Topical issues of language training
in the globalized world
138
4. Invite students to report
“
on behalf
”
of their group. Conclusions can include
differences in thought process and whether or not the group has reached
agreement (Sokhiba, R. 2023).
References
1.
Core principles of PBL: constructive, collaborative, contextual and self-directed - Education
- Maastricht University
2.
Jones, B. F., Rasmussen, C. M., & Moffitt, M. C. (1997). Real-life problem solving.: A
collaborative approach to interdisciplinary learning. Washington, DC: American
Psychological Association.
3.
Nation, Paul (1990). Teaching and Learning Vocabulary. Newbury House, New York.
4.
Sokhiba, R. (2023). DEVELOPING SPEAKING SKILL WITH “THINK
-PAIR-
SHARE”
TECHNIQUE.
ОБРАЗОВАНИЕ НАУКА И ИННОВАЦИОННЫЕ ИДЕИ В
МИРЕ,
23(8), 105-108.
PROBLEMS OF TEACHING FOREIGN LANGUAGES AS WELL AS
WRITTEN TRANSLATION
Jaloldinov Islomiddin Shamsitdin
o‘g‘
li
O‘
zbekiston davlat jahon tillari universiteti,
Tarjimonlik fakulteti sinxron tarjima (ingliz tili) mutaxassisligi
1-kurs magistranti
Saidova Gulyora Abduhakimovna
O‘
zbekiston davlat jahon tillari universiteti,
tarjimonlik fakulteti,
Ingliz tili tarjima nazariyasi kafedrasi katta
o‘
qituvchisi
Abstract
This paper explores the challenges that may face by non-native speakers (NNS) in two
key areas: first one is foreign language teaching and another one is written translation. It delves
issues related to language proficiency, cultural nuances, learner expectations, and professional
development. Moreover, the article examines the difficulties of written translation for NNS,
including the potential for cultural misunderstandings and the need for in-depth knowledge of
both target and source languages. The deliberation highlights the importance of recognizing the
unique strengths of NNS, and also providing them with targeted support and training to excel in
these demanding fields.
Keywords:
Non-native speaking teachers, foreign language teaching, written
translation, language proficiency, accent, cultural background, learner expectations, professional
development.
Topical issues of language training
in the globalized world
139
Today in an increasingly interconnected world, the demand for foreign
language expertise and accurate translation continues to grow. While native
speakers often dominate in these fields, non-native speakers (NNS) bring valuable
skills and perspectives that enrich language learning and cross-cultural
communication. However, Non-native professionals face distinct challenges that
require specific support and strategies to ensure their success.
Challenges in Foreign Language Teaching:
Accent and Language Proficiency: Similar to the concerns encountered by
non-native teachers and translators may also face scrutiny regarding their language
skills and accent, particularly in situations where clients only expect native-like
fluency.
Cultural Understanding: Non-native teachers may not possess the same
level of cultural immersion as native speakers, potentially leading to
misinterpretations of cultural nuances and idiomatic expressions in the target
language.
Learner Expectations: Some learners may hold biases towards native-
speaking teachers, assuming they possess superior language knowledge and
cultural understanding. This can create additional pressure for non-native speaking
teachers to prove their competence.
Professional Development: Access to targeted professional development
opportunities specifically designed for non-native speaking teachers can be limited,
leaving them to navigate challenges on their own.
Challenges in Written Translation:
Cultural Nuances and Idioms: Conveying accurately the cultural nuances
and idiomatic expressions of the source language into the target language can be
particularly challenging for non-native speaking translators, as it requires a deep
understanding of both cultures indeed.
5
https://www.linkedin.com/pulse/navigating-linguistic-landscape-language-acquisition-speakers-anand-noeff/
6
https://www.linkedin.com/pulse/mastering-art-translation-closer-look-skills
Topical issues of language training
in the globalized world
140
Subject-Specific Terminology: Depending on the field of translation, non-
native speaking translators may need to learn specialized vocabulary and
knowledge, that can be a time-consuming process.
Maintaining Accuracy and Fluency: Striking the balance between accuracy
and natural-sounding fluency in the target language can be somehow difficult for
non-native speaking translators, requiring a strong command of both languages.
Building Credibility: Similar to non-native speaking teachers and
translators may face challenges in establishing credibility and gaining the trust of
clients who prefer native-speaking translators.
Strengths of Non-native speaking Professionals:
Language Learning Experience: Having personally navigated the
complexities of language acquisition, non-native speaking teachers and translators
often possess a deep understanding of the learning process and can effectively
identify and address learners
’
needs.
Linguistic Awareness: Non-native speaking professionals tend to have a
high awareness of language structures and rules, enabling them to provide clear
explanations and guidance.
