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MULTICULTURAL ASPECTS OF IMPROVING STUDENTS'
DISCOURSE (WRITTEN) COMPETENCIES
Rakhimova Shakhnoza Pulatovna
Boshlang’ich ta’lim ingiz tili o’qituvchisi, O’zDJTU
Shahnoza.rakhimova@gmail.com
Tel: +989897 772 27 73
Kulmatov Bahrom Gulyamovich
Phd taqrizi asosida
https://doi.org/10.5281/zenodo.11172366
ANNOTATION
. There are number of ways to improve students' discourse
competences (written) in the period of their learning and research: it is clear
that there are some issues that a huge number of students face, as written
academic discourse is definitely a form of writing unfamiliar to many students.
What does it mean? Why should it be important? As a general principle, people
who use a language will need not only to communicate orally but in written
contexts as well: indeed these constructions should be built on solid, rigorous
foundations. However, learning or studying the case of students’ needs won’t be
enough without an awareness of multicultural aspects. Initially, it would be
necessary to see what is the 'multicultural' relating to several varieties of culture
or cultural elements which manifest themselves in a multicultural society.
Key words:
Discourse competence, writing skills, multicultural aspects,
modern methods, approaches of discourse (written) competencies, the usage of
technologies, problems in writing, the methodology of writing
.
Анотация.
Существует множество способов улучшить навыки
ведения письменной речи студентов в период их обучения и научных
исследований: очевидно, что есть некоторые проблемы, с которыми
сталкивается огромное количество студентов, поскольку письменный
академический дискурс, безусловно, является формой письма, незнакомой
многим студентам. Что это значит? Почему это должно быть важно? Как
правило, люди, использующие язык, должны общаться не только устно, но
и письменно: действительно, эти конструкции должны быть построены на
прочном, неукоснительном фундаменте. Однако самообразования или
изучения потребностей учащихся будет недостаточно без осознания
мультикультурных аспектов. Первоначально необходимо было бы понять,
что
такое
"мультикультурный",
относящийся
к
нескольким
разновидностям культуры или культурным элементам, которые
проявляются в мультикультурном обществе.
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Ключевые слова:
дискурсивная компетенция, навыки письма,
мультикультурные
аспекты,
современные
методы,
подходы
к
формированию дискурсивной (письменной) компетенции, использование
технологий, проблемы в письменной речи, методология написания.
ANNOTATION.
Talabalarning o'qish va ilmiy izlanishlar davrida yozma
ko'nikmalarini oshirishning ko'plab usullari mavjud: shubhasiz, ko'plab
talabalar duch keladigan ba'zi muammolar mavjud, chunki yozma akademik
nutq, albatta, ko'plab talabalar uchun tanish bo'lmagan yozuv shaklidir. Bu
nimani anglatadi? Nima uchun bu muhim bo'lishi kerak? Umuman olganda,
tildan foydalanadigan odamlar nafaqat og'zaki, balki yozma ravishda ham
muloqot qilishlari kerak: darhaqiqat, bu tuzilmalar mustahkam, mustahkam
poydevorga qurilishi kerak. Biroq, o'z-o'zini tarbiyalash yoki o'quvchilarning
ehtiyojlarini o'rganish ko'p madaniyatli jihatlarni bilmasdan yetarli bo'lmaydi.
Dastlab, ko'p madaniyatli jamiyatda namoyon bo'ladigan madaniyatning bir
nechta navlari yoki madaniy elementlariga ishora qiluvchi "ko'p madaniyatlilik"
nima ekanligini tushunish kerak edi.
Kalit so'zlar:
diskursiv kompetentsiya, yozish qobiliyatlari, ko'p
madaniyatli jihatlar, zamonaviy usullar, diskursiv (yozma) kompetentsiyani
shakllantirishga yondashuvlar, texnologiyalardan foydalanish, yozma nutqdagi
muammolar, yozish metodologiyasi.
INTRODUCTION.
