Meet the Member Zarrina Salieva
Dr. Zarrina Salieva, Samarkand State Institute of Foreign Languages, Uzbekistan
Dr. Matthew Allen, Purdue University, West Lafayette, Indiana, USA
1. Tell us about your journey into English language teaching and what inspired you to pursue this career.
My journey into English language teaching began long before I entered the classroom professionally. I grew up in a family where education and languages were deeply valued, my grandmother was an English teacher, and she became my first and most inspiring role model. As a child, I was fascinated by the way she interacted with her students and the respect she earned through her dedication.
One vivid memory that still shapes my motivation occurred during a walk along the Registan Square in Samarkand. I encountered a group of tourists speaking English with excitement and ease, but I couldn’t join the conversation. That sense of limitation turned into a lifelong motivation. I promised myself to learn languages so that one day, I could not only communicate with people from different cultures but also help others find their voice in English.
Over time, this personal goal evolved into a professional mission. I discovered that teaching English was not just about language, it was about creating opportunities, connecting minds, and promoting understanding between people. That realization became the cornerstone of my career in English language teaching.
2. What are some core beliefs or principles that guide your approach to education or teaching English?
My teaching philosophy is deeply rooted in the belief that education should empower learners to become independent thinkers and confident communicators. I follow a student-centered approach, where the classroom is a collaborative space rather than a teacher-led environment. I view my role as that of a facilitator, someone who creates conditions for curiosity, creativity, and self-expression to flourish.
I believe every student has a unique learning path, and my responsibility is to help them discover it. I encourage autonomy and critical thinking by integrating project-based learning, peer collaboration, anddigital tools that connect classroom instruction to real-world contexts. Inclusivity and intercultural awareness are also essential principles in my teaching. English, to me, is not only a linguistic system but a bridge to global citizenship and mutual respect among cultures.
3. How has your experience as an ELT professional shaped your understanding of language learning and teaching?
Through years of experience, I have learned that language teaching is as much about understanding people as it is about mastering methodology. Early in my career, I taught students from diverse backgrounds, each with their own perspectives and motivations. Later, as a teacher trainer, I worked with pre-service teachers, guiding them step by step to understand that effective teaching requires empathy and cultural awareness as much as linguistic knowledge.
I vividly recall one practicum where my students designed lessons around Uzbek traditions and festivals. It was a breakthrough moment, seeing them connect English learning to their own culture helped me realize that language learning becomes meaningful when it reflects identity. This experience has profoundly shaped my understanding: teaching English is not just about transferring knowledge but about sharing cultures, building confidence, and developing emotional intelligence in learners.
4. What do you find most rewarding and most challenging about teaching English to speakers of other languages?
The most rewarding moments are when I witness my students’ growth, not only linguistically, but personally and professionally. It’s deeply moving to receive messages from former students who have been admitted to top universities abroad or are now teaching English themselves. When they say, “Your lesson changed how I see teaching,” I know that our shared journey has had a lasting impact.
The challenges, of course, are equally real. Working with classes of mixed proficiency levels and diverse learning styles demands patience, creativity, and adaptability. Yet, these challenges push me to evolve as an educator. They encourage me to develop innovative approaches that balance structure and flexibility, ensuring that every student, regardless of level, feels included, supported, and challenged to grow.
5. How do you adapt your teaching methods to accommodate learners with different linguistic and cultural backgrounds, or to different proficiency levels?
Adapting to diverse learners has always been a central focus of my teaching practice. I employ a blend of communicative, task-based, and differentiated instruction methodsto address varying proficiency levels and learning preferences. For students who are less confident in communication, I integrate visual aids, peer support activities, and scaffolded speaking tasks to gradually build confidence.
Recently, I joined the Culture Club Project, organized by Professor Robert Stroud from Japan. Together with 20 students from Samarkand State Institute of Foreign Languages, we participated in cross-cultural discussions with students from Japan and other countries. I was amazed by how my quieter students began to speak more freely and express themselves authentically. Projects like this remind me that intercultural interaction is not just an educational exercise, it’s a transformative experience that nurtures confidence and empathy through language.
6. How do you stay current with developments in ELT methodology, research, or professional development?
I remain deeply engaged in the global ELT community through my active participation in TESOL International, where I serve in the Higher Education Interest Section (HEIS)and contribute as an Assistant Editor for the MexTESOL Journal. These roles provide meaningful opportunities to collaborate with educators and researchers worldwide, exchange best practices, and contribute to ongoing conversations about innovation and quality in language education.
My commitment to professional growth extends to continuous learning and knowledge-sharing at international conferences and through collaborative research. I have presented my work inKazakhstan, Turkey, Russia, Kosovo, the United States, and the United Kingdom, focusing on ELT, AI-assisted language learning and translation studies. In addition, I actively engage in ELTOS andBritish Council professional development programs, which have further strengthened my pedagogical expertise and leadership skills.
At present, I am involved in a Jean Monnet project dedicated to integratingdigital humanities and linguistic diversity into higher education curricula. As part of this initiative, I am scheduled to deliver guest lectures at University College London (UCL) and the University of Cambridge, where I will explore the intersection of artificial intelligence, translation, and pedagogy.
These experiences not only keep me closely connected to global developments in the field of ELT but also empower me to adapt and apply innovative methodologies within Uzbekistan’s educational context. Lifelong learning, reflective practice, and international collaboration form the foundation of my professional identity as an ELT educator and researcher.