Cultural Sensitivity: Their own experiences navigating cultural differences
can make non-native speaking professionals more attuned to potential cultural
misunderstandings and better equipped to bridge cultural gaps.
Dedication and Motivation: Driven by their passion for languages and
intercultural communication, non-native speaking professionals often demonstrate
exceptional dedication and motivation in their work.
Supporting Non-native speaking Professionals:
Targeted Language Training: Providing non-native speaking teachers and
translators with opportunities to further enhance their language proficiency through
specialized training programs and immersion experiences.
7
https://www.sciencedirect.com/science/pii/S0024384119300828
Topical issues of language training
in the globalized world
141
Cultural Competency Development: Offering workshops and resources that
deepen non-native speaking professionals
’
understanding of both the source and
target cultures, including their values, customs, and communication styles.
Mentorship and Networking Opportunities: Connecting non-native
speaking professionals with experienced mentors and creating networking
opportunities to foster professional growth and community support.
Promoting Awareness and Recognition: Raising awareness about the
valuable contributions of non-native speaking professionals and advocating for
greater recognition of their skills and expertise in the language education and
translation industries.
Overall, non-native speakers play a crucial role in both foreign language
teaching and written translation. While they face unique challenges, their strengths
and diverse perspectives enrich these fields. By acknowledging the value of non-
native speaking professionals and providing them with the necessary support and
opportunities, we can foster their success and ensure the continued advancement of
language education and intercultural communication.
References
1.
Abduganiyeva J.R. Developing Consecutive Interpreter
’
s Communicative Skills of
Emotive-
Empathic Interaction (article) Филологик масалалари.
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Б. 115
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Abduganiyeva J.R. Linguodidactical Pecularities of Learning Consecutive Translation of
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International Journal of Early Childhood Special Education, Туркия, 2022.
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Braine, G. (1999). Non-native educators in English language teaching. Lawrence
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4.
Chen, L., & Wang, H. (2019). An Investigation into the Difficulties Encountered by Non-
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Cook, V. (2003). Effects of the Second Language on the First. Multilingual Matters.
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Garcia, M., & Lee, S. (2020). Understanding the Challenges Faced by Non-Native
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8
https://www.researchgate.net/publication/333025016_Language_proficiency_development_of_Non-native_English-
Speaking_teachers_NNESTs_in_an_MA_TESOL_program_A_case_study
Topical issues of language training
in the globalized world
142
7.
Kramsch, C. (1997). The Privilege of the Nonnative Speaker. Modern Language Journal,
81(1), 1-13.
8.
Llurda, E. (2005). Non-native language teachers: Perceptions, challenges and
contributions to the profession. Springer.
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Medgyes, P. (1994). The Non-Native Teacher. Macmillan.
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Nguyen, T., & Kim, Y. (2018). The Struggles of Non-Native Language Teachers: A Case
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Saidova.G.A., The theoretical view to content, evaluation and translation errors in
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Scientific
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Hosted
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Spain
https://conferencepublic.com January 30th, 2021
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Saidova.G.A., The method of listening and short-term memory in interpreting and
simultaneous translation (article) Proceedings of 4th International Multidisciplinary
Scientific Conference on Innovative Technology Hosted from San Fransisco, USA
https://conferencepublic.com January 30th, 2021
13.
Selinker, L. (1972). Interlanguage. International Review of Applied Linguistics in
Language Teaching, 10(3), 209-231.
TEACHING CULTURAL COMPETENCE THROUGH ENGLISH-
LANGUAGE MOVIES: STRATEGIES AND IMPLEMENTATION IN HIGH
SCHOOL CLASSES
Joldasbayev Amir
student
Uzbek State World Language University
Scientific advisor: Kendjayeva Zemfira
teacher
Uzbek State World Language University
Abstract
This article explores the strategies and implementation of teaching cultural competence
through English-language movies in high school classes. It examines the potential of films as a
medium to enhance cultural understanding and empathy among students. By integrating movies into
the curriculum, educators can provide a dynamic and engaging way to discuss and reflect on diverse
cultural perspectives and social issues. The article highlights practical methods for selecting films,
structuring discussions, and aligning these with educational objectives to foster a comprehensive
understanding of global cultures. This approach not only enriches students
’
linguistic skills but also
broadens their worldviews, making them more informed and empathetic global citizens.
The global
interconnectedness of today
’
s world demands an educational approach that not only teaches
language but also instills cultural competence. The integration of English-language movies into the
high school curriculum represents a novel approach to address this need, aligning with the Republic
of Uzbekistan
’
s educational reforms and international standards like the CEFR.
Key words:
Cultural competence, English-language films, high school education,
intercultural learning, movie-based learning, educational strategies, global awareness, empathy
development
