Love
I do not look for you
in the noise of hearts,
nor in seasons crowded with promises.
I love you
as a passerby loves
his only window,
as the earth loves
an honest step.
If you come,
the world becomes less lonely,
and if you leave,
you teach me
that love
is salvation.
BOOBYTRAPS AND THE GLASS CEILING: THE COSMIC DETERMINANTS
The Boobytraps
The world is marked by injustice, as a result of which there is moral confusion in human ranks. Peace is missing from the society as well as the mind of man. The world has become a battle ground and if we see it at war, the simple reason is: it has no faith in justice. It is an unjust world in which the principles of the commonwealth are violated. The suffering scattered here and there is the result of this injustice. There is something in the atmosphere which encloses us which does not like injustice. And, all those who play foul, are brought to justice, in this very world. Those who are smart enough to use their wits, hoodwink worldly judges for some time. Finally nemesis overtakes all the evil doers and justice reigns over this world.
The world has been conceived in a state of balance. By night, the gods match the balance sheet of good and evil, crime and punishment, and the cosmos goes to sleep, only when gods are assured that the right has been administered. It is another thing what we see in this world is a different spectacle. We see that good has been hijacked and the evil enjoy the best amenities. People who indulge in corruption have high time. How come, the nemesis strikes them by night?
If human wits could understand this divine operation, gods will be turned out of heaven. Cosmic forces make sure those who play foul with the system of nature are made to suffer. They are all victims of divine justice. What crimes they have committed? Only gods know, or if you can look into their hearts, at least their conscience knows where they have erred.
The Glass Ceiling
This concept of divine intervention can be extended further to include individual achievements. Sky is not the limit. There is a glass ceiling beyond which no man can perform. While I am trying to philosophize on a para-mystical subject, some questions are doing ramp walk before me: Whatever a man has done, does he do it by himself? Or were there any forces, visible or invisible, which acted upon his choices and made him act in certain ways? Could he have performed better if he was left to himself and granted greater freedom? What propelled him, and what stopped him? What was the final settlement between the forces of action, inaction and reaction? Who fixes man’s limits? What stops a man from realising his dreams?
Whatever we achieve is the result of an honourable settlement with time. The past is frozen and shows our limits. The present and future are in a constant dialogue with time for a permanent settlement. We invest time, we invest money, we invest resources. What we get is decided by the balancing out operations of our destiny.
Dr. Jernail Singh Anand, with an opus of 180 plus books, is Laureate of the Seneca, Charter of Morava, Franz Kafka and Maxim Gorky awards. His name adorns the Poets’ Rock in Serbia. Anand is a towering literary figure whose work embodies a rare fusion of creativity, intellect, and moral vision. He is not only lone of the most influential voices in contemporary Indian poetry, but a global voice, challenging readers to confront the complexities of existence while offering hope through art and ethics.
Annotation: This article provides a literary and philosophical analysis of “Jimjitlik” (Silence), a work by one of the prominent representatives of Uzbek literature, Said Ahmad. The study reveals how the author portrays the contrast between external silence and inner rebellion, the contradictions within the human psyche, and the issues of injustice and indifference in society. Through the characters of Tolibjon and Mirvali, the writer artistically interprets the struggle between good and evil, awakening and heedlessness. The article explores the symbolic and spiritual essence of the concept of “silence”, arguing that a person’s habituation to silence becomes one of the main causes of social tragedies. This study aims to deepen the understanding of the social significance of Said Ahmad to highlight the educational and awakening power of literature.
Keywords: Said Ahmad, Jimjitlik ( Silence), silence and rebellion, heedlessness, justice and oppression, human psychology, society and the individual, artistic character, spiritual awakening, social responsibility.
REBELLION BEHIND SILENCE: THE TRAGEDY OF STILLNESS IN SAID AHMAD’S WORK
Introduction
One of the most distinguished figures of Uzbek literature, Said Ahmad, portrays life’s realities, human emotions, and social transformations with remarkable depth in his works, offering consolation through words to the unspoken pain and suffering burning in people’s hearts. The author elevates everyday realities to the level of art. The work “Jimjitlik” likewise raises pressing social and spiritual issues, confronting the reader with a truth wrapped in comforting illusions, even if only for a moment.
Where does silence exist? Is it in the mountains caressed by clouds, in the steppes filled with blooming tulips, in streets resonating with children’s joyful laughter, or in hearts where childhood id buried, or perhaps in graves where hearts that once sheltered goodness now lie?
The work depicts the inner storms hidden behind external silence, the contradictions within human psyche, indifference toward social changes, and how those in high positions, with bloodstained hands, rock the cradle of the people and hinder the awakening of a new generation. It reflects the lives of individuals struggling through the complexities of existence and their responses to social injustice.
The characters in the work are vivid, convincing, and genuinely representative of the people. Each character is a product of their environment. The narrative begins with Tