European International Journal of Multidisciplinary Research
and Management Studies
94
https://eipublication.com/index.php/eijmrms
TYPE
Original Research
PAGE NO.
115-117
DOI
OPEN ACCESS
SUBMITED
28 March 2025
ACCEPTED
24 April 2025
PUBLISHED
26 May 2025
VOLUME
Vol.05 Issue05 2025
COPYRIGHT
© 2025 Original content from this work may be used under the terms
of the creative commons attributes 4.0 License.
Integration of
Interdisciplinary
Connections in Russian
Language Lessons
Chubaeva Farangiz Kuldosh kizi
Termez State Pedagogical Institute, Uzbekistan
Abstract:
This article examines both the theoretical
underpinnings and practical techniques for integrating
interdisciplinary connections into Russian language
instructi
on at the secondary‐school level. It highlights
how cross‐subject collaboration enriches students’
holistic understanding, enhances their linguistic
competence, and fosters critical thinking. Sample
methodologies draw on materials from literature,
history, social studies, the natural sciences, and the
arts.
Keywords:
Russian
language,
interdisciplinary
integration,
lesson
planning,
methodology,
communicative competence.
Introduction:
Contemporary education seeks not
merely to transmit isolated facts, but to help students
build an interconnected worldview and develop the
ability to draw on multiple disciplines. For Russian
language lessons, an interdisciplinary approach:
1. Enriches linguistic material with authentic content
from other fields;
2. Boosts student motivation by situating texts within
broader cultural, scientific, or historical contexts;
3. Develops critical and analytical skills through
comparative and research-based tasks.
1. Theoretical Foundations
1. Holistic Education Paradigm
The Federal State Educational Standards (FGOS)
mandate systemic and variable instruction that
encourages intersubject links and cultivates universal
learning actions (ULAs).
2. Communicative Competence as Knowledge Synthesis
True language proficiency encompasses correct oral
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and Management Studies
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European International Journal of Multidisciplinary Research and Management Studies
and written usage as well as the skill to employ
language as a tool for gathering and analyzing
information across disciplines.
3. Cognitive Learning Principles
Cognitive psychology research indicates that new
knowledge is better retained when anchored to existing
schemas. Interdisciplinary ties serve as these
“anchors,” facilitating deeper memory consolidation.
2. Forms and Methods of Integration
1. Thematic Unit Planning
Organize language units around themes that naturally
intersect with
other subjects (e.g., “Exploration and
Geography,” “Historical Lyric Genres”).
2. Project-Based Learning
Assign mini-projects requiring students to combine
linguistic analysis with factual research from history,
culture, ecology, or other fields
—
such as writing an
essay on “Language and Power Across Eras.”
3. Authentic Texts with Cross-Curricular Content
Use real-world materials
—
newspaper economics
articles,
local
history
accounts,
or
scientist
biographies
—
as objects of linguistic study (vocabulary,
stylistics, discourse structure).
4. Role-Play and Simulations
Simulate professional situations (press conferences,
interviews with a scientist, environmental debates)
where students must use Russian to accomplish “real”
tasks informed by biology, social studies, etc.
5. ICT-Enhanced Activities
Develop multimedia presentations, videos, blogs, or
podcasts that require collecting, synthesizing, and
linguistically framing information from diverse sources.
3. Sample Lesson Designs
Lesson
No.
Topic
Cross-Curricular
Link
Core Task
1
“Narrative Styles”
History (Eyewitness
Accounts)
Analyze first-person excerpts from
historical witnesses
2
“Language
and
Imagery”
Visual Arts
Compose
a
descriptive
text
accompanying a work of art
3
“Thesis
and
Argumentation in Texts”
Social Studies
Prepare a mini-report on a current
social issue
4
“Technical Terminology
and Norms”
Biology
Create a glossary of botanical
terms from a regional flora text
5
“Dialogue as a Genre”
Geography
(Tourism)
Role-play a conversation between
a tourist and a guide
4. Effectiveness and Assessment
•
Depth of Interdisciplinarity: Projects are
evaluated on how effectively students integrate
linguistic analysis with factual content from other
subjects.
•
Development of ULAs: Assessment focuses
on students’ information
-handling skills, problem
formulation,
argumentation
structure,
and
presentation of findings.
•
Reflective Practice: Learners write short self-
assessments describing new connections they
discovered and how cross-disciplinary knowledge
deepened their understanding of language concepts.
CONCLUSION
Integrating interdisciplinary connections into Russian
language
lessons
cultivates
students’
holistic
worldview, enriches their communicative abilities, and
prepares them for autonomous inquiry. With
thoughtful methodological design, this approach
elevates motivation, deepens linguistic insight, and
equips learners to navigate complex, real-world
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European International Journal of Multidisciplinary Research and Management Studies
problems.
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