“PEDAGOGS”
international research journal ISSN:
2181-3027
_SJIF:
5.449
https://scientific-jl.com/ped
Volume-84, Issue-1, June -2025
178
ESTABLISHING INTERDISCIPLINARY INTEGRATION
IN LITERATURE TEACHING
Tashkent State University of Economics
Department of “Uzbek and Russian Languages”
Course: “Uzbek Language”
Lecturer: Ab
duxalilova Rushana
Email: rushanaabduxalilova14@gmail.com
Phone: +998938121117
Annotation:
Writing a literary work is an art, and teaching it is also an art. No
subject can elevate national thinking like literature. Therefore, this article provides
practical guidelines for teaching literature in an integrated manner with other subjects
and presents theoretical perspectives on the interdisciplinary integration in literature
education.
Keywords:
integration, interdisciplinary connection, types of integration,
integrative lesson, literature, mother tongue, history, music.
Main Article:
Achieving effectiveness in teaching literature and defining the role
of interdisciplinary integration is one of today’s pressing educational challenges. Just
as everything in the universe exists in harmony and connection, the educational process
must also be conducted through an integrative approach. Literary education is no
exception.
It is well known that literature is inherently connected to the mother tongue. As
an art of words, literature relies on and is empowered by language. Studying the
linguistic features of literary texts in mother tongue lessons, and exploring the semantic
nuances of words in literature classes enhances learning outcomes. It is essential to
teach the mother tongue through literary texts and vice versa, which ensures knowledge
retention.
Depending on the nature of the topic being taught, various levels of integration
with other subjects can be implemented. Experts identify three levels of subject
integration:
Unilateral integration
– e.g., connecting a literature topic with similar ones in
Kazakh or Karakalpak literature.
Bilateral integration
– e.g., involving history or geography in literature lessons.
Multilateral integration
– e.g., incorporating information from multiple
disciplines to enrich a literary lesson.
Scholars define educational integration as a process that fosters a holistic
understanding of the world by ensuring internal connectivity among components of the
“PEDAGOGS”
international research journal ISSN:
2181-3027
_SJIF:
5.449
https://scientific-jl.com/ped
Volume-84, Issue-1, June -2025
179
educational content. This leads to well-rounded knowledge, promotes both universal
and national values, and prevents fragmented learning.
Many thinkers and educators, including Comenius, Pestalozzi, Rousseau, Tolstoy,
Ushinsky, and in Uzbekistan – R. Mavlonova, N. Rahmonqulova, S. Dolimov, V.
Qodirov, A. Zunnunov, and others – have contributed to this topic.
A communicative approach is particularly important in linking literature and
language through literary texts. As Professor Q. Yo‘ldoshev states, “Unfelt and
unrecognized beauty cannot contribute to the development of spirituality.” Therefore,
emotional and aesthetic aspects of language should be emphasized, encouraging
aesthetic interpretation alongside linguistic analysis.
Three main types of educational integration are noted:
1.
Intra-subject integration
– establishing connections within a single
subject.
2.
Interdisciplinary integration
– connections between two or more
subjects.
3.
Transdisciplinary integration
– connecting core subjects with additional
educational content.
Integration in education depends on the interaction of pedagogical, socio-cultural,
political, and economic factors. The poetic aspect of language studied in literature
stimulates students’ interest and encourages creativity. This leads to a desire to explore
artistic methods and complete creative assignments.
Practical tasks in the curriculum, such as identifying figurative language,
interpreting metaphors or homonyms, analyzing rhyme and rhythm, serve both
educational and aesthetic functions.
In 6th-grade textbooks, theoretical concepts in literature are often not aligned with
those in the mother tongue curriculum. Addressing this gap improves learning
efficiency. For example, teaching figurative language in language classes can be
reinforced by literary examples and analysis.
A. Zunnunov and A. Aliyev in their methodological guide “Studying Literature
in Connection with Other Humanities” stress the importance of comprehension,
thinking, and speech development. Lessons should focus on helping students
understand, apply, and analyze literary content creatively.
The analysis of 6th-grade literature curriculum shows areas lacking integration.
For effective interdisciplinary teaching, the following steps are recommended:
1.
Teachers should develop integration-based curricula for their specific
subjects.
2.
After review by the methodological council, all subject curricula should
be unified into a single working document.
“PEDAGOGS”
international research journal ISSN:
2181-3027
_SJIF:
5.449
https://scientific-jl.com/ped
Volume-84, Issue-1, June -2025
180
3.
Teachers should include an “interdisciplinary connections” column in
their lesson plans, identifying related subjects and topics with usage methods.
Such integrative approaches help optimize teaching efforts and improve learning
outcomes. The goal of modern education is to foster creative individuals who can
realize their full potential. Achieving this requires
innovative change
, including
democratizing education, humanizing the curriculum, and aligning it with socio-
economic realities.
The poetic function of language studied through literary analysis fosters
emotional engagement and deepens students’ appreciation of literature. Writing
assignments on topics such as homeland, mother, spring, and future evoke feelings of
pride and creativity. This enriches students' writing with expressive language, engaging
them in artistic expression.
Ultimately, integrating theoretical knowledge of literature into practical tasks
enhances students' understanding of linguistic phenomena and artistic tools. This also
cultivates habits of thoughtful reading and expression.
To further strengthen integration:
1.
Each teacher should design integration-focused programs for their subject.
2.
Programs should be reviewed and synthesized into a unified teaching
framework.
3.
Lesson plans should explicitly state interdisciplinary links and how they
will be used.
Using integrative programs that combine topics from various subjects creates an
engaging learning environment and enhances comprehension.
References:
1.
Barsukova V.G. https://nic-snail.ru/pedagogu/articles/integrirovannoe-obuchenie
2.
Yo‘ldoshev Q.
Scientific-Theoretical Foundations of Teaching Literature
,
Tashkent: O‘qituvchi, 1996, p.68.
3.
Barsukova V.G. (same as above)
4.
Zunnunov A., Aliyev A.
Teaching Literature in Connection with Other
Humanities
, Tashkent: O‘qituvchi, 1982, p.72.
5.
Abdullaev K.
Using Interdisciplinary Integration in Teaching the Life and Works
of Alisher Navoi
, Tashkent: 2021, p.31.
