International Journal of Pedagogics
43
https://theusajournals.com/index.php/ijp
VOLUME
Vol.05 Issue03 2025
PAGE NO.
43-46
10.37547/ijp/Volume05Issue03-12
Some Issues of Teaching The Uzbek Language As A
Sister Language in Higher Education
Sh.Sh.Yuldasheva
Uzbekistan State University of World Languages, Tashkent, Uzbekistan
Received:
03 January 2025;
Accepted:
15 February 2025;
Published:
12 March 2025
Abstract:
The article analyses the results of a comparative study and observation of the process of teaching the
Uzbek language as a sister language in higher educational institutions of Uzbekistan. The purpose of the article is
to study the issues of using a differential approach in the curriculum based on the peculiarities of sister and non-
sister languages, the use of alternative textbooks and training manuals, and preparing future teachers to conduct
activities in the Uzbek language in everyday, scientific and professional fields.
Keywords:
Uzbek language, state language, sister language, curriculum, competence.
Introduction:
The uzbek language is taught as a subject
in all higher educational establishments as it
considered the state language in the country [3]. The
uzbek language is taught as the state language in
Russian groups of bachelor degree in all higher
educational institutions in Uzbekistan and in Russian
and Turkic groups (groups where Karakalpak, Kazakh
and Turkmen students study) in Karakalpakstan. In the
Constitution of the Karakalpak Republic there pointed
out that “the state language in Karakalpakstan is
karakalpak and uzbek languages” [4
] It is the task of the
subject of the uzbek language to teach that “knowing
his state language, learning it is the sign of high
spirituality, the sign of loyalty to his motherland and
nation ”
According to “The concept of development of higher
education system of the Republic of Uzbekistan untill
2030” [1] there put forward tasks on “implementing
digital technologies and modern methods into the
education process”, as one of the main directions in the
development of higher education system.
The Presidential Decree
–
5850 “On measures to
radically increase the role and authority of the Uzbek
language as the state language” [2] put forward the
tasks on teaching of the state language and developing
its assessment system in educational institutions, on
designing the computer programs in the uzbek
language, on developing electronic programs and
course books for foreigners and for the uzbek people
who live abroad and want to learn the uzbek language.
Taking into account the desire of the representatives
of other nations to learning the uzbek language as the
state language, we think it is high time to improve the
methods of teaching the uzbek language. It is quite
clear that learners will show great interest to learning
the language if they know that their knowledge, skills
and abilities in this language will be important in their
professional field. The students of the higher
educational institutions know the importance of the
subject “uzbek language” in understanding the literary
works in uzbek, in taking part in conferences and
forums and sharing ideas with others, and also in
writing the results of their research works in uzbek
scientific language.
So, the subject “uzbek language” has a task to arouse
interest and respect of learners to the state language,
to value the language as a necessity in their future
profession. In our case (we mean pedagogical
institutes) the subject should pay attention to the ways
of preparing pre-service teachers to use the language
in their everyday life, as well as in their future scientific
and professional field. The article analyses the current
situation of modernizing the teaching conditions, the
readiness of teachers and students to the coming
improvements, the motivation of students to the
learning of the uzbek language
THE MAIN PART
In order to define the necessity of professional uzbek
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International Journal of Pedagogics (ISSN: 2771-2281)
language for future teachers it is important to analyse
the learning process and to improve the learning
content. Following the points of many researches [2]
that the effectiveness of learning the subject is
identified by the analysis of its learning process we
analysed the process of teaching the uzbek language in
local context, paying attention to the participants of
the learning process, to the content of the subject, to
learned materials and normative-legislative documents
of the subject. We did observations, conducted
interviews and questionnaires among uzbek language
teachers and students. Students are asked about their
knowledge, skills and competences acquired during
learning the subject, their future needs and interests,
their attitude to using e-literature in a foreign language,
their readiness to use electronic books and apps in
learning the uzbek language.
The results of the observations, interviews and
questionnaires gave us opportunity to identify the
motivation of students to learning the uzbek and
foreign languages, their points on the importance of
the uzbek language as the state language and its
necessity in their future professional sphere. We
learned that 37% of participant-students think that
their future professional life is closely connected with
the uzbek language, while 63% of the respondents
connect it with the foreign languages.
The results of questionnaires about course books, e-
literature, e-resources, mobile apps gave us the
following facts: most of the 230 first year students-
respondents use telegram messengers to search and
send the necessary information from computers and
other gadgets. They find difficult to use internet in their
computers and to redesign the information. 65% of
respondents prefer teacher-made materials to the
printed course books (35%).
The results of the investigation showed us that above
mentioned facts confront to the development of
student motivation to the uzbek language, as well as to
the development of learner competence. During our
investigation we find some problems and classified
them in the following way:
1. Problems connected with the teaching of the subject
“uzbek language”:
а) curriculum
-
based problems; б) nonconformance of
le
arning objectives and indicative content; в)
inappropriateness of some topics to XXI century
competences; г) problems with teaching the uzbek
language grammar; д) teacher competence.
2. Problems connected with students:
а) few knowledge of the language, t
he lack of skills and
competences; б) preference to foreign languages
rather than the state language.
3. Problems connected with the teaching of the uzbek
language and learning materials: а) lack of learning
materials; б) nonsupport in using computer
technologies.
