In today’s career-focused world, people have different views as to whether paying salary to workers depending on their productivity is a better approach to motivate them to work harder, particularly in professionally advanced communities. While there is a wide range of alternatives for encouraging employees to work harder, I firmly assert that paying salary based on their production and sales plays a crucial role for both employees and organizations.
First and foremost, there are obvious alternatives for motivating workers to work better. Once companies enforce free holiday opportunities for those who work efficiently, this makes a big difference in terms of a greater feeling of agreement and contentment, leading to a productive working process. So, workers are highly likely to be motivated easily. Furthermore, building a collective responsibility among colleagues in companies can be another method for encouragement. To be more precise, if workers learn how to collaborate, it seems unsurprising for them to experience a sense of leadership while simultaneously trying to show off their capability to their boss, thus resulting in a greater number of sales or production.
Meanwhile, despite these arguments, proponents of paying salary to employees based on their productivity cite compelling reasons to support their stance. To clarify further, productivity has been prevalently acknowledged for its effectiveness—a feature that sets it apart from other job sectors that pay all workers equally. As a result, it seems logical for companies to impose a certain amount of salary based on how much an employee produces, thereby motivating them to work harder. The more they produce or sell, the more income they earn. A good case in point can be my country, Uzbekistan, where a new initiative has been set up so that even part-time workers earn more due to their high amount of production or sales than full-time ones.
To sum up, although other initiatives such as cooperation among colleagues and free holiday chances offer some benefits, I strongly believe that only by paying workers based on their production or sales can we ensure that they take responsibility for working effectively.
Jasmina Rashidova, daughter of Bahodir, born on November 23rd, 2008, in the Shakhrisabz district of Kashkadarya Region, Uzbekistan. Currently, I am a 10th-grade student at the 74th school. I have earned recognition in various educational grants and have actively participated in international MUN conferences and meetings. I have also won several education-related contests and competitions, and I am a finalist in “BBG”, “FO”, “Katta Liderlar granti’25” and “VHG.” In addition, I run my own online teaching channel. I am also proud to be the recipient of a major leadership grant for my #pixelart & JR | INTELLECT project.
He walked with the silence of the sea breeze, born not into power, but into promise a prayer whispered in the pages of a Holy Quran, in a house by the waves.
A boy with a paper bag full of stars became the man who taught missiles to fly, but never forgot how to fold a paper plane.
Dr. Kalam never sought war but he built the wings to defend peace, when peace stood cornered by the storms of ambition and threat.
In the silence before the sirens, as borders burn with the weight of history, as satellites spin with dread, and headlines scream uncertainty, we remember him.
His dreams wore no crown only the scent of rockets, the burn of metal, and the fragrance of books. They called him the Missile Man, but he was more. He was a monk of science, a teacher of truth, a pilgrim of peace in a world that often forgot how to listen.
Today, missiles rest in hidden silos, drones hum across the clouds, and soldiers march toward uncertain dawns. But somewhere, his vision marches with them not in weapons, but in will. Not in fire, but in foresight.
He once said, “A nation without vision is a nation without future.” And now, as the world forgets the language of dialogue, India remembers the man who built her strength with humility and stitched her future with threads of science and soul.
Even as President, he carried his own bags, and a billion hopes on shoulders not shaped by power, but by purpose.
His laboratory was his temple, his heart an orbiting satellite of humility. He didn’t just ignite minds he liberated them.
Let the world watch. Let adversaries test. India does not seek destruction but make no mistake: she is ready. Because he made her ready.
And while he rests among the stars, where gravity cannot reach, his fire still fuels our courage, his dream still guards our sky, his wisdom still writes the silent code of every soldier’s heart, and falls softly into the hands of every child who dares to dream, who dares to imagine, and dares to become.
For every soul that seeks peace, for every hand that builds rather than destroys, Dr. Kalam’s legacy is a flame that will never fade it is the winged promise that guards not just India’s sky, but the sky of every nation that dares to rise in hope, in unity, in peace. – Author Haroon Rashid
Biography:
ABOUT AUTHOR HAROON RASHID
Haroon Rashid is an internationally celebrated Indian author, poet, and humanitarian whose soul-stirring words transcend borders, cultures, and languages. Revered as “a movement of thoughts” and “a soul that breathes through verses,” he is a global ambassador for peace, education, and sustainable development. Through literature, he fosters empathy, cultural harmony, and a collective vision for a better world.