Discourse is an ambiguous term of the humanities, in
which the subject of study directly or indirectly involves the study of the
functioning of the language - semiotics, literary criticism, linguistics, ethnology,
sociology, anthropology, philosophy. [3] There is no unambiguous, universally
recognized definition of the concept of "discourse" that would cover all cases of
its use, and perhaps this is the reason for the wide popularity of this term in the
past few decades: various understandings, connected by non-trivial relations,
quite successfully satisfy various kinds of conceptual needs, modifying
traditional ideas about dialogue, speech, style, text, and even language. In 1999,
a collection of works dedicated to the French school of discourse analysis was
published. In the introductory article to this work, P. Serio lists eight different
understandings. Also, the stress in this term has not yet settled down - the most
common stress is on the second syllable, but the stress on the first syllable is
also not uncommon. There are three main classes of use of the term "discourse"
that can most clearly be distinguished, which correspond to various national
traditions and the contribution of specific authors. The first class includes
directly linguistic uses of the discourse term. [2] Historically, the first use of this
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term was in the title of an article by the American linguist Z. Harris "Discourse
Analysis", which was published in 1952. But the full term "discourse" became in
demand in linguistics approximately two decades later. The actual linguistic uses
of the term themselves are diverse, but in general there are attempts to develop
and refine the traditional concepts of text, speech and dialogue. [4]
Research review on learning the construction of multicultural competence
by teachers during teaching effected by an approach of professionalization (Le
Boterf, 2002 and 2004), it the construction of multicultural competence, as
perceived by teachers during teaching placements. As a constituent element of
the personality, culture, in its sense of "system of symbols, traditions, norms and
institutions", is one of the individual differences (Royce and Powell, 1983, 62,
translation). Several studies have pointed out that culture determines how we
learn (Kennedy, 2002; Ramburuth and McCormick, 2001). Education policy
makers have included it as a differentiating factor between students, among the
aspects to be considered when practicing the teaching profession (Ministère
del'Éducation du Québec, 2001; Ontario College of Teachers, 1999). Viewed from
a perspective of social criticism, the treatment of ethno cultural differences in
the education system is at the heart of research in multicultural education. The
legitimacy of this training, the contents of the learning and their stability, the
pedagogical methods used, the curricular analysis of programs representations
of key stakeholders on ethno cultural diversity, and their impact on teaching and
learning are topics of interest. [5] These studies highlight that improving
discourse (written) competence in multi-ethnic environments lead to an
awareness of future teachers to the differences and the means that a teacher
could deploy to adapt his/her educational approach to the diversity of his/her
class group (Cook and Van Cleaf, 2000; Duarte and Reed, 2004;). [1]
RESEARCH METHODOLOGY.
Written discourse, despite enjoying great
prestige for many centuries, is a derivative of oral discourse. To this day, most
languages exist only in oral form. However, the real comparison of written and
oral discourse as alternative forms of language existence began only in the
1970s. The difference in the channel of transmission has important implications
for the processes of written and oral discourse: In oral discourse, understanding
and generation are synchronized, in written discourse they are not. In oral
discourse, the phenomenon of fragmentation is observed, that is, speech is
generated by intonational units separated by pauses. Written discourse
integrates into sentences and other syntactic constructions. In written discourse,
there is no contact in space and time between the speaker and the addressee. In
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written discourse, the addressee and the speaker are removed from the
information being described. [6] A person can use language without producing
any graphic or acoustic traces of language activity. In this case, one should speak
of a mental discourse. The language used in mental discourse is communicative,
but the same person is both the addressee and the speaker. Mental discourse,
due to the lack of easily observable manifestations, has not been studied enough.
Mental discourse is also called inner speech. The most famous study of mental
discourse belongs to Vygotsky. Need more materials on the topic of the article?
Use the new search! Find more articles. Students have agreed to participate in
my research, on a voluntary basis: Shakhlo (female, in her nineteen’s,
Samarkand, elementary level of education); Zubayda (female, in her twenties,
Bukhara region, elementary level of education); …. Etc. Each participant has
followed two writing placements in Uzbekistan schools. In order to preserve the
anonymity of participants, all the names used are fictitious. [7] Each respondent
participated in two semi-structured interviews, spread over the two internships
of learning. The first interview took place before the start of the first internship
and aimed to explore the personal experience of the participants in relation to
multi-ethnicity (friends, work, travel), formal training received in connection
with multicultural education, views about importance and the definition of
multicultural education and the multicultural competence of the teacher, role of
the teacher in a multi-ethnic environment and in an environment perceived as
homogeneous, expectations of multiculturalism training during teaching
placements.
DISCUSSION.
