3:<\/strong> Curriculum &amp; Institutional Development<br><strong>Team:<\/strong> Shamsiddinova Nazira, Rashidova Dilafruz<br><strong>Focus:<\/strong> Developing a peer observation and mentoring framework to support inclusive and innovative practices in PRESETT.<br><strong>Note:<\/strong> Project title\/focus requires further clarification.<\/p>\n\n\n\n<h3 class=\"wp-block-heading\"><strong>4. Developing Inclusive and AI-Supported Speaking Activities for Undergraduate English Students<\/strong><\/h3>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>Institution:<\/strong> Khujand State University (Faculties of Foreign Languages &amp; Oriental Languages)<br><strong>Pathway 1:<\/strong> Teaching &amp; Materials Innovation<br><strong>Target group:<\/strong> Undergraduate English students<br><strong>Focus:<\/strong> Designing and piloting inclusive speaking activities supported by AI tools.<br><strong>Note:<\/strong> Project participants are not yet specified in the proposal.<\/p>\n\n\n\n<h3 class=\"wp-block-heading\"><strong>5. Developing a Professional Practice Programme for Language Students through the International Relations Department<\/strong><\/h3>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>Institution:<\/strong> Khujand State University (International Relations Department)<br><strong>Pathway 3:<\/strong> Curriculum &amp; Institutional Development<br><strong>Team:<\/strong> Ehsonzoda Malohat, Ehson Mirsaminova, Guzalkhon Mahmudjonovna Zokirzoda, and Jamshed Zokir<br><strong>Target group:<\/strong> Language students<br><strong>Focus:<\/strong> Developing a professional practice programme for language students through collaboration with the International Relations Department.<\/p>\n","protected":false},"excerpt":{"rendered":"<p>1. Implementing a Peer-Supported CPD Cycle for Student-Centred and Inclusive English Teaching Institution: Tajik International University of Foreign Languages named after Sotim UlughzodaPathway 3: Curriculum &amp; Institutional DevelopmentTeam: Gulzira Sobirova, Maliha Odinaeva, Mehrubon Amoni, Parvina MirzoevaFocus: Establishing a peer-supported CPD&#8230;<\/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-487","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/blog.westminster.ac.uk\/englishincentralasia\/wp-json\/wp\/v2\/pages\/487","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=487"}],"version-history":[{"count":2,"href":"https:\/\/blog.westminster.ac.uk\/englishincentralasia\/wp-json\/wp\/v2\/pages\/487\/revisions"}],"predecessor-version":[{"id":490,"href":"https:\/\/blog.westminster.ac.uk\/englishincentralasia\/wp-json\/wp\/v2\/pages\/487\/revisions\/490"}],"wp:attachment":[{"href":"https:\/\/blog.westminster.ac.uk\/englishincentralasia\/wp-json\/wp\/v2\/media?parent=487"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}