THE ROLE OF ENGLISH LANGUAGE FOR STUDENTS MAJORING AGRICULTURE
Keywords:
agricultural institutes, English languageAbstract
The identification of specialized learners' goal tasks is a critical initial step in language teaching and learning. Schools in Uzbekistan that provide vocational education and training (VET) programs in agriculture frequently employ English language programs that are not tailored to meet the target language demands of this specialized set of students. This report summarizes the results of a needs assessment that looked at the English language requirements of agricultural technicians in Uzbekistan. It also investigated how these demands are seen by actors working in agricultural sectors and those interested in this group's education.
References
BENAYAS JMR, NEWTON AC, DIAZ A, BULLOCK JM. 2009. Enhancement of biodiversity and ecosystem services by ecological restoration: a meta-analysis.
CALLICOTT, J. BAIRD, Science, and the Unstable Foundation of Environmental Ethics, (2001), State University of New York Press, US
DESCOLA PH, The Ecology of others, Prickly Paradigm Press, (2013). Chicago,
FRASER DJ, BERNATCHEZ L. 2001, Adaptive evolutionary conservation: towards a unified concept for defining conservation units. Molecular Ecology 10:2741–2752.
HAMILTON, C. (2010). Requiem for a Species: Why We Resist the Truth About Climate Change. Londres: Earthscan.
HILL R, ET AL. 2017, Weaving knowledge systems in IPBES, CBD and beyond—lessons learned for sustainability. Current Opinion in Environmental Sustainability.
HILLMAN, M., FAWCETT, T & RAJAN, S.C. (2007). The Suicidal Planet: How to Prevent Global Climate Catastrophe. New York: Thomas Dunne.
KAGAWA, F. & SELBY, D. (Eds) (2010). Education and Climate Change: Living and Learning in Interesting Times. New York: Routledge.
LÆSSØE,J. SCHNACK, K., BREITING, S. & ROLLS, S. (2009). Climate Change and Sustainable Development: The Response from Education. IALEI.