Perceived learning discourse competences seem to have
significantly influenced the dimensions of competence multicultural related to
personal resources as well as reflective capacities. On the other hand the
dimension of know-how is perceived as poorly developed as a result of training
professionalizing, while the dimension related to the resources of the
environment is almost absent.
Only one participant [Zubayda] said that the learning placements did not
contribute to the development of its critical examination capabilities. The others
believe that the experiences of written discourses have sensitized, to varying
degrees, the existence of prejudices in the high school environment and their
own limitations and apprehensions, to the need to refocus to meet the needs of
students and immigrants in turn to the training needs of teachers: "I have seen
this in some schools: some teachers think that if a student has problems, it is
because he is a stranger. We catalogue it right away, we do not have the patience
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to know it and especially to bring it to learn. If the teacher has prejudices, he will
create barriers. What can he do in a classroom whose children he thinks suck? If
we catalogue like that, it's because we don't do the efforts to get our students to
learn. (Another teacher). Dilnoza admits her limitations, discovered during
teaching internships: "Multi-ethnicity is a great challenge. I have to recondition
myself. I was surprised to find that I had some apprehensions, for example,
when I had a student. Muslim, I was less inclined to talk to him. » These results
are also consistent with the findings of empirical research on teaching
placements. Indeed, the learnings mentioned by the participants in our study
have relates mainly to personal resources (attitudes, knowledge and reflection)
and less to know how to act. From another perspective, and without worrying
about cultural differences, Boudreau [2001] undertook a case study that
illustrates how it is possible for an intern to develope the ability to adapt one's
teaching approach to the characteristics of class groups supported. [8] At the
same time to improve students’ discourse competence within multicultural
aspects. The indices used by the researcher to support these displays are
capacity, "differentiate between a teaching routine and student learning" and
skill to "seek the youth" [Boudreau, 2001, p. 79].
In our view, the fact that most trainees report "awareness" or "taking
awareness" about know-how, not concrete learning. [9] Josie remains the only
participant who spoke about the "coaching" of the associate teacher during
herfirst internship in a multi-ethnic environment. The trainee perceived more
rigor in the formative intervention provided during the experiment in question.
The perception of his internship learning makes it moreover proof, Josie being
also the only one to have directly linked the supervision of the teacher associate
and internship apprentice ship, i.e. the training of work teams. Interaction with
parents and exchanges with other teachers working in the trainee's host school
are also among the factors of influence. In the Sherzod’s case, the interaction
with the parents seems to have fuelled his reflection around somecultural
content, without, however, significantly influencing its learning. Alisher, inon the
other hand, drew profit, from the pedagogical point of view, from his
interactions with the parents, and tried to conceptualize his observations. For
her part, Zubayda highlighted the contribution that others have made. [10]
RESULTS.
The stage of active experimentation is almost absent from the
training of students in connection with the multicultural competence. This
reading of the experiential learning perspective sheds additional light on the
process of building the multicultural competence experienced by the nine
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participants in our research. First, this line of interpretation explains the types
of learning perceived as accomplished by the student-masters followed.
Learning related to attitudes, capacity critical examination and theoretical
knowledge (especially of cultural practices), registered by most of the
participants, seem to have resulted from abstract conceptualization, a step taken
by trainees even in the absence of the accompaniment of associate teachers.
Participation in research appears to have contributed to these learnings, to the
extent that where the participants agreed to undertake an observation and
reflection process guided by interview questions. On the contrary, learning
related to know-how required active experimentation in the classroom. As
multicultural education did not constitutean aspect taken into consideration
during the vast majority of internships, it is not surprising that trainees were
unable to take this step. [11]
CONCLUSION
This study proposed a formalization of the process of building multicultural
aspects of discourse competence of the students mostly, as perceived by
student-masters during study period. Analysis of results identified the learnings
achieved and the factors which influenced them. Interpreted from the
perspective of experiential learning the journeys of the nine participants are
proving to be incomplete, mainly because of the lack of specific framework. A
model supervision during teaching courses inspired by the theory of
experiential learning emerged from this research. According to the participants,
these suggestions would lead to the construction of the multicultural
competence of future teachers, a professional dimension considered like
important in the current global context. Conducted with a small number of
participants and taking into consideration only the point of view of the student-
masters, this study will not be able to claim the generalization of its conclusions.
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