According to the syllabus designed at the Uzbekistan
National University [9] students are to learn 45 topics
during the course. The mentioned syllabus (as well as
the previous syllabuses) is used both in the Russian
groups and in the Turkic groups and this is the issue of
discussion among professionals, as Uzbek, Karakalpak,
Kazakh and Turkmen languages are relative languages
and we think there should be a special syllabus and
course books for these language groups in learning the
uzbek language. The next problem we are going to
discuss is that “the existed syllabuses, teaching
methods allow to consider the learning uzbek language
to direct just as a means of oral communication, they
do not consider the uzbek language to be learned as the
state language, which can be used by any citizen of
Uzbekistan in different spheres of life, in government
and management system. This is also a topic of
discussion
among
pprofessionals
[12].
Our
observations show that in many cases teachers pay
attention mostly to learning the topics, they do not pay
attention to teaching lexical and grammatic
peculiarities of the language by integrating them with
the content. Teachers do not give tasks on working with
the dictionaries or other literature besides course
books, tasks to look for the meaning of the word. The
professionals mentioned, [13, 5224 -5226] that the
existing manuals, bilingual, trilingual dictionaries,
conversational phrasebooks did not take into account
the development of linguistic competences and usage
of modern methods, these literature do not give
opportunity
to
learn
the
uzbek
language
independently, intensively and continuously. We can
say that the linguistic competence should be developed
during the learning of the language.
Before beginning the course we usually have our first
year students do written tasks (writing dictations,
essays). The results showed us that most of students’
level of uzbek language was lower than the required
level which arouses difficulty in fulfilling the tasks put
forward before the subject in giving knowledge and
developing learners skills and competence.
In the globalization period, at the time of information
technologies students’ interest to learning English, as
the language of internet, science and mass media is
increasing day by day. And this phenomenon is
considered as a negative one by the teachers of the
native languages, but not we, who think to take
advantage of this interest to learning language at our
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International Journal of Pedagogics (ISSN: 2771-2281)
uzbek classes in developing learner awareness, skills
and competences.
Integration of subjects, learning by comparing the
native and foreign languages can be one of the factors
of developing learner motivation to learning languages.
Supplying methodologic basis for the subject “the
uzbek language”, especially tools
and techniques for
practical classes are the problematic issues of today in
our local context.
But the latest syllabus is suggesting some new native
and foreign literature for the subject which are
approved by teachers and learned with great pleasure.
We are designing some course books, manuals, didactic
materials for our karakalpak learners ourselves. For a
long time we used only teacher-generated materials for
these groups as we were lack of specially published
course books. The course book for the higher education
students was first published in 2012 [16]. Though the
suggested course book does not fully meet the needs
of the subject, the teachers are using them nowadays.
In 2013 there published a manual “The Uzbek
language” for the karakalpak students,
which includes
all the language and speech materials and useful for the
learners [20]. The manual consisting of 24 topics, aims
to improve learner knowledge, skills and competences
in uzbek language, to learn the state language for the
use of their professional field, to enlarge their
vocabulary with the professional terms. So, the manual
was republished in 2016 with some improvements and
changes [19] and suggested as the main course book
for the subject “the uzbek language”.
But the novelties in science, new innovations in the
spheres should be included into the learning materials
regularly, which is difficult in the case of printed
materials. That’s why it is time to think about
implementing e-materials into the learning process,
which is the requirement of the time. It is high time to
change the format of learning tools into new,
contemporary one.
Though the researches on developing new, modern
syllabuses, course books, learning and teaching
materials, multimedia resources, on changing the
formats of course books have already began, we still
have no suggestions on using the exact language
structure or topic.
The results of the questionnaire taken from the
teachers of higher education show that using the same
syllabus both in Russian and Turkic groups make some
problems in learning the uzbek language. The results of
questionnaires and interviews among students show us
that they are interested in reading professional and
scientific uzbek texts, have problems in listening uzbek
speech, they sometimes break rules of uzbek
orphoepics during discussions and debates due to local
pronunciation and local speech, they sometimes use
the mixture of uzbek, karakalpak and Kazakh languages
in their speech. Taking into account all above
mentioned facts we think that it is desirable to develop
the conception of using special methodology of
teaching the uzbek language to Turkic students, to
design alternative course books, printed manuals and
multimedia apps, to experiment the necessary content
designed for this subject.
CONCLUSION
The observations and the results of inquiries gave the
following facts: we do not use a differential approach
in preparing students for future professions at the
uzbek classes taking into consideration the peculiarities
of relative and non-relative language, we do not use
authentic materials as we accustomed to use one
course book for the subject, which confronts the
desired results, which influence on the quality and
effectiveness of education.
That’s why, we should analyse the approaches to
teaching the uzbek language to the representatives of
relative and non-relative languages, the ways of using
the uzbek language in everyday life, scientific speech
and professional field of pre-service teachers. Though
there exists a great number of books on teaching the
uzbek language to the learners of other languages
[6,10,16,17,18] (dissertations, scientific articles,
monographs, manuals), still we need some researches
on suggesting the unique common concept on this
issue. The changing world, the changing education
forms, innovations put forward before the subject
“uzbek language” a serious task,
as learning the state
language is one of the ways to show the culture of the
representatives of a nation.
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