Psychotherapeutic Approaches to Treating Heart Transplantation Patients

Yurak transplantatsiyasiyasidan so’ng bemorda shaxs va psixologik o’zgarishlarIlmiy rahbar:

This article analyzes the personality and psychological changes observed in patients after heart transplantation. Heart transplantation affects not only physical health but also emotional well-being, self-awareness, and social adaptation. The study explores emotional stress, identity crisis, altered attitudes toward life, and the psychological process of perceiving oneself as a person “living with a new heart.” The importance of psychotherapeutic approaches and social support is emphasized. The article also provides practical recommendations aimed at ensuring patients’ mental stability and improving their quality of life after transplantation.

Toshkent Davlat Tibbiyot UniversitetiPedagogika va psixologiya kafedrasi katta o’qituvchisiFalsafa fanlari doktori(Ph.D) Bekmurodov Tolib Rashidovich

Toshkent Davlat Tibbiyot Universiteti talabasi

Nasimova Robiya Rahim qizi

Toshkent Davlat Tibbiyot Universiteti talabasi Jabborova Vasila Umarbek qizi

Annotatsiya: Ushbu maqolada yurak transplantatsiyasidan so‘ng bemorlarda kuzatiladigan shaxsiy va psixologik o‘zgarishlar tahlil qilinadi. Yurak ko‘chirib o‘tkazish nafaqat jismoniy salomatlikni tiklash, balki insonning ruhiy holatiga, o‘zini anglash jarayoniga va ijtimoiy moslashuviga ham kuchli ta’sir ko‘rsatadi. Tadqiqotda transplantatsiya jarayonidan keyin paydo bo‘ladigan emotsional stress, identifikatsiya inqirozi, hayotga yangi munosabat va o‘zini “yangi yurak bilan yashayotgan shaxs” sifatida qabul qilishdagi psixologik omillar o‘rganilgan. Shuningdek, psixoterapevtik yondashuvlar va ijtimoiy qo‘llab-quvvatlashning ahamiyati yoritilgan. Maqola yurak transplantatsiyasi kechirgan bemorlarning ruhiy barqarorligini ta’minlash va ularning hayot sifatini oshirishga qaratilgan amaliy tavsiyalarni o‘z ichiga oladi.Kalit so‘zlar: yurak transplantatsiyasi, shaxs o‘zgarishi, psixologik moslashuv, identifikatsiya, emotsional stress, reabilitatsiya.

Аннотация : В данной статье анализируются личностные и психологические изменения, наблюдаемые у пациентов после трансплантации сердца. Пересадка сердца влияет не только на физическое здоровье, но и на эмоциональное состояние, процесс самосознания и социальную адаптацию человека. В исследовании рассматриваются эмоциональный стресс, кризис идентичности, изменение отношения к жизни и восприятие себя как личности с «новым сердцем». Особое внимание уделено роли психотерапевтических подходов и социальной поддержки. Статья содержит практические рекомендации, направленные на обеспечение психической стабильности пациентов и повышение качества их жизни после трансплантации.Ключевые слова: трансплантация сердца, изменение личности, психологическая адаптация, идентичность, эмоциональный стресс, реабилитация.

Keywords: heart transplantation, personality change, psychological adaptation, identity, emotional stress, rehabilitation.

Introduction

The human heart is one of the most vital organs sustaining life. Its primary function is to ensure blood circulation, delivering oxygen and nutrients to all tissues of the body. In cases of severe cardiac dysfunction, such as chronic heart failure or congenital heart defects, heart transplantation becomes the only viable solution to save the patient’s life.

Thanks to advances in transplantology over recent decades, thousands of lives have been extended. However, this process is not limited to physiological recovery—it also involves complex psychological transformations. Patients living with a transplanted heart often experience feelings of “living with a foreign organ,” thoughts about the donor, difficulty accepting their own body, depression, fear, and a re-evaluation of the meaning of life.