KEY LEADERSHIP ROLES • Global Ambassador & International Member, Global Federation of Leadership & High Intelligence A.C. (Mexico) • SDG Ambassador (SDG4 & SDG13), World Literary Forum for Peace & Human Rights • National Vice Chairman, Youth India – Mother Teresa International Foundation • Peace Protagonist, International Peace Forums – Mexico & Greece • Honorary Founding Member, World CP Cavafy
AUTHOR & LITERARY CONTRIBUTIONS • We Fell Asleep in One World and Woke Up in Another – poetry book, translated by 2024 Nobel Peace Prize Laureate Eva Petropoulou Lianou • Author Haroon Rashid Quotes – A soul-deep treasury of reflections • Works translated into: Greek, French, Persian, Urdu, Arabic, Chinese, Tamil, Hindi, Sanskrit, German, Indonesian, Bolivian, and more.
GLOBAL HONORS & AWARDS • Diploma de Honor al Mérito – Mexico (2025) • World Art Day Honor – Indonesia (2025) • Friedrich von Schiller Award – Germany • 4th World Gogyoshi Award – Global Top Vote (2024) • 1st Prize – Silk Road International Poetry Exhibition (2023) • Golden Eagle Award – South America (2021 & 2023) • United Nations Karmaveer Chakra – 2023 & 2024 • REX Karmaveer Chakra – Silver & Bronze – India • Global Peace Award – Mother Teresa Foundation (2022) • Cesar Vallejo Award – UN Global Marketplace • Honorary Doctorate in Humanity – La Haye, France (2021) • Sir Richard Francis Burton Award – European Day of Languages • Prodigy Magazine USA Award – Literary Excellence • Certificates of Honor – Greece, Serbia, Indonesia, Mexico • Honorary Award for Literature & Arts – Trinidad & Tobago
GLOBAL PRESENCE & RECOGNITION • Invited Guest on The Oprah Winfrey Show • Featured in O, The Oprah Magazine • Speaker at: • International Peace Day – Mexico & Greece • 3rd International Congress of Education – Mexico • Paper Fibre Fest – Represented India in China, Greece, Mexico, Peru • UN SDG Conferences, Global Literary & Peace Forums • Work featured in education campaigns, peacebuilding initiatives, and cross-cultural literary dialogues • Admired by global celebrities, educators, artists, and policymakers
CULTURAL AMBASSADOR OF INDIA • Embodies India’s timeless storytelling, spiritual ethos, and peace traditions • Bridges Indian philosophy with global consciousness • Revered as an ethical thought leader, visionary poet, and global voice of unity
PHILOSOPHY & SOCIAL VISION
Literature, for Haroon, is a sacred space for: • Healing, empathy, and consciousness • Advocacy for: • Mental Health Awareness & Emotional Resilience • Climate Action & Sustainability • Spiritual Depth & Interfaith Harmony • Youth Leadership & Cultural Preservation
He aims to inspire changemakers, dreamers, and peacemakers across generations.
GLOBAL PRAISE & LOVE
Described as: “A movement of thoughts.” “A soul that breathes through verses.”
Celebrated across Europe, Asia, Africa, and the Americas, Haroon is loved for his: • Authenticity • Emotional depth • Literary brilliance Honored by governments, universities, and global literary councils.
TITLES & GLOBAL IDENTITY • Global Literary Icon • Award-Winning Author & Poet • International Peace Advocate • Global Educator of the Heart • Cultural Diplomat & Ethical Leader • SDG Voice for Education & Environment • Voice of Peace, Passion, and Purpose
QUOTE BY AUTHOR HAROON RASHID
“It’s our responsibility to create a better world for our future generations.”
CONNECT WITH HAROON RASHID Follow and engage across all platforms: @AuthorHaroonRashid
Language Alternation in Higher Education: Examining the Effects of Code-Switching on English Proficiency Among Uzbek Bilingual Learners
Abstract This study explores how code-switching between Uzbek and English influences English language development among bilingual university students in Uzbekistan. With the growing role of English in academic environments, bilingual learners frequently alternate between the two languages to navigate classroom communication and learning tasks. Employing a mixed-method approach—combining surveys, proficiency assessments, and qualitative interviews—this research reveals a complex relationship between code-switching and language proficiency. While code-switching appears to support comprehension and social engagement in the classroom, excessive reliance on the first language may inhibit advanced development in speaking and writing. The study suggests a need for balanced bilingual education strategies that recognize the pedagogical value of code-switching while fostering sustained use of the target language.
1. Introduction
As the world becomes more interconnected, the prevalence of bilingual and multilingual individuals continues to rise, particularly in academic contexts where students are often required to study in a language other than their mother tongue. In Uzbekistan, English is increasingly prioritized in higher education, creating a linguistic environment where many students regularly shift between their native language, Uzbek, and English. This phenomenon, commonly referred to as code-switching, has become a characteristic feature of student discourse both inside and outside the classroom.
