About the Project 📑
This project was launched to Enhance the awareness and understanding of inclusion, disabilities and inequalities based on gender, particularly about women in pre-service English language teacher training (PRESETT) in Uzbekistan. The team intended to Equip PRESETT teachers and students with the practical and ready-made strategies and instruments to apply in the learning and teaching process to make their classrooms more inclusive in the Central Asian context.
Considerable efforts have been made to reform English language teacher education at various levels (in and pre-service). Current language teacher education programmes in Uzbekistan needs more consistency and a comprehensive strategic approach to classroom practices in inclusion, disabilities, or gender inequality. International collaboration with the Lancaster University helped to fill this void.
Considerable efforts have been made to reform English language teacher education at various levels (in and pre-service). Current language teacher education programmes in Uzbekistan needs more consistency and a comprehensive strategic approach to classroom practices in inclusion, disabilities, or gender inequality. International collaboration with the Lancaster University helped to fill this void.
Let's open our minds to see the strength in every child. we have the power to shape not just English speakers, but a generation of students in our countries who respect and include one another.
This project aims to:
1) help PRESETT lecturers explore innovative approaches and inclusive education principles
2) provide practical strategies and tools to apply in teaching and assessment to accommodate diverse learning needs and promote an inclusive classroom as well as model inclusive behaviours to enable student-teachers to adopt similar attitudes and practices
4) train the PRESETT teachers to use the inclusive teacher guidebook in the English language and methodology related modules they teach
5) establish a Community of Practice (CoP) in inclusive education, supported by a dedicated Telegram group and channel for resource sharing, professional discussion, and continuing professional development.
This project aims to:
1) help PRESETT lecturers explore innovative approaches and inclusive education principles
2) provide practical strategies and tools to apply in teaching and assessment to accommodate diverse learning needs and promote an inclusive classroom as well as model inclusive behaviours to enable student-teachers to adopt similar attitudes and practices
4) train the PRESETT teachers to use the inclusive teacher guidebook in the English language and methodology related modules they teach
5) establish a Community of Practice (CoP) in inclusive education, supported by a dedicated Telegram group and channel for resource sharing, professional discussion, and continuing professional development.
Aims & Objectives 🎯
Partnership 🤝
The true strength of our project lies in the power of collaboration. This dynamic partnership brings together four distinguished institutions, each contributing essential expertise. Lancaster University provides internationally-recognised research leadership and academic rigour. WIUT offers a vital delivery hub and deep understanding of the local educational context.
The University of World Languages contributes specialist knowledge in linguistics and intercultural communication. The British Council connects our work to global networks and best practice in educational development. By uniting these diverse strengths, we have created a partnership that is greater than the sum of its parts—ensuring our project delivers meaningful, lasting impact.
The University of World Languages contributes specialist knowledge in linguistics and intercultural communication. The British Council connects our work to global networks and best practice in educational development. By uniting these diverse strengths, we have created a partnership that is greater than the sum of its parts—ensuring our project delivers meaningful, lasting impact.
We have built a thriving community of 500 educators dedicated to fostering inclusivity in every classroom. This Telegram group serves as a dynamic hub for sharing proven strategies, resources, and real-time support. By connecting passionate teachers, we are breaking down silos and creating a powerful network of practice.
The impact is profound: members are not just sharing lesson plans, but are transforming school cultures. This collective wisdom ensures that best practices in inclusive education are sustained, scaled, and continuously improved, ultimately ensuring that no educator feels alone in their mission to support every learner.
Join us now! 🚀
The impact is profound: members are not just sharing lesson plans, but are transforming school cultures. This collective wisdom ensures that best practices in inclusive education are sustained, scaled, and continuously improved, ultimately ensuring that no educator feels alone in their mission to support every learner.
Join us now! 🚀
Community of Practice 🚀
Guidebook 🚦
This simple and clear multimedia guidebook is a practical resource for English teachers who want to create classrooms where every student thrives. Moving beyond theory, it offers actionable strategies for reaching diverse learners, including those with neurodiversity, sensory impairments, and varied linguistic backgrounds.
At its heart, the book champions a powerful mindset shift: moving from seeing student differences as barriers to recognizing them as strengths. It empowers educators to build classrooms where multilingual students, shy learners, and restless children all contribute and belong. Packed with ready-to-use techniques, this guide proves that inclusion does not mean lowering standards, it means raising every child up together, transforming English classrooms into communities of respect and growth.
At its heart, the book champions a powerful mindset shift: moving from seeing student differences as barriers to recognizing them as strengths. It empowers educators to build classrooms where multilingual students, shy learners, and restless children all contribute and belong. Packed with ready-to-use techniques, this guide proves that inclusion does not mean lowering standards, it means raising every child up together, transforming English classrooms into communities of respect and growth.
Download the Guide ✅
Opening doors, changing lives:
A guide to inclusive language teaching.
A guide to inclusive language teaching.
Webinars 🤓
✔️ Teaching Vocabulary to Learners with SpLDs
✔️ Teaching Grammar to Learners with SpLDs
✔️ Teaching Receptive Skills to Learners with SpLDs
✔️ Teaching Grammar to Learners with SpLDs
✔️ Teaching Receptive Skills to Learners with SpLDs
About our Team 🏆
We are a team of academics from Sri Lanka, the UK, and Uzbekistan, motivated to raise awareness of inclusivity in language learning and teaching, and committed to creating more equitable, accessible, and responsive educational practices across diverse contexts.
- Judit KormosAELLCA - Linguist and professor of Second Language Acquisition, Lancaster University, UK
Professor Judit Kormos is a renowned linguist and Professor of Second Language Acquisition at Lancaster University, UK . Her groundbreaking research explores the cognitive and psychological aspects of language learning, waith a specific focus on students with specific learning differences, such as dyslexia . She has authored seminal books, including The Second Language Learning Processes of Students with Specific Learning Difficulties . A recipient of the British Council's ELTon award for her work on inclusive projects like DysTEFL and Comics for Inclusive Language Teaching, she is dedicated to training educators worldwide to build classrooms where every learner can thrive .
- Bimali IndrarathneAELLCA - Professor, Kotelawala Defence University, Sri LankaProfessor in the Department of Languages at Kotelawala Defence University, Sri Lanka, having previously held positions at the University of York and King's College London in the UK . She holds a PhD in Applied Linguistics from Lancaster University, where she studied on a prestigious Hornby Scholarship . Her research focuses on second language acquisition, learning difficulties, and inclusive practices in language teaching . She has published extensively on accommodating learners with dyslexia and has led major teacher education projects across South Asia, frequently collaborating with Professor Judit Kormos on inclusive language education initiatives
- Dr. Nodira IsamukhamedovaAELLCA - Associate Professor, Westminster International University in TashkentRegional Consultant and National Coordinator for AELLCA. SFHEA. Teacher educator with over 25 years of experience in ELT. A Hornby Scholar alumna. PhD in Linguistics and an MA in TESOL from the University of Leeds. Associate Professor at Westminster International University in Tashkent. Nodira is a part of national and international projects across Uzbekistan, South and Central Asia, and Canada. She is the author and co-author of articles, coursebooks, and professional guides. She founded two large professional communities, English Language Teachers of Uzbekistan and Mentor Hub, supporting more than 10,000 educators through mentoring and resource sharing.
- Dr. Nilufar MukhammedovaAELLCA - Head of Department, the Uzbek State World Languages UniversityDiploma in teaching English and Persian languages (1994-1999), PhD in Literary Studies, has 23 years of teaching experience in higher education in Uzbekistan. Since 2001 Nilufar has been teaching English language teaching methodology and English and American literary at the BA programme at the Uzbek State World Language University. Currently, she is the head of department and the Senior Lecturer at the Uzbek State World Languages University. She joined Adjunct faculty of MATESOL (MA in TESOL) programme at the Webster University in Tashkent. Nilufar is the team member of the British Council PRESETT Assessment module development project and the CPD in PRESETT.
- Dr. Lobar BabakhodjaevaAELLCA - Associate Professor, Westminster International University in TashkentAssociate Professor at Westminster International university in Tashkent, Senior Fellow of Higher Education Academy, UK. She has been employed by WIUT since it’s foundation in 2002. She was working in different positions such as Course Leader, Subject Area leader, Head of Research, Deputy Dean on Teaching Environment, Dean of Teaching and Learning. She has MSc in Business Computing from University of Westminster, and PhD in Education. Her research interests include following topics: transnational education, quality assurance and enhancement, technology enhanced learning, blended learning.
- Elena VolkovaAELLCA - Course Leader of MA in Learning & Teaching, Westminster International University in TashkentMEd in Education from the University of Exeter, UK, Course Leader of MA in Learning and Teaching with TESOL pathway at WIUT, Hornby Alumni (2002-2003), PhD Researcher at the University of Westminster, UK. Elena has 27 years in education, teaching English, teacher education and development, materials and curriculum design. Elena is a part of several national and international educational projects in Uzbekistan. Elena is active in conference participation and publishing. She is a chief editor and founder of Active Learning and Teaching of Foreign Languages (ALT FL) in Uzbekistan magazine.Her professional interests include curriculum development, inclusive education, teachers professional learning.