This interdisciplinary panel concentrates on Gender, Literacy, and Education from different temporal and spatial views. It includes presentations from the early twentieth century to the current time issues related to literacy and education in the context of Uzbekistan and USA. The main themes that link the presentations are literacy and language acquisition. Based on the autobiographies of Zarifa Saidnosirova (d.1986) and Kibriya Qahhorova (d. 1996) Abdugafurova analyzes schooling experiences of girls and gender-specific literacy practices and language acquisition in early twentieth century Central Asia. In "Girls and Career Choices: Cultural Expectations in Uzbekistan" Gafurova highlights the gendered expectation that society entails on girls' education, their career choices and reflections of those choices in English language teaching context. Through interviews with educators, parents and young girls, the presenter argues that because of certain expectations girls have to modify their career options in order to please their parents and society, and those choices inform the students' attitude toward language learning. Khasilova shifts attention from early learners to the adult learners as they tackle foreign language acquisition namely Uzbek language at The World Language and Culture Program (WLCP) in the United States. She argues that in language literacy usage of technological mediums improve the chance of exposure to the native speakers, and language learners put emphasis on the importance of non-formal learning context.
Abstract: It is important to investigate the attitudes and motivations of varying local communities with different levels of English language proficiency (ELP) towards Language Policy with English (LPwE) in Kyrgyzstan. Therefore, this study attempts to determine correlations between ELP and LPwE. What Kyrgyzstani people think about current language policies that encourage learning English? The local communities, in this study, are represented by participants whose first language is Russian and Kyrgyz. A particular interest is how attitudes towards LPwE differ among people, whose first languages (L1) and ELP are different. The term LPwE in this article is the level of inclusion of English in official language policies, which is a growing trend in the world, including Kyrgyzstan.
Keywords: language proficiency, verbal fluency, language policy with English, support for multilingualism policy.
The paper studies whether Russian remains dominant in the education systems of five former Soviet countries. Using regression analysis and data from the 2015 Programme for International Student Assessment, math, reading, and science achievement gaps are estimated and several mechanisms of language-based inequality are examined. The findings imply educational equality across languages of instruction in Georgia, Lithuania, and Latvia. However, language-based educational inequality favoring the Estonian language exists in Estonia, driven by differences in socioeconomic status. Further, in Moldova, Russian languages students outperform Moldovan language students despite being of lower socioeconomic status and despite shortages of teacher supply and school resources.
Professional Uzbek women Zarifa Saidnosirova(d.1986) and Kibriya Qahhorova (d. 1996) detail their early literacy practices and schooling experiences in their autobiographical writings. In this project, I analyze schooling experiences of girls and gender-specific literacy practices including gaming, schooling and language acquisition in early twentieth century Central Asia, specifically in Uzbekistan by concentrating on the autobiographies of Saidnosirova and Qahhorova. Their special attention to childhood games, reading habits and intellectual development in their writings indicate the importance of early literacy activities in their lives. I argue that gendered game settings, reading habits, and assigned activities informed their selfhood as they developed their sense of self in relation to their surroundings. Ruby Lal's (2013) three conceptual framework girl-child/women, becoming and playfulness informs this project.
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