Topical issues of language training
in the globalized world
63
5.
Rosetta Stone: [https://www.rosettastone.com/](https://www.rosettastone.com/)
6.
Babbel: [https://www.babbel.com/](https://www.babbel.com/)
SIMULTANEOUS TRANSLATION AS A TYPE OF TRANSLATION
ACTIVITY
Berdibayeva Ulbosin Niyetbayevna
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 kafedra katta
o‘
qituvchisi
Abstract
Globalization, characterized by the interconnectedness and interdependency of the world
’
s
economies, cultures, and peoples, has profound implications for language contact. This article
examines the multifaceted nature of language contact in the era of globalization, exploring its
linguistic, sociocultural, and pedagogical consequences.
Keywords:
Language contact, Globalization, Simultaneous translation, Linguistic
diversity, Multilingualism, Cultural identity, Social cohesion, Economic opportunities, Language
pedagogy
Language contact, the interaction between two or more languages, has long
been a driving force in linguistic change. However, globalization has accelerated and
intensified language contact, leading to unprecedented levels of linguistic diversity
and multilingualism.
Globalization, characterized by the interconnectedness and interdependency of
the world
’
s economies, cultures, and peoples, has had a profound impact on language.
Increased mobility, communication, and trade have brought speakers of different
languages into closer contact, creating new opportunities for language interaction and
exchange.
As Saidova G.A said: “Simultaneous translation involves trained professionals
called interpreters who listen to the speaker
’
s words through headphones and
simultaneously translate them into the target language. They deliver the translations
through microphones to the listeners who also wear headphones.”
Globalization has facilitated a range of linguistic consequences, including:
Language mixing: Contact between languages often results in the creation of
Topical issues of language training
in the globalized world
64
new lexical items, grammatical structures, and pronunciation patterns. This process is
known as language mixing or code-switching. For example, the English word
“spanglish” refers to a blend of Spanish and English that is commonly spoken in some
parts of the United States. Other examples of language mixing include:
Lexical borrowing: Adopting words from another language, such as the
Japanese word “sushi” which is now used in English.
Calques: Translating a phrase or idiom from one language into another word-
for-
word, such as the English phrase “skyscraper” which is a calque of the German
word “Wolkenkratzer.” (Blommaert, J, 2010)
Hybrid languages: The creation of new languages that combine elements from
two or more existing languages, such as Michif, a language spoken in Canada that
blends Cree and French.
Language shift: Extended contact between languages can lead to one language
becoming dominant and the other declining or disappearing. This process is known as
language shift. Language shift is often driven by economic, political, and social
factors. For example, the dominance of English as a global language has led to the
decline of many indigenous languages around the world.
Language revitalization: Globalization has also sparked efforts to revive and
preserve endangered languages. These efforts are often driven by a desire to maintain
cultural heritage and linguistic diversity. Language revitalization involves
documenting, teaching, and promoting the use of endangered languages. For example,
the Maori language in New Zealand has been experiencing a revival in recent years
thanks to efforts by Maori communities and the New Zealand government. (John, D,
2003)
The linguistic consequences of language contact in the era of globalization are
complex and multifaceted. They challenge traditional notions of linguistic purity and
raise questions about the future of linguistic diversity in a globalized world.
Language contact in the context of globalization has significant sociocultural
effects, including:
Topical issues of language training
in the globalized world
65
Cultural identity: Language is an integral part of cultural identity. It shapes how
we see ourselves and the world around us. When languages come into contact, they
can influence and reshape each other, leading to the creation of new cultural
narratives. For example, the widespread use of English as a global language has led
to the adoption of English words and phrases into many other languages. This process
can have a profound impact on the cultural identity of speakers of those languages.
Social cohesion: Bilingualism and multilingualism can contribute to social
cohesion by fostering communication and understanding between different linguistic
groups. In societies where multiple languages are spoken, bilingualism and
multilingualism can help to bridge cultural divides and promote social harmony. For
example, in Switzerland, the use of multiple national languages (German, French,
Italian, and Romansh) has contributed to the country
’
s social cohesion and political
stability.
Need for multilingualism: Globalization requires individuals to develop
proficiency in multiple languages to participate effectively in global communication.
This means that language educators need to prepare students to become multilingual
and to develop intercultural competence. (Fishman, J. A, 2001)
Pedagogies of language contact: Educators need to incorporate strategies into
their teaching that foster language mixing and promote awareness of language
variation. This can help students to develop the skills they need to communicate
effectively in a globalized world. For example, educators can use code-switching and
language mixing in the classroom to help students develop fluency and flexibility in
their language use.
Assessment of multilingualism: Assessing multilingualism in the context of
globalization requires new methodologies and frameworks. Traditional assessment
methods often focus on monolingual proficiency, which is no longer sufficient in a
globalized world. Educators need to develop new assessment tools that can measure
multilingual competence and intercultural communicative ability.
The sociocultural and pedagogical implications of language contact in the era
Topical issues of language training
in the globalized world
66
of globalization are complex and multifaceted. They challenge traditional notions of
language and culture and require language educators to adapt their teaching practices
to meet the needs of a globalized world.
References:
1.
Abduganiyeva.J.R. Historical and Technological Outlook of Simultaneous Interpretation
(article) “Таржимашунослар форуми –
2023”. Халқаро илмий
-
амалий конференция.
14 декабрь. Тошкент, 2023. –
Б. 314
-320.
2.
Abduganiyeva.J.R. Modern Model of The Translation Competence In the Context of
Translators Training (article)
АГУ”Педагогика инноватика: раҳбар кадрларга
хорижий тилларни ўқитиш”: Респ. Илмий
-
амалий конф. –
Тошкент, 2018. –
С. 20
-
25.
3.
Blommaert, J. (2010). The sociolinguistics of globalization. Cambridge University Press.
4.
John, D. (2003). English as a global language. Cambridge University Press.
5.
Fishman, J. A. (2001). Can threatened languages be saved? Multilingual Matters.
6.
Saidova.G.A., The importance of identifying types and methods of translation (article)
International Journal of Engineering and Information Systems (IJEAIS)
Vol. 5 Issue 1, January - 2021, Pages: 104-105
7.
Saidova.G.A., Why creative and modern methods are key to successful language
translation education (article)
“Хорижий филология, адабиётшунослик ва
таржимашунослик масалалари”
-
Жиззах, 30
-
март, 2024. Б. 263
-266
CULTURAL AND LINGUISTIC FOUNDATIONS OF ENGLISH AS A
FOREIGN LANGUAGE INSTRUCTION
Chorieva Asila
Student
Uzbekistan state world languages university
3
rd
faculty of the English language
Scientific advisor: Dalieva Madina
Uzbekistan state world languages university
Associate professor (PhD) department of teaching
English methodology №3
Abstract
This article examines the dual facets of Teaching English as a Foreign Language (EFL),
focusing on the integration of linguistic and cultural aspects in educational settings. It highlights the
importance of addressing both English language structure
–
including phonetics, phonology, syntax,
and semantics
–
and the cultural nuances associated with English-speaking communities. Through a
critical analysis of educational methodologies, the paper emphasizes the need for EFL teachers to
not only impart language skills but also facilitate an understanding of cultural contexts to enhance
communicative competence and intercultural awareness. The discussion includes the challenges and
opportunities of integrating linguistic precision with cultural understanding, proposing that such a
