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tarzda taqdim etish, shuningdek, ta’limning barcha bosqichlarida yuqori darajadagi kognitiv faoliyatni
rag‘batlantirishda muhim rol o‘ynaydi. Oliy ta’lim muassasalarida raqamli texnologiyalardan
foydalanish, shuningdek, ta’limning innovatsion yondashuvlari va pedagogik modellarni yaratishga
asos bo‘lib, yangi raqamli ta’lim muhitini tashkil etishda davom etmoqda. Bularning barchasi, o‘z
navbatida, mamlakatimizda raqamli iqtisodiyot va raqamli yetuklikni rivojlantirishda katta ahamiyat
kasb etadi.
Adabiyotlar:
1.
J. stommel, Decoding digital pedagogy. Pt. 2: (Un) Mapping the terrain., USA, 2013.
2.
«О'zbekiston Respublikasi Prezidentining 2020-yil 6-oktabrdagi PQ4851-sonli,» 2020.
3.
A. S. Laaser. "Digital Pedagogy and its Role in Modern Education",
Journal of Educational
Technology
, 2019.
4.
P. J. Dede. "The Evolution of Digital Pedagogy",
Educational Theory and Practice
, 2018.
5.
J. Strommel. "The Fetishization of Digital Tools in Education",
Hybrid Pedagogy Journal
,
2020.
USING PODCASTS IN TEACHING ENGLISH
Baymuratova Saltanat, Doctorate Student
Karakalpak State University, Nukus, Uzbekistan
The educational podcast as a media carrier is a technical tool for teaching a foreign language,
enabling the solution of complex tasks in foreign language education. The use of podcasts in education
demonstrates the mobility of the modern education system as a whole and its adaptive nature.
The word "podcasting" (Eng.) owes its appearance to the well-known MTV channel host Adam
Curry. It was he who combined two words: iPod - the brand name of a series of portable media players
from Apple (USA) and broadcasting - widespread broadcasting. The term "podcasting" has acquired
the following meaning: it is a way of disseminating audio or video information on the Internet.
A podcast is an audio text of a certain genre, with a specific duration, and in some cases
accompanied by video material. Podcasts are also called audio blogs or broadcasts published on the
Internet in the form of episodes; regularly updated series of files published at one address on the
Internet [1; 19].
For ease of differentiation, podcasts are conventionally divided into several types, each with its
own characteristics: audio podcasts, video podcasts, and screencasts. The essence of a screencast is
that actions on the computer screen are recorded along with audio comments using a special program.
Audio files are the most widely used, as they have several advantages over video formats, namely:
1) Absence of visual strain (students spend a lot of time at the computer, so there is an opportunity
to listen while closing their eyes and giving them rest);
2) small file size (quickly assimilated and easier to store);
3) ease of use.
The podcast can be listened to on virtually any device (computer, phone).
As a rule, podcasts have a specific theme and periodicity. The following main genres of podcasts
are distinguished: audioblogs (analogous to online diaries), comedy podcasts, technology, music,
couple casts (covering the personal lives of authors, often families), educational podcasts, audiobooks,
news, sci-fi, interviews, radio plays and radio shows, politics, sports, games. News, scientific, and
sports podcasts, interviews, radio shows, and other audio blog genres provide variability in listening
comprehension content. In this regard, the value of podcasts of all genres and categories should be
emphasized, as they allow teachers to address complex learning tasks. The undeniable advantage of
podcasts is that they provide students with an excellent opportunity to listen to relevant, modern,
authentic texts of various genres on any topic of interest to the student in diverse performances (accent,
timbre, rhythm, fluency of the speaker's speech).
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Using podcasts in foreign language teaching provides the following current opportunities:
1) The boundaries of the learning environment are expanded, and learning can take place both
during class time and outside of it;
2) In many ways, the problem of intercultural communication and interaction is addressed, with
the distribution and exchange of podcasts occurring on the Internet;
3) There is a reduction in the level of psychological difficulties and overcoming of the language
barrier;
4) Additional and highly effective language practice;
Podcasts can also help students with visual impairments or dyslexia (selective impairment of the
ability to acquire reading skills while maintaining general learning ability); podcasts can be more
appealing to a specific, traditionally less motivated contingent of students and contribute to the
emergence of a sense of "belonging" to the learning community for students studying remotely.
The effectiveness of podcasts is confirmed by the fact that they provide more opportunities for
analyzing learning content. Podcasts also help develop communication skills, time management
abilities, and the capacity to structure and summarize the presented material within the framework of
the educational topic. They contribute to the improvement of critical and analytical thinking
mechanisms. For example, a podcast can include discussion questions that students should prepare
answers for before the next lesson. Thus, podcasts develop a critical approach to the proposed material
and enhance the analytical abilities of students.
The effectiveness of the podcast is confirmed by the fact that it provides more opportunities for
analyzing the content of learning. The podcast also helps develop communication skills, the ability to
organize their time, and the ability to structure and summarize the presented material within the
framework of the educational topic. It contributes to the improvement of critical and analytical
thinking mechanisms [4; 8-15]. For example, a podcast can include discussion questions that students
should prepare for the next lesson. Thus, the podcast develops a critical attitude towards the proposed
material and the analytical abilities of students.
Educational podcasts used in learning English allow for addressing a range of methodological
tasks:
▪
Expanding and enriching vocabulary;
▪
Forming and improving grammatical skills;
▪
Developing speaking and writing skills.
The most feasible and practical task of using podcasts for educational purposes remains the
development of receptive listening skills when working with phonetic, lexical, and grammatical
material; enhancing the ability to comprehend foreign speech by ear - distinguishing main ideas from
secondary ones, identifying the topic of the message, breaking down the text into meaningful
segments, establishing logical connections, highlighting the main idea, and perceiving messages at a
certain pace and duration without omissions [1; 27].
Currently, there are the following ways to use podcasts:
▪
Listening online without downloading files;
▪
Listening offline by downloading files;
▪
Creating one's own podcasts.
A podcast, as a means of authentic communication in English, contains information that we
perceive with varying depth and accuracy of understanding [2; 184]. Thus, when selecting podcasts
for listening comprehension training and developing assignments for them, the instructor must adhere
to the basic principles and requirements of working with audio texts and consider the real needs and
goals of listeners, depending on the specifics of the audio text. For example, specially created
educational audio blogs can aim not only at developing the ability to perceive and understand coherent
audio texts by ear but also at forming and improving listening, pronunciation, lexical, and grammatical
skills, while authentic podcasts provide information for oral or written reflection or discussion.
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Working with podcasts involves several stages, including preparation for comprehension, actual
listening, and performing exercises to understand and practice the listened material. Overall, the
methodology of working with a podcast aligns with the approach to working with audio texts and
follows a clear sequence of actions for both the teacher and the student:
▪
Preliminary instructions and pre-listening task;
▪
The process of perceiving and interpreting podcast information;
▪
Tasks that assess the understanding of the listened text.
There is a vast number of podcasts available for learning English, narrated by native speakers or
experienced teachers. The most effective among them are:
1. BBC Learning English Podcast.
The advantage of this podcast is that it lasts only 6 minutes
and is easily understood by ear (clear speech, moderate pace). Despite the use of rather complex
vocabulary in the audio recordings, each podcast is accompanied by a transcript. If there is difficulty
in comprehension, the text can be in front of your eyes. [2; 184]
2. Audio English Podcast.
This podcast can be useful for both those who are just beginning to
learn English (English for Beginners) and those who are improving it (the Practical English section).
There is also the option to choose a topic of interest (Travel English, Telephone English, Banking
English, Accounting English).
3. Luke's ENGLISH Podcast.
Luke is a qualified English language teacher from London with 14
years of teaching experience. He tries to invite friends and relatives to his podcast so we can hear
spontaneous dialogue between native speakers. Luke often lightens the mood with jokes, sometimes
invents and incorporates games to make the topic more interesting. The audio recording usually lasts
more than an hour and can be listened to while walking or traveling. Such a podcast will be especially
useful for students learning English, as it develops listening skills.
4. Effortless English Podcast.
American A. Hoge uses mini-stories with multiple English tenses.
This is an effective way to achieve fluency in expressing thoughts in a non-native language. He's easy
to understand even with basic knowledge, as he speaks slowly and clearly. Hoge developed his own
methodology for quickly learning English (it's better to learn phrases rather than words; it's pointless
to tackle grammar without a vocabulary of 1000 words; listening is essential).