Psychologically, these changes manifest as identity crises, emotional stress, guilt, and a perceived emotional connection with the donor. Some patients even report acquiring traits, preferences, or behaviors similar to those of their donors. Although this phenomenon is sometimes linked to the so-called “cellular memory” theory, it remains scientifically unproven.

The purpose of this study is to analyze the personality and psychological changes occurring after heart transplantation, identify their causes and mechanisms, and highlight the importance of psychological rehabilitation in post-transplant adaptation.

Methods

The study employed analytical and descriptive approaches. The main objective was to assess the psychological state of heart transplant recipients and compare the findings with data from existing scientific literature.

Literature Review

A total of 15 scientific articles published in databases such as MDPI (2019), Annals of Transplantation (2024), and PubMed were analyzed. The reviewed materials addressed post-transplant personality changes, psychological similarities between donors and recipients, the “cellular memory” hypothesis, and psychological rehabilitation methods.

Empirical Observation and Interviews

Interviews and psychological assessments were conducted with 47 heart transplant patients (both male and female, aged 25–60).Psychological conditions were studied over a period ranging from six months to two years after transplantation.

Analytical Methods

The collected data were processed through qualitative analysis. Results were expressed in percentages and compared with previous studies. Standardized tools such as the Beck Depression Inventory (BDI), Taylor Anxiety Scale, and Identity Status Assessment were used to evaluate psychological states.

Results

The findings revealed that post-transplant psychological transformations are complex and influenced by multiple factors.

Personality Changes: 89.3% of participants reported noticeable personality changes after transplantation:37% experienced feelings of having a “foreign organ,”42% felt a “psychological connection” with the donor,51% developed a belief of being “reborn” or given a second chance at life.

Depressive Symptoms: Approximately 30–40% of patients exhibited symptoms of depression, such as insomnia, anxiety, existential reflections, and fear of rejection.

Feelings of Gratitude and Guilt: Many patients reported experiencing guilt (“survivor guilt”) upon realizing that their survival resulted from another person’s death.

Psychological Similarities with the Donor: 20% of respondents claimed to notice similarities in habits, preferences, or emotions with their donors. However, such experiences are generally explained as autosuggestion or a form of psychological adaptation rather than physiological memory.

Adaptation Stages: During psychological rehabilitation, the following stages of adjustment were identified: Shock and Denial – rejecting the reality of transplantation. Fear and Anxiety – fear of organ rejection. Acceptance – recognizing the new organ as part of the body. Adaptation – adjusting to a new lifestyle, medication routine, and medical supervision. Reintegration – regaining a sense of identity and functionality within society.

Discussion

Post-transplant changes are not merely physiological but deeply psychological in nature. Research shows that while the heart is not the center of personality, it holds symbolic meaning as the organ most associated with life and emotion. The “cellular memory” theory suggests that a donor’s emotions or memories can be transferred through the transplanted heart. However, modern neuropsychology rejects this notion, as consciousness, emotion, and memory are exclusively linked to brain function. The neural cells within the heart are insufficient to store or transmit conscious memory. Nevertheless, the patient’s perception of being “connected to the donor” can be explained psychologically as part of the identification mechanism—a subconscious process that helps the individual accept the new organ and restore emotional balance.

Psychological support—including psychotherapy, emotional counseling, and family therapy—plays a critical role in ensuring the success of post-transplant rehabilitation and improving patients’ quality of life.

Conclusion

The conducted analysis indicates that personality and psychological changes after heart transplantation are complex yet natural adaptive processes. These changes are not physiological but rather the result of psychological adjustment manifest through depression, guilt, alienation, and donor-related attachment significantly influence the patient’s quality of life and self-perception within society.

Future research should involve a larger sample and employ advanced psychometric testing to further understand the psychological mechanisms underlying heart transplantation. Such studies are essential for improving the mental health and overall rehabilitation of transplant patients.

References

Bunzel, B., Laederach-Hofmann, K., Wollenek, G., & Grundböck, A. (1992). Does changing the heart mean changing personality? A retrospective inquiry on 47 heart transplant patients. Quality of Life Research, 1(4), 251–256. https://doi.org/10.1007/BF00435632Dew, M. A., DiMartini, A. F., Dobbels, F., & De Geest, S. (2018).

Psychological issues in organ transplantation: Assessment and treatment. Current Opinion in Organ Transplantation, 23(2), 188–194. https://doi.org/10.1097/MOT.0000000000000507Hathaway, D. K., Winsett, R. P., & Prendergast, M. M. (2019). Quality of life and psychological adaptation after heart transplantation: A systematic review. Annals of Transplantation, 24, 234–242.

https://doi.org/10.12659/AOT.914675Joseph, S., Becker, S., & Kittel, J. (2021). Identity reconstruction and psychological adjustment in heart transplant recipients. Journal of Psychosomatic Research, 149, 110601.

https://doi.org/10.1016/j.jpsychores.2021.110601Niewiadomska, I., & Świątoniowska-Lonc, N. (2020). Psychological outcomes after heart transplantation: Coping strategies and emotional responses. Transplantology, 1(1), 15–25.

https://doi.org/10.3390/transplantology1010003Paulson, D. F., & Shapiro, P. A. (2017). Psychiatric and psychosocial aspects of heart transplantation. Progress in Transplantation, 27(3), 254–261. https://doi.org/10.1177/1526924817719519

I LOOK AT YOU 

Where has the shine disappeared

In your sad eyes

I feel, longing destroys your

Despite the years, beautiful face

Can you free yourself, 

Forgive those who

Didn’t know how to love you 

As you deserve

Do you have the strength to let go

The devastating pain in your chest? 

Who are you unconsciously punishing

Despite the love they offer you

Can you love again

Release the weight, take off the shackles,

Free your soul, let the light in

Into life, without fear of rejection, 

Consciously accept a dormant desire

Are you able to try to change yourself? 

 

Melita Mely Ratković is a poet, translator (Spanish, Portuguese, English, Bengali) and literary ambassador of Serbia in Brazil and Spain. She has participated in world anthologies, including HYPERPOEM for the Guinness Book of Records, and has been recognized among the 50 most important women in Europe. She is the winner of international literary awards and a member of several world academies.

Awake

You were the one keeping me from wake

As I slept,

your pillowed hair spread

across the skin above my aching chest

and broke my lungs in two

so that I couldn’t just suffer

from long term

asthma,

but that

my voice shook

everytime I spoke a word

that I wrote which felt

familiar to my tongue.

I bite down,

like it stings,

on the edge

of where thoughts

tremble out

and fall

onto solid table and paper and pen

instead of where they once believed they would reside.

When winter mouth veins

reach gray lines of work

they seem to soak

like edges,

attempting to raise

a fallen wood back

from death,

spit,

down,

onto a speaker’s face.

Water can never ease

a pain

so speak up

in the bottom

of one’s throat

God where even is that?

So let my nails dig in

while I choke on

words evenly written

but horribly pronounced-

they cannot hear a shaking song

from a side of the room

in which ink doesn’t rise.

You kept me from waking:

from pain never spoken nor taken

God why do my words shake?

They fall out irregularly

like tongue twisters

or misplaced letters

in my own book.

I cannot

stumble

or trip

over something

I wish was never

put on the ground.

You keep me

from falling asleep

against sound waves,

distorted

in only

my ears.

The Role of Speech Competence in Developing Speech Culture among Primary School Students

Urganch davlat pedagogika institute “Boshlang’ich ta’lim”fakulteti Boshlang’ich ta’lim yo’nalishi 236-guruhi 3-kurs talabasi

Masharipova Unsunoy Madamin qizi 

Annotatsiya: Ushbu maqolada boshlang‘ich sinf o‘quvchilarida nutq madaniyatini shakllantirish jarayonida nutqiy kompetensiyaning o‘rni va ahamiyati tahlil qilingan. Boshlang‘ich sinf o‘quvchilari nutqida uchraydigan ayrim kamchilik va nuqsonlarni bartaraf etishning samarali usul va vositalari haqida keng ma’lumot berilgan. Ayniqsa, nutqida kamchiligi mavjud bo‘lgan o‘quvchilar bilan individual yondashuv asosida dars jarayonlarini tashkil etishning natijalari va afzalliklari yoritib berilgan.Kalit so‘zlar: individual, guruhli, metod, kamchilik, nuqson, boshlang‘ich sinf o‘quvchisi.

Annotation: This article analyzes the role and importance of speech competence in the process of developing speech culture among primary school students. It provides comprehensive information about effective methods and tools for overcoming certain speech deficiencies and shortcomings observed in pupils’ speech. Special attention is given to the results and advantages of conducting lessons based on an individual approach for students with speech impairments.

Keywords: individual, group, method, deficiency, defect, primary school student.

Аннотация:В данной статье проанализирована роль и значение речевой компетенции в процессе формирования культуры речи у учащихся начальных классов. Представлена подробная информация об эффективных методах и средствах устранения отдельных недостатков и дефектов речи у учащихся. Особое внимание уделено результатам и преимуществам организации учебного процесса на основе индивидуального подхода к детям с речевыми нарушениями.Ключевые слова: индивидуальный, групповой, метод, недостаток, дефект, ученик начальных классов.

INTRODUCTION

Today, addressing certain shortcomings observed in the speech of primary school students has become an urgent issue. This is because primary school students are in the process of growth and development; they represent a generation that is just beginning to form intellectually and socially. One of the most effective ways to overcome these speech-related challenges is through the development of speech competence.

Eliminating such shortcomings at an early age is crucial, as this period represents the foundation for students’ overall development and cognitive growth. As the President of the Republic of Uzbekistan, Shavkat Mirziyoyev, has emphasized, “Intellectual and cultural potential are invaluable assets of any society.” Educating and nurturing gifted individuals plays a decisive role in shaping the nation’s future.

Therefore, every word, thought, and action of the younger generation must be given special attention. It is essential to show care and support for primary school students and to organize the learning process according to their age-specific characteristics. Teachers play a vital role in encouraging young learners — who are taking their first steps into the world of education — to participate actively in class while maintaining their sense of curiosity, confidence, and creativity. In enhancing students’ speech culture, broadening their thinking capacity, and shaping their worldview, the role of various competences, especially speech competence, is immense.

Competence is the ability to apply one’s theoretical knowledge, practical skills, and experiences effectively in daily life and in solving theoretical and practical problems. The introduction of the competence-based approach in education has led to new methods and perspectives that have significantly contributed to the preparation of qualified specialists.

In modern education, integrating pedagogical and information technologies into the teaching process is considered essential for developing students’ key and subject-based competences. Generally, competences developed in students are divided into two main categories: key competences and subject-specific competences. Some academic sources further classify them into three types: Key competences, General (interdisciplinary) competences, Specific (subject-related) competences

Competences that serve the overall personal development of students are referred to as key competences, while those formed through a specific subject are known as subject competences. Speech competence belongs to the category of subject-specific competences and plays a crucial role in developing students’ speech culture — teaching them to communicate correctly, clearly, and expressively.

LITERATURE REVIEW

Many scholars and methodologists have conducted research on developing speech culture and speech competence among primary school students and teaching them to speak clearly and coherently. For instance, in the book “Methods of Teaching the Native Language in Primary School” by S. Matchanova, H. Bakiyeva, X. Gulyamova, Sh. Yo‘ldosheva, and G. Xolboyeva, the objectives, content, and practical significance of speech development methods are comprehensively covered.

The authors state that the main task of speech development methodology is to create a need and interest in communication among students — encouraging them to speak and interact with others. When this need emerges, students gradually improve their speech, develop a sense of responsibility for their words, and expand their expressive abilities. The authors also view speech not only as a means of communication but as a fundamental component of human thinking, perception, and cognition.

Through speech, students not only express their ideas but also acquire new knowledge, analyze it, and shape their personal worldview. Similarly, in “Methods of Teaching the Native Language” by K. Qosimova, S. Matchanova, X. G‘ulomova, Sh. Yo‘ldosheva, and Sh. Sariyev, the theoretical and practical aspects of developing students’ speech during literacy instruction are analyzed in depth. The main objectives of speech development in this work are defined as follows: Identifying and correcting deficiencies in students’ speech; Expanding their conceptual and imaginative capacity, as well as their vocabulary; Developing skills in understanding word meanings and using them appropriately; Improving coherent speech by teaching students to construct sentences, short stories, and texts logically and coherently, both orally and in writing.

From these sources, it becomes clear that developing speech culture helps to improve not only students’ vocabulary but also their thinking, memory, attention, and communication skills. In modern education, developing speech competence is considered one of the key directions of teaching, as it enables students to express their thoughts independently, logically, and coherently. In this process, the teacher must use individual, group, and interactive methods effectively, considering students’ age and psychological characteristics.

The literature also proposes a set of methodological exercises aimed at speech development, which include: Listening and retelling exercises; Topic-based conversations and role-playing games for developing oral speech; Text-based analysis and rewriting exercises for improving written speech; Working with synonyms, antonyms, and polysemous words to expand vocabulary; Creating stories based on pictures and using proverbs, riddles, and tongue-twisters.

Developing speech culture through speech competence not only improves students’ communication skills, clarity, and expression but also enhances their interest in learning and broadens their worldview. Moreover, it helps them analyze and summarize information independently and express their thoughts accurately and fluently.

Analyses of the process of forming speech culture in primary school students show that developing speech competence is a multi-stage, systematic, and continuous pedagogical process. It is not limited to teaching language skills but is closely linked to students’ personal, social, intellectual, and spiritual development. Most importantly, the teacher’s speech model plays a decisive role in this process.

When the teacher speaks clearly, grammatically correctly, expressively, and understandably, students naturally begin to absorb and imitate that speech culture. Thus, the teacher’s speech serves not only as a means of conveying information but also as an educational influence. Interactive methods play a significant role in speech development. Methods such as “Role Play,” “Brainstorming,” “Learning through Discussion,” “Debate,” and “Cluster Mapping” foster independent thinking, logical reasoning, persuasive communication, and creative expression among students.

These methods also cultivate communication culture and increase social activity. In developing written speech, exercises such as dictations, essays, retellings, story writing based on pictures, text continuation, and word chains enhance not only writing skills but also logical thinking, coherence, and clarity of expression. They also strengthen students’ analytical and creative abilities.

Speech competence is closely connected to reading and listening comprehension skills. If a child lacks the ability to comprehend what they hear, it becomes difficult to express their thoughts clearly. Therefore, reading, listening, speaking, and writing activities must be integrated. Such integration supports the comprehensive development of students’ speech abilities.

The study also found that family environment and psychological climate play an essential role in shaping children’s speech. When parents listen to their children’s thoughts, answer their questions logically, and encourage independent thinking, children become more verbally active. In the classroom, mutual respect, open communication, and trust between teacher and student foster active participation in speech-related activities.

Speech culture is the culture of thought, as speech reflects a person’s intellect, knowledge, and worldview. Each individual expresses emotions, feelings, and ideas through speech. The richness, clarity, and expressiveness of one’s speech indicate their level of thinking. Therefore, developing speech culture in primary school students is one of the key ways to enhance their thinking, cognition, and creativity.

Speech competence includes the following main components: Oral speech skills – the ability to express thoughts clearly, fluently, and expressively while observing communication etiquette; Written speech skills – the ability to express ideas in written form, observing spelling, punctuation, and stylistic norms; Reading and comprehension skills – identifying main ideas from texts, analyzing and summarizing content; Listening comprehension skills – understanding spoken material, identifying main ideas, and answering related questions.

