Abstract:

This paper presentation examines the achievements, challenges, and lessons learned from two USAID-funded international projects in multilingual environments. The ‘Uzbekistan Education for Excellence Program’ (UEEP 2019-2023) aimed to improve English language instruction for grades 1-11 by developing instructional materials, digital resources, and a systematic in-service teacher professional development system. Despite challenges such as the global pandemic, the UEEP project demonstrated adaptability and collaboration by leveraging technology to share resources and overcome obstacles. Outcomes included the successful distribution of textbooks, accessible eLearning modules, and improved English as a Foreign Language (EFL) teaching and learning.

The ‘Reading for Ethiopia's Achievement Developed-Technical Assistance (READ-TA 2012-2017)’ project sought to enhance the reading and writing skills of primary-grade students in seven mother tongue languages. This collaborative effort, involving RTI International, Florida State University, and various Ethiopian educational institutions, achieved significant results, including improved literacy among primary students and increased capacity among preservice teacher educators. The project involved the Ministry of Education, regional bureaus, and 36 Colleges of Teacher Education. Outcomes included training 250 CTE instructors and developing, validating, and distributing seven college-level courses in seven national languages.

Both projects faced language barriers, cultural sensitivity issues, logistical challenges, and the need for effective stakeholder coordination. However, they also presented opportunities for capacity building, long-term sustainability, leveraging technology, and influencing education policies.

Data collection involved field visits, interviews, surveys, and educational material analysis. Data were analyzed using qualitative and quantitative methods, education assessment tools, and social marketing approaches.

Uzbekistan and Ethiopia are characterized by diverse cultures, religions, and languages. The Florida State University team faced numerous challenges, including changes in government, educational reforms, the COVID-19 pandemic in Uzbekistan, and regional conflicts in Ethiopia. Despite these challenges, the team identified numerous opportunities to create sustainable changes by engaging with local stakeholders, teachers, and instructors. This engagement allowed the team to review, adapt, and adopt culturally responsive and accessible teaching and learning methods and materials for in-service teachers, preservice college instructors, and students of all levels.

This presentation focuses on the process of developing new curricula and instructional materials for language and literacy learning and teaching in multilingual settings as part of international cooperation, aligned with each country's initiatives and sustainable development goals endorsed by international donors. Despite multiple challenges, FSU's engagement with local stakeholders in Uzbekistan and Ethiopia led to sustainable changes. Adaptation of culturally responsive teaching methods benefited in-service teachers, preservice instructors, and students. The projects significantly improved literacy and language learning, with future efforts focused on sustaining these advancements through ongoing professional development and institutional support.

Keywords:

International cooperation, language instruction, curriculum and materials development, teacher education.