5. I Will Teach You a Language Podcast.
Olly Richards, the host of the podcast, says that the
most important thing in language learning is to enjoy the process. Olly speaks eight languages and
now offers practical advice and strategies for language learning. The blogger himself started learning
foreign languages as an adult, and now he's an example for all beginners - anyone can learn English.
It can be confidently stated that the use of podcasting increases motivation and interest in learning
a foreign language, realizes the student's personal potential, and helps to master intercultural
communicative competence.
Thus, the above-mentioned features and capabilities of podcasts provide a new, relevant quality
to the process of foreign language learning, namely, not only high student motivation but also
contribute to the manifestation of their initiative and purposefulness, develop the ability to listen and
hear, which undoubtedly helps to increase the effectiveness of the educational process.
References:
1. Solovova, . N. Metodika obucheniya inostrannim yazikam: bazoviy kurs leksiy: Posobiye
dlya studentov ped. vuzov i uchiteley / Ye. N. Solovova. – M.: Prosvesheniye, 2002. – 239 s.
2. Sisoyev P. V. Metodika obucheniya inostrannomu yaziku s ispolzovaniyem novix
informatsionno-kommunikatsionnix internet-texnologiy: uchebno-metodicheskoye posobiye
dlya uchiteley, aspirantov i studentov. / P. V. Sisoyev, M. N. Yevstigneyev. – Rostov na Donu:
Feniks; M.: Glossa-Press, 2010. – 183 p.
STUDENTLERDI BIRLESTIRIW: XALÍQARALÍQ IZERTLEWLER HÁM PÁNLER BOYINSHA BIRGE
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3. Sisoyev, P. V. Texnologii Veb 2.0: Sotsialniy servis podkastov v obuchenii inostrannomu
yaziku / P. V. Sisoyev, M. N. Yevstigneyev // Inostrannie yaziki v shkole. – 2009. № 6. – S. 8–
15.
4. Robb T.N. Podcasting for ELT – What, Why and How? // Kyoto Sangyo University
[Electronic
resource].
–
2007.
–
Mode
of
access:
http://www.cc.kyoto-
su.ac.jp/~trobb/podcasting2.html. – Date of access: 15.02.2017.
THE ESSENCE OF BILINGUALISM IN TEACHING THE ENGLISH LANGUAGE
Bekbosinova Dilfuza Kuralbayevna
ANNOTATION.
In this article provides empirically grounded insights for diagnosing as well as
informing policy and practice of bilingual education in the country. The study has emphasised the
pedagogical, social and cultural advantages of using pupils’ home languages for educational purposes,
as sufficiently illustrated above.
Key words:
Bilingual education, language, discuss, transitional, maintenance and enrichment
models.
Bilingual education has been used as a cover term for a variety of education provisions, including
those using a single language. In this study, however, bilingual education is defined as the use of two
languages as media of instruction, or in other words, the use of two languages to teach subjects other
than languages themselves[3].
This narrow definition of bilingual education has the advantage of setting restrictive criteria for
qualifying an education programme as bilingual: the use of two languages as media of instruction. It
excludes, therefore, various forms of monolingual education provision such as the so-called
submersion programmes and monolingual dominant-language medium programmes with a low-status
language as a subject, which in some typologies have been classified as bilingual just because they
serve pupils whose home languages are different from that of school[6].
In other typologies, although such monolingual programmes are presented and discussed, authors
are careful to indicate that these are not forms of bilingual education (e.g. Baker, 2006; Skutnabb-
Kangas and McCarty, 2008).
We adopt the typology proposed by Hornberger to describe and discuss the models and types of
bilingual education commonly found worldwide. Consistent with her definition, our study focuses on
‘bilingual education proper’, excluding therefore all forms of monolingual education.
Drawing on Trueba , Hornberger distinguishes between bilingual education models and
programme types. In her framework, models, which can be thought of as templates for programme
design and evaluation, are defined in terms of their linguistic, cultural and societal goals[5]. Based on
these criteria, three model types can be identified: transitional, maintenance and enrichment model
(Table 1). Programme types, which reflect different forms of implementing the models mentioned
above, are defined in terms of their student population, teachers and programme structure.
Transitional Model
Maintenance Model
Enrichment Model
language shift
language maintenance
language development
cultural assimilation
Strengthened cultural
identity
cultural pluralism
social incorporation
civil rights affirmation
social autonomy