Code-switching refers to the practice of alternating between two or more languages during a single interaction or conversation. Linguists have long debated whether this practice facilitates or obstructs the acquisition of a second language. On one hand, it can function as a cognitive support mechanism, allowing students to express ideas more fully, clarify confusion, and participate actively in discussion. On the other hand, if overused, it may reduce meaningful exposure to the target language, limit vocabulary acquisition, and undermine learners’ confidence in using English independently. Despite the growing body of research on bilingual education, relatively little is known about how habitual code-switching affects English language development among Uzbek learners in academic settings. Given the shift toward English-medium instruction in universities, understanding how language alternation influences students’ proficiency is both timely and necessary.
Research Objectives This study seeks to:
1. Investigate the frequency and contexts in which code-switching occurs among bilingual university students.
2. Analyze the relationship between the frequency of code-switching and levels of English language proficiency.
3. Explore students’ personal attitudes and experiences regarding code-switching as part of their language learning process.
Relevance This research is significant for educators, curriculum developers, and language policymakers in bilingual or multilingual contexts. It provides insights into how bilingual learners navigate their linguistic environments and offers recommendations on how to effectively integrate code-switching into English language instruction.
2. Methodology
The participants in this study consisted of 60 second-year students majoring in English Philology at a prominent university in Tashkent. All students identified as bilingual in Uzbek and English, and they had studied English for a minimum of five years prior to university.
A mixed-methods approach was adopted to allow for both quantitative analysis and in-depth qualitative exploration. The following instruments were used:
Questionnaire: A structured survey containing 20 items focused on code-switching habits, contexts of use (academic vs. informal), and perceived impact on learning.
English Language Proficiency Test: Based on CEFR benchmarks, this test measured reading, listening, writing, and speaking skills objectively.
Semi-structured Interviews: Conducted with 10 participants to gather qualitative data on personal experiences with code-switching, including challenges and benefits.
The questionnaire and language test were administered during class hours, with the support of instructors. Interviews were conducted in a quiet setting, recorded (with permission), and transcribed for thematic analysis. The data collection process spanned a total of four weeks. Quantitative data from the questionnaires and tests were analyzed using descriptive statistics and correlation analysis. Qualitative data from interviews were examined using thematic coding to identify recurring patterns and sentiments regarding the use of code-switching in educational settings.
3. Results
The survey results demonstrated that: A large majority (approximately 85%) of students code-switched daily during classes, particularly in group discussions and peer interactions.
Students were more likely to revert to Uzbek when confronted with unfamiliar vocabulary or when discussing culturally complex or emotionally charged topics.
Around 60% of respondents indicated that they often began responses in English but reverted to Uzbek for clarity or ease.
Proficiency Outcomes
When English test scores were compared, the following differences emerged: Frequent code-switchers showed higher comprehension scores (listening and reading), suggesting that code-switching may aid in understanding input. However, the same group demonstrated lower performance in speaking and writing, implying a lack of consistent practice in producing English output without reverting to Uzbek.
Qualitative analysis revealed three major themes: 1. Cognitive Support: Students often used code-switching to overcome vocabulary gaps or to clarify their thoughts before expressing them in English. 2. Psychological Comfort: Switching to Uzbek helped reduce anxiety in oral communication, especially during presentations or debates. 3. Awareness of Dependency: Some students expressed concern that code-switching had become a habit that hindered their ability to think and respond entirely in English, especially in academic writing.
4. Discussion The findings from this study reinforce the idea that code-switching is both a resource and a risk in bilingual language development. It serves as a scaffolding tool that enables learners to remain engaged in the learning process when they lack full command of the target language. For many students, it fosters participation, lowers affective filters (e.g., fear or embarrassment), and promotes comprehension of complex academic material.
However, frequent switching may also become a crutch, reducing the necessity for learners to push themselves into productive language use. When students default to their native language too often, they may miss opportunities to internalize grammatical structures, expand their lexicon, and develop fluency in academic discourse.
Implications for Language Instruction
Language instructors should neither discourage code-switching entirely nor allow it to dominate classroom interactions. Instead, they should:
Use code-switching strategically—for example, to explain grammar rules, give instructions, or translate unfamiliar vocabulary.
Create target-language immersion zones to encourage output without interference.
Provide feedback that helps learners become more metalinguistically aware of when and why they code-switch. This study was limited to a single university context and relied on self-reported data. Future research could employ longitudinal methods to track changes in proficiency over time and examine how different instructional approaches affect code-switching behavior. It may also be useful to study multilingual students who speak Russian, Uzbek, and English, to compare code-switching across more than two languages. 5. Conclusion In sum, code-switching is a nuanced and context-sensitive practice that reflects both the challenges and strengths of bilingual learners. Among Uzbek university students, it is an effective mechanism for managing comprehension and classroom interaction. However, it must be monitored to ensure it does not interfere with the acquisition of productive language skills. By understanding the dual nature of code-switching, educators can better support learners in becoming proficient, confident users of English in both academic and professional contexts.
REFERENCES:
Poplack, S. (1980). Sometimes I’ll start a sentence in Spanish y termino en español: Toward a typology of code-switching. Linguistics, 18(7–8), 581–618.
2. Macaro, E. (2005). Codeswitching in the L2 classroom: A communication and learning strategy. In E. Llurda (Ed.), Non-Native Language Teachers (pp. 63–84). Springer.
3. Ferguson, G. (2003). Classroom code-switching in post-colonial contexts: Functions, attitudes and policies. AILA Review, 16(1), 38–51.
4. Gumperz, J. J. (1982). Discourse Strategies. Cambridge University Press.
5. Sert, O. (2005). The functions of code-switching in ELT classrooms. The Internet TESL Journal, 11(8).
6. Cook, V. (2001). Using the first language in the classroom. Canadian Modern Language Review, 57(3), 402–423.
7. Auer, P. (1998). Code-Switching in Conversation: Language, Interaction and Identity. Routledge.
8. Cummins, J. (2000). Language, Power and Pedagogy: Bilingual Children in the Crossfire. Multilingual Matters.
9. Canagarajah, S. (1995). Functions of code switching in ESL classrooms: Socializing bilingualism in Jaffna. Journal of Multilingual and Multicultural Development, 16(3), 173–195.
10. Levine, G. S. (2011). Code Choice in the Language Classroom. Multilingual Matters.
The souls of the Jadids are eternally in our hearts
Mardonova Marjona Muhsin kizi
Student of Polytechnic No. 1
Tel number:998-94-326-58-50
Abstract:
This article talks about the selfless Jadids who fought for the people, showed that science is an important factor, and raised the flag of the homeland to the skies. Who are the Jadids themselves? What did they do? Why are they called Jadids? These questions are not relevant for the Uzbek people, because the people of Uzbekistan highly respect their ancestors. The bravery and heroism they did in our past are immortalized in epic books in different languages. It is not difficult to learn from their lives that the Jadids would not have survived even death for the homeland during their lives. Most Jadids died early from this life, while some faced death in the very prime of their lives. But they died early not from death, but for the foundation of the homeland. Of course, these terrible events can shake the human heart, but we must understand that they wanted us to speak their names on our tongues, not with tears, but with pride. That is why the Uzbek people keep the souls of the Jadids in their hearts forever.
It is not for nothing that we named the title of this article as the souls of the Jadids are eternal in our hearts. Today, let’s bring together the Jadids who fought and strived for our current peaceful life. True, there are so many of them that if we wanted to write about them, we would create a book, but we will cite a few.
1. Mahmudkhoj Behbudiy, one of the founders of the Jadids, was one of the representatives of his people with a number of books, articles, and poems.
2. Abdulla Avloni, one of the representatives of the Jadids, a poet, a teacher, an enlightener of the Shura period and a number of other creative figures
3. Shepherd, a national artist of Uzbekistan
These are the founders of the Jadid school. Selfless heroes who fought for the homeland
1. Jaloliddin Manguberdi
2. Amir Temur
3. Zahiriddin Muhammad Babur
Our scientific and writer ancestors
1. Alisher Navoi
2. Abu Ali ibn Sino
3. Hamza Hakimzoda Niyozi
These are just representatives of the Uzbek people, how many more of our ancestors fought for Uzbeks.
Main part:
Thousands of heroes around the world fought for their homeland, their names are sealed in books, we can only read about their heroic deeds in books because they fought for our prosperity and independence. If we write thousands of articles and books for them, we must show them again and again for the younger generation that they are still with us, and this is necessary, regardless of what nationality we are from.
Conclusion:
We, the youth of Uzbekistan, will never tire of showing the world the bravery of our Jadids, and this is our duty. This article was written about the Jadids of Uzbekistan. Let us be grateful to them for the peace and prosperity of our homeland, which the Jadids have done for us. The souls of the Jadids are eternal in our hearts
ALL-PURPOSE FACILITY
You were a noted venue
and I would often rent you
for some special attraction.
Equipped to meet any need,
enhance any intention,
sometimes you’d be my circus,
or you’d flaunt a convention.
But my business wore you out.
Now you’re vacant and condemned.
DEPOSITION
Thinking’s rearranging information
will displace
thin kings rear-ranging in formation
THE DAY I FRUIT BASKETED
In morning I wore a peach.
The sun oranged me at the beach.
Evening brought me raspberried.
How fruitful! How varied!
REPORTING FOR DUTY
Like the Snowy Egret,
at any given second--
always you will entrance.
To your brushy entrance
I am ordered to second.
I obey. I regret.
DEAR DEPARTURE
Reason, in fact, is irrelevant --
Treason does occur, despite intent.
Butterfly, goodbye -- your flitting's lost its power.
Sigh and sigh, flatter, flirt. Flutter your eyes by the hour.
Fear of your favor's loss finally dissipated,
"Dear," and I learn how grossly lonely is overrated.
...
