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TEACHING ENGLISH AS A SECOND LANGUAGE IN PRESCHOOL EDUCATION
Turg’unboyeva Hilola Nu'mon qizi
The English language and theory department. Student of CSPU
Muhabbat Anatolevna
Superviser
https://doi.org/10.5281/zenodo.15551825
Abstract
: Learning English as a second language at preschools has been being
implemented for a few years in Uzbekistan. Since that so many methods have been experienced
in order to get success in teaching. Teaching children at the age of 5-6 should be sociable and
unusual. It requires creativity and tools that interest children. However, some teachers complain
of not getting concentration of children at preschool even though the room is equipped with
everything needs. So only authentic materials is not enough to teach children suitibly. This
article reveals effective ways of teaching and teaching strategies.
Key words:
children at the early childhood, effective teaching, movement, visual aids,
competitive games.
Аннотация
: Изучение английского как второго языка в дошкольных учреждениях в
Узбекистане внедряется уже несколько лет. С тех пор было испытано множество методов,
позволяющих добиться успеха в обучении. Обучение детей в возрасте 5-6 лет должно
быть общительным и необычным. Это требует творческого подхода и инструментов,
которые заинтересуют детей. Однако некоторые педагоги жалуются на то, что в
дошкольном учреждении дети не могут сосредоточиться, даже несмотря на то, что
помещение оборудовано всем необходимым. Поэтому одних аутентичных материалов
недостаточно для надлежащего обучения детей. В этой статье раскрываются
эффективные способы обучения и стратегии преподавания.
Ключевые слова:
дети в раннем детстве, эффективное обучение, движение,
наглядные пособия, соревновательные игры.
Introduction
Language is more than a means of communication; it is a powerful tool that shapes and is
shaped by social structures, power relations, and individual identities. Discourse analysis, a key
method in sociolinguistics and applied linguistics, provides insight into how language functions
within these contexts, particularly in relation to power dynamics. The interplay between
language and power is complex and multifaceted, as language both reflects and perpetuates
social hierarchies, influences perceptions, and constructs identities. This essay explores the role
of language in the exercise of power, focusing on how discourse shapes, challenges, and
maintains power relations in society.At its core, discourse refers to written or spoken
communication, but in the context of discourse analysis, it extends to the ways in which language
is used in different social settings to convey ideologies, enforce norms, and structure
relationships. Discourse is never neutral; it is shaped by and helps sustain power dynamics. This
is particularly evident in institutions such as the media, politics, education, and the workplace,
where language plays a key role in influencing public opinion, maintaining authority, and
controlling access to knowledge.
Nowadays, learning English is a requirement of the period and more and more parents
want their children to learn English at the early childhood. According to the implementation of
the Presidential Decree №1875 on “The measures of strengthening the system of learning
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foreign languages” made on December 10, 2012 kids should begin being taught English at the
first grade at schools. So that children at preschool should be taught in order to adapt English
lessons which will take place at schools. Learning English at the early age supports
pronunciation and understanding on children in advance. However, teaching English to children
has some difficulties that educators try to find the best ways of explanation almost every day.
There is a range of effective methods and materials such as using technical aids smartly and
organizing useful activities for the children at the early age which facilitate teaching respectively.
Children at the age of 5-6 cannot be attentive and polite more than 10-15 minutes. For achieving
even this grade educators should explain the lesson clearcut and creatively. Teaching grammar is
not suitable for preschool children. Instead, I think they are able to learn grammar by learning by
heart short sentences.
Repeating after a teacher is easier than learning grammar rules which is a cause of fatigue.
However, this kind of ways is not enough to get the best results. Children want 159 to do
physical activities and to be at somewhere interesting. Hence, educators ought to utilize unusual
ways of teaching. 1) Conducted with different activities, as usual for the child: drawing a picture,
dancing, listening to stories, drama, movement and modeling—all, in fact, means of
communication; 2) Organized in accordance with the children’s natural need for self-expression
through music. We can infer from the passage above teaching children at the early childhood
should differ from teaching adolescents. For instance, teachers make their lessons by utilizing
visual aids and playing games properly. Effective Using Visual Aids As it was mentioned above,
children can learn by heart new words easily and effectively through pictures. However, children
should repeat the words they learned last lesson on each lesson in order to avoid forgetting.
Teaching with the help of pictures motivates children and they concentrate on the lesson.
Teaching English with singing songs is widely spread at preschool education. It is a vital method
of teaching which improves listening and pronunciation skills.
Nicky Dwiningrum (2016, 14) mentioned: “Someone who was learning second language
from the child, commonly their can pronounce like a native. Its differ with person who does not
begin learning second language until adult, they will never have a native like accent”. In fact,
learning English as a foreign language requires pronunciation of native speakers. Through
listening songs which are authentic children will be subsidized with original pronunciation of
English language. Gestures and mimes play significant role while they are singing songs. Children
memorize the song and terms of movement easily by doing variety movements. Watching videos
such as cartoons and clips in target language is also beneficial. But children had better watch
them after the lesson. Otherwise, they can’t consentrate during explanation. Playing Competitive
Games Games are useful device to make children pay attention spontaneously. As Joseph
Sparling mentioned (2019, 214): “Learning Games may be described as ‘simple, but deep.’ While
the action of many of the games is simple, the significance to the child’s development is
profound.” Learning language through games keeps children active and avoids exhaustion.