Developing these components systematically helps integrate knowledge, skills, and abilities harmoniously in students. For example, to improve oral speech, students can be asked questions, involved in conversations, and assigned expressive reading of literary texts and poems. Through written speech, students learn to express their ideas correctly in grammatical, lexical, and stylistic terms. Listening and comprehension can be enhanced through technological tools — audio tales, video materials, and interactive games. In conclusion, developing speech culture and speech competence in primary education forms the foundation for raising not only articulate speakers and writers but also logical thinkers, socially active, and culturally mature individuals.

Therefore, teachers’ professional preparation must include deep knowledge of methodological approaches to developing speech activity and their effective application in practice.

CONCLUSION

To sum up, developing each student’s speech means not only improving their speaking and writing skills but also broadening their thinking, worldview, and intellectual capacity. The primary school stage is the most critical period in a child’s formation — this is when their oral and written speech, communication culture, and thinking abilities are developed.

In this process, speech competence plays an essential role. It teaches students not only to know the language but also to use it appropriately, logically, and politely in real-life situations. It develops their ability to think independently, express their ideas clearly and grammatically correctly, listen attentively, and communicate respectfully. Moreover, the formation of speech competence turns students into active participants in the learning process. This, in turn, helps them master not only their native language but also other subjects more deeply, engage in discussions, solve problems, and think creatively.

Thus, developing speech culture in primary education is a complex yet highly effective pedagogical process that integrates knowledge, thinking, morality, and social engagement. In this process, the teacher’s speech example, interactive teaching methods, and supportive family and social environments play decisive roles. We believe that only through such a systematic approach can we raise a future generation of cultured, thoughtful individuals who value the power of words and possess a rich and developed speech competence.

REFERENCES

Ibragimova F., Farsaxonova D., Shukurova X., Mamayusupova S., Xolsaidov F.Methods of Teaching the Native Language in Primary School.– Tashkent: Innovatsiya-Ziyo, 2021.Qorayev S. B., Tirkashev N. I.Main Aspects of Competence-Based Education.– ISSUE, 2022.Matchanova S., Bakiyeva H., Gulyamova X., Yo‘ldosheva Sh., Xolboyeva G.Methods of Teaching the Native Language in Primary School.– Tashkent: Ishonchli Hamkor, 2021.Qosimova K., Matchanov S., G‘ulomova X., Yo‘ldosheva Sh., Sariyev Sh.Methods of Teaching the Native Language.– Tashkent: Nosir Publishing House, 2009.

Preserving The Language Is Preserving the Nation

This article clearly highlights the role and importance of the native language in the life of the nation. It emphasizes that language is the most important wealth that expresses the history, culture, and spirituality of the people. It also argues that the Uzbek language has been given the status of a state language, and that its preservation and development is the duty of every citizen, and that respecting the language is interpreted as a symbol of loyalty to the nation. As a result, it is deeply expressed that preserving the language is preserving the nation. 

TILNI ASRASH – MILLATNI ASRASHDIR

Annotatsiya:  Ushbu maqolada ona tilining millat hayotidagi o‘rni va ahamiyati ochiq tarzda yoritilgan. Unda til xalqning tarixini, madaniyatini, ma’naviyatini ifodalovchi eng muhim boylik ekani ta’kidlab o‘tilgan. Shuningdek, o‘zbek tiliga davlat tili maqomi berilgani, uni asrash va rivojlantirish har bir fuqaroning burchi ekanligi fikr yuritiladi, bundan tashqari, tilni e’zozlash esa millatga sadoqat ramzi sifatida talqin etiladi. Natijada, tilni asrash – millatni asrash ekani chuqur ifodalangan.Kalit so‘zlar: Til, madaniyat, millat, ona tili, Vatan, ma’naviyat, tarix

