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Multilingual Classrooms: Uzbek, Russian & English Instruction
About this course
A practical elective for teachers whose pupils learn in Uzbek, Russian and English, and often speak another language at home. You will see how language helps or blocks learning, support pupils who learn in a second language, plan language-aware subject lessons, teach key vocabulary and academic phrases, and assess content fairly. Translanguaging, the planned use of all pupils' languages, runs through the course as a scaffold.
Learning outcomes
- Describe the roles of Uzbek, Russian, English and pupils' home languages in your own class, and explain how language can help or block learning
- Support pupils who learn in a second language with understandable input, scaffolds and planned use of all their languages (translanguaging)
- Plan a 45-minute subject lesson with a content objective, a language objective and scaffolds placed at fixed minutes
- Choose and teach a small set of key words and academic phrases using pictures, cognates, home-language links and repeated use
- Assess content fairly when pupils work in a second language: separate content from language and offer other ways to show learning
Session plan
Language in Learning: Three Languages, One Classroom
Describe the languages in your own class and name where, in a normal lesson, language rather than knowledge can stop a pupil.
Supporting Learners in a Second Language
Make one short text reachable for a pupil who is still learning the language of the lesson, using at least four supports, and plan one safe use of the pupil's other languages.
Planning Language-Aware Lessons Across Subjects
Add a language layer to a 45-minute subject lesson: find its language demands, write one language objective, place three scaffolds at fixed minutes and plan which language is used at each stage.
Vocabulary and Academic Language
Choose five key words from a subject text, plan a five-move routine to teach them using pictures, cognates and home-language links, and plan three returns over the next week.
Assessing Fairly in a Second Language
Rewrite two test questions to cut unneeded language load, mark three pupil answers with separate content and language comments, and add one alternative way to answer.
Assessment
| Weight | Exemplary looks like | |
|---|---|---|
| Class language map and language-demand analysis | 30% | Maps the languages of a real class and names the words, sentences and tasks that block pupils in one lesson |
| Scaffolded lesson with planned language use | 40% | Writes a content and a language objective, adds scaffolds at fixed minutes and states which language is used at each stage and why |
| Fair assessment task | 30% | Rewrites test items to cut unneeded language load, marks content and language separately and offers one alternative way to answer |
Required readings
- UNESCO paper and World Bank note on why pupils learn better in a language they understand
- Short guides to translanguaging, speaking and writing frames and language-sensitive teaching in subject classes
- Practical pieces on teaching key vocabulary and on fair assessment for multilingual learners
AI integration
AI tools can help with drafting: a first list of key words, a first sentence-frame sheet or a tidy layout for a word wall. They can also translate, but machine translation into Uzbek, Russian or a pupil's home language is often wrong in subject terms, and it can sound sure while being wrong. Ask a colleague or a pupil's family to check any translation you will print, keep the judgement about your pupils with you, and never enter pupils' names or personal data. See course 5.9 (AI Literacy for Teachers) for the full routine. No activity here needs technology.