As Arda Arikan (2011, 219) stated “The fact that games are the most suitable instructional
activities for young learners is obvious because they are a natural part of their existence”.
Especially, cooperation and competitive games contribute to children’s activeness. At first,
competition was considered as a destructive force for children at any stage while cooperation
was conceived as a good interaction. Later both of them 160 1. were conceptualized partners
(Sonja Sheridan and Pia Williams, 2006, 5). Playing cooperative and competetive games during
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lessons is effective if only it is utilized in moderation. Otherwise, constructive competition can be
changed into rival. Moreover, it should be vary every turn according to the gender. Mostly,
children are used to be divided into two groups according to their own gender. Occasionally, a
“mixed” group can be organized that they adapt to cooperation no matter which group they are
in. All in all, teaching children with variety of styles and strategies provides efficient lessons. Not
only styles and teaching materials, but also organizing the lesson is vital for all teachers. Maybe
teachers can achieve success during lessons by traditional ways of teaching, but utilizing the
other way of teaching as well as using modern technologies helps children learn easily and
memorize long-time.One of the foundational ideas in discourse analysis is that language
constructs reality. The words we use, the structures we employ, and the way we phrase our
thoughts can determine how we perceive the world and how others perceive us.
This phenomenon is closely tied to the concept of
hegemony
, developed by Italian
philosopher Antonio Gramsci, which refers to the dominance of one group over others through
ideological means, rather than through force. Hegemony is maintained through discourse that
normalizes certain worldviews, values, and beliefs as natural and unquestionable.A classic
example of this is political discourse, where language is used to legitimize power and authority.
Political leaders often use carefully crafted rhetoric to persuade the public, manage crises, or
rally support for policies. For instance, terms like "national security" or "terrorism" are loaded
with meaning that shapes how people understand issues of safety, conflict, and governance. By
framing an issue in a certain way, political leaders are able to guide public opinion and maintain
control over the political agenda.Discourse analysis is particularly useful for examining how
language is involved in constructing and maintaining social hierarchies. From the perspective of
power, language is not just a tool of communication but a mechanism for social stratification.
People’s social identities—whether defined by race, gender, class, or ethnicity—are often
constructed through discourse, and language serves as a key marker in the formation of these
identities.For example, gendered language plays a significant role in reinforcing traditional
power relations between men and women. In many languages, grammatical structures reflect
gender distinctions, and these distinctions often extend beyond the linguistic level to reinforce
social roles. In English, the use of terms like "mankind" instead of "humankind" or the distinction
between "businessman" and "businesswoman" reinforces the traditional notion that men are the
default subject, while women are seen as the "other." These distinctions are not arbitrary; they
reflect and perpetuate societal norms that place men in positions of power and authority.
In addition to gender, power dynamics in language are also evident in class and race. The
use of "standard" versus "non-standard" dialects is one example of how language can mark
individuals as belonging to particular social classes. Standard English, often associated with
educated, middle- and upper-class individuals, is seen as the norm in many professional and
educational contexts. In contrast, dialects and vernacular languages spoken by working-class
communities or ethnic minorities are frequently stigmatized. These language practices are often
viewed as inferior or less legitimate, further entrenching social and economic
inequalities.Language is also central to mechanisms of social control, as it can be used to restrict
or expand access to power. Michel Foucault, one of the key figures in the study of discourse and
power, argued that power is not only exercised through direct coercion but also through the
control of knowledge and discourse. In his work
Discipline and Punish
, Foucault examines how
institutions, such as prisons, schools, and hospitals, control individuals by regulating what is said
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and how it is said. He suggests that power is embedded in everyday language practices, shaping
how people think, behave, and even define themselves.
A key aspect of Foucault’s theory of power is the idea of the “panopticon,” a model of
surveillance that demonstrates how power can be exercised through the internalization of
norms and expectations. In this model, individuals self-regulate their behavior because they are
aware that they might be watched at any time. Similarly, in everyday discourse, individuals
internalize the power structures present in society, which are reinforced by language practices.
For example, the ways in which we speak about authority figures—whether we refer to them as
"Mr.," "Dr.," or "Sir"—are not just conventions, but reflect the social status and power these
individuals hold.
The language of "war on drugs" or "mental health crisis" shapes how the public perceives
these issues, often in ways that serve the interests of those in power.While language can be a tool
for maintaining power, it is also an instrument of resistance. Language has the power to
challenge established norms, subvert dominant ideologies, and give voice to marginalized
groups. Discourse analysis highlights how individuals and groups use language to resist
oppression and articulate alternative visions of the world.For example, social movements often
rely on powerful language to challenge existing power structures. The Civil Rights Movement in
the United States, for instance, utilized language to demand equality, using slogans like "I Am a
Man" to challenge the social and legal segregation of African Americans. Similarly, feminist
movements have challenged the gendered language that perpetuates inequalities, advocating for
more inclusive terms that reflect women’s autonomy and equality.
Language is not simply a tool for communication; it is a means of exercising power,
maintaining social hierarchies, and shaping identities. Discourse analysis provides valuable
insights into how power is embedded in language and how it operates through both subtle and
overt mechanisms. From political rhetoric to everyday interactions, language serves as both a
reflection and a vehicle for power. However, as this essay has shown, language is also a site of
resistance, where individuals and groups can challenge existing power structures and advocate
for change. Through the critical examination of discourse, we can better understand the complex
relationship between language, power, and society.
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