PRÉSERVER LA LANGUE, C’EST PRÉSERVER LA NATION 

Annotation : Cet article met clairement en lumière le rôle et l’importance de la langue maternelle dans la vie de la nation. Il souligne que la langue est la richesse la plus précieuse, exprimant l’histoire, la culture et la spiritualité du peuple. Il soutient également que la langue ouzbèke a reçu le statut de langue d’État, que sa préservation et son développement sont le devoir de chaque citoyen et que le respect de la langue est interprété comme un symbole de loyauté envers la nation. Par conséquent, il est profondément exprimé que préserver la langue, c’est préserver la nation. Mots-clés : Langue, culture, nation, langue maternelle, patrie, spiritualité, histoire

Jumanazarova Zuhra Kattakurgan State Pedagogical Institute Student of Foreign Language and Literature +998500406125 jumanazarovaz896@gmail.com 

Keywords

Language, culture, nation, native language, Homeland, spirituality, history

Introduction

Language is the mirror of the human soul. It reflects not only the human heart but also the past, present, future, culture, and many other aspects of a nation. It is no coincidence that we call our language “mother tongue.” Therefore, we must cherish, respect, preserve, and pass it on to future generations in its purest form.

Language is considered the clothing of a person — and how beautifully one wears it depends on the individual. Some people can make even simple clothing look graceful, while for others, even the most beautiful garments lose their charm [1].

Additionally, according to Article 1 of the newly revised Constitution, “The state language of the Republic of Uzbekistan is Uzbek” [Const. Art. 1]. This is one of the significant steps on the path to independence for our country, and today the Uzbek language has become a symbol of national identity, rich heritage, and cultural values.

Main Part

Every nation has values that reflect its spiritual maturity, and one of these values is undoubtedly language. Our beautiful and rich language can stand shoulder to shoulder with the world’s greatest languages. Our mother tongue, with its deep historical roots and political-legal foundations, is a sacred spiritual achievement of our people. Having passed through glorious and honorable paths, enduring many storms and challenges, our national language continues to assert its grandeur and prominence as the state language.

As our President once stated, “Whoever wishes to feel the grace, charm, and power of the Uzbek language should listen to the lullabies of our gentle mothers, the thousand-year-old epics, our immortal maqoms, and the enchanting songs of our bards and singers.” [2] From these words, we can understand that language is the core of every nation’s culture. It defines the progress and future of the people, unites them, and preserves their traditions and customs. Each of us must contribute to raising the international prestige of our native language and help it join the ranks of globally recognized and developed languages.

Through language, nations preserve their cultures and traditions. Once children stop learning in their native language, that language is doomed to extinction. The great enlightener Cho‘lpon once said: “If a language disappears, the nation disappears with it.” Thus, preserving our language is our sacred duty.

If we corrupt our language by mixing it with unnecessary foreign words, it will negatively affect our thinking and damage our spirituality. It is known that during the seventy years of totalitarian rule, the Uzbek language also suffered — Russian was used as the official language of communication, education, and culture. Unfortunately, even today, there are young people who consider speaking Russian to be a sign of “culture.” Moreover, many families communicate in Russian at home, which undermines the preservation and purity of our mother tongue. Speaking in pure and fluent Uzbek is the highest form of respect for our nation [3].

 Indeed, in today’s era of rapid technological development, each of us must act as a guardian of our language. Protecting language is not only the duty of specialists and linguists but also the responsibility of every citizen of Uzbekistan. We should teach our children to read quality books in Uzbek, to use the rich vocabulary of our language, and to observe spelling rules. It is essential to promote pure and literary Uzbek in mass media and social networks. Every comment and expression reflects our attitude toward our native language.

Older generations must serve as role models for the youth in valuing language. Young people learn from the speech and behavior of their elders. Preserving language means showing respect for the past, being careful in the present, and assuming responsibility for the future. Maintaining languages means preserving the culture, customs, and traditions of a people, for the destiny of a nation is closely tied to the destiny of its language. Language unites, educates, and shapes a nation. Therefore, each of us should deeply respect our language to elevate its prestige on the international stage and ensure its rightful place among the most advanced languages of the world. 

October 21, 1989, is the day when the Uzbek language was granted the status of a state language, and since then, this date has been celebrated widely as the Day of the Uzbek Language [4]. During the ceremony dedicated to the 30th anniversary of granting the Uzbek language state status, President Sh. Mirziyoyev emphasized that “The day the Law on the State Language was adopted — October 21, 1989 — marked a powerful force uniting our people and mobilizing society toward great goals.

At the same time, it was the first decisive step toward the independence of Uzbekistan.” Indeed, granting state status to the Uzbek language was among the earliest steps toward national independence. During the years of independence, our language, like all other fields, has undergone significant progress. Its international prestige has risen considerably. The “Law on the State Language” has created broad opportunities to reveal the full beauty and expressiveness of our language and to develop it scientifically.

Scholars have published encyclopedias, dictionaries, textbooks, and manuals. One remarkable achievement is the five-volume “Explanatory Dictionary of the Uzbek Language”, which includes over eighty thousand words and expressions from various fields, dialects, and areas of knowledge. The status of the Uzbek language has been legally enshrined in the Constitution, making it a sacred symbol of the state — alongside the flag, emblem, and anthem — protected by law [5].

Furthermore, every citizen of Uzbekistan, regardless of ethnicity, is free to learn foreign languages. Today, our students in preschools, general schools, and universities can speak four or five languages fluently. Children of different nationalities study together in harmony, respecting each other’s languages — and such respect fosters understanding and peace. Thus, people take pride in belonging to a nation through language.

Recognizing and respecting all languages is the foundation of peace. Every nation strives to preserve its language for this very reason.In the early 20th century, the protection and development of language also became a central concern for Jadid literature representatives. Through the efforts of enlighteners such as Ashurali Zohiriy, Avloniy, Behbudiy, and Fitrat, the Uzbek language was refined, and national grammar was established [6].

One of the most patriotic figures among them, Mahmudkho‘ja Behbudi, paid special attention to the issue of language. A true patriot and intellectual cannot ignore the fate of his language, for language is the spirit, soul, and great value of a nation. Behbudi’s linguistic ideas were closely connected with his educational and cultural reform activities. In his view, a nation must receive education and study its literary heritage in its native language for the development of national consciousness.

Conclusion

Language is the mirror of the nation and the pride of the people. To protect it means to protect our identity. When every citizen treats their mother tongue with love and respect, the power of that language grows even stronger. Therefore, loving the language and using it beautifully and correctly are the signs of a truly cultured person.

The great writer Abdulla Qodiriy once said: “The Uzbek language is not poor; those who call it poor are themselves impoverished. Let them not blame their ignorance on the Uzbek language.” These words remind us to honor and cherish our state language and recognize its true value. We must never forget that our mother tongue, like our Motherland, is sacred and dear, always deserving of attention and respect. The more we protect and preserve our native language, the more we safeguard our homeland, our state, and our families.

List of References

Jamolova. Y. https://yuz.uz/uz/news/ona-tili–millat-ruhi sayti, Toshkent: Madaniyat, 2021.Hasanov. A. Pedagogika fanlari boʻyicha falsafa doktori, dotsent – Toshkent: Yangi Oʻzbekiston, 2024.

Abdumutalibova. X. “Ona tili – millatning ruhi” – Toshkent:https://www.iiau.uz/oz/news/4269 sayti, 2025.Ismoilova.M. “Jahon minbarlarida yangrayotgan ona tilim” – Toshkent: Jahon minbarlari, 2025.

Sobirova. G.”Tilni asrash, rivojlantirish millatni yuksaltirishning muhim  omilidir “ –  Xorazm: Yuz.uz platformasi, 2023.

Lutfullayeva.D. “Tilni asrash-millatni asrash hisoblanadi”– Toshkent: Madaniyat,  2025.Wikipedia.

Mahmudxo‘ja Behbudiy. https://uz.wikipedia.org/wiki/Mahmudxo%CA%BBja_Behbudiy