7. What advice would you give to someone considering a career in English language teaching?
In Uzbekistan, we have a saying: “Til bilgan – el biladi” meaning “The one who knows languages knows the world”. To anyone considering a career in English language teaching, I would say, this profession gives you more than a career - it gives you purpose. It’s a field that allows you to influence lives, connect cultures, and learn endlessly.
My advice is to approach this journey with curiosity, humility, and resilience. Be ready to listen as much as you teach, and never stop learning from your students. The beauty of ELT is that every classroom becomes a new world, one where knowledge, empathy, and creativity come together to make lasting change.
About the Educational Context
1. Can you describe the institution or program where you currently teach English? What makes it distinctive?
I teach at the Samarkand State Institute of Foreign Languages (SamSIFL), a leading institution in Uzbekistan known for its long-standing tradition of excellence in foreign language education. What makes SamSIFL distinctive is its strong emphasis on multilingualism, intercultural communication, and innovation in pedagogy.
Our English programs are designed with international standards in mind and are constantly updated with modern materials, technology integration, and AI-enhanced teaching tools. The Institute also encourages collaboration with foreign universities and organizations, enabling both teachers and students to gain international exposure. As part of this effort, we have introduced digital learning platforms, academic writing workshops, and teacher training programs that foster a culture of continuous development.
2. How does the local culture influence the school’s educational practices or expectations?
Uzbek culture has a profound influence on educational practices. Values such as respect, community, and responsibility are central to our learning environment. Teachers are seen as mentors and guides, while students approach education with genuine enthusiasm and gratitude.
Cultural norms such as hospitality and cooperation naturally translate into supportive classroom dynamics. This cultural background fosters a collaborative spirit, students often help one another, work in groups, and celebrate each other’s success. It creates an atmosphere of shared responsibility where learning becomes a communal, not individual, pursuit.
3. What is the student demographic like, and how does that shape the learning environment?
Our students come from various regions of Uzbekistan, representing a wide range of linguistic and cultural backgrounds. This diversity brings richness to classroom interactions, students often share personal experiences, regional traditions, and local idioms while practicing English.
This dynamic creates a truly multicultural environment where students learn not only from their instructors but also from one another. The diversity encourages open-mindedness, adaptability, and intercultural communication, skills essential for success in the globalized world.
4. How do you collaborate with other educators or communities, and what have you learned from those interactions?
Collaboration has always been at the center of my professional philosophy. I view teaching as a collective endeavor that flourishes through dialogue and shared experience. Over the years, I have built strong professional relationships through TESOL International, regional ELT associations, and cross-institutional initiatives that connect educators, researchers, and students across borders.
Working with colleagues from Japan, Kazakhstan, Russia, Kosovo, Turkey, USA and UKhas taught me that collaboration is not simply about exchanging ideas, it’s about understanding diverse educational realities and finding creative ways to adapt global innovations to local contexts.
5. What are some of the biggest challenges you face in your current teaching context, and how do you address them?
One of the key challenges in Uzbekistan’s current ELT landscape is the transition from traditional, teacher-centered instruction to communicative and technology-driven learning. While there is growing interest in AI and digital pedagogy, both teachers and students are still adapting to this new paradigm.
To address this, I integrate digital literacy training into my classes, mentor colleagues in technology-enhanced instruction, and advocate for gradual, sustainable innovation. Implementing change requires patience and consistent professional development, but I have seen firsthand that when teachers are empowered, transformation becomes possible.
6. Can you share something particularly interesting or exciting about your current teaching environment, perhaps a project, initiative, or classroom moment that stands out?
A particularly exciting initiative I have recently been part of is our AI-based speaking skills project for philology students at SamSIFL. In this project, we use AI tools such as voice recognition and digital storytelling platforms to help learners improve pronunciation, fluency, and confidence. The results have been inspiring, students not only improved linguistically but also became more creative and self-assured in expressing their ideas.
Another experience is our participation in the Culture Club exchange program with Japanese students. Seeing my students present Uzbek traditions in English with pride and authenticity reminded me how language learning extends beyond vocabulary, it’s about representing your culture with confidence and curiosity.
7. What are some common misconceptions people have about English language teaching in your region or context?
One common misconception is that English learning is primarily about memorizing grammar and vocabulary. In reality, modern English teaching in Uzbekistan has evolved far beyond rote learning. The focus is now on communication, critical thinking, and cultural awareness.
Another misconception is that global ELT methods can be applied universally. In truth, local adaptation is essential, what works in one context might not fit another. At SamSIFL, we strive to balance international best practices with local realities, ensuring that our teaching methods are both globally informed and culturally relevant.
8. Where do you see the field of ELT heading in the next 5–10 years in your region or country?
In the coming decade, I see the field of ELT in Uzbekistan moving toward a digitally empowered, research-driven, and multilingual model of education. The government’s commitment to educational reform and the growing number of international collaborations are transforming how English is taught and learned.
I anticipate a stronger emphasis on AI integration, teacher research, and intercultural competence. Young educators are increasingly joining international communities like TESOL, bringing new perspectives and energy to the field. Ultimately, I believe ELT in Uzbekistan will continue to evolve into a discipline that not only teaches language but also prepares students to participate meaningfully in a globalized, technology-rich world.
Dr. Zarrina Salieva is an Associate Professor at Samarkand State Institute of Foreign Languages, Uzbekistan. She holds a Ph.D. in Comparative Linguistics and has over a decade of experience in English language education, translation studies, curriculum development, and academic research.
Matthew Allen, PhD, is the Director of the Purdue Language and Cultural Exchange (PLaCE), an English language program for international students at Purdue University, West Lafayette. Matthew is an applied linguist who specializes in English language teaching and learning, including issues of curriculum design, intercultural competency, and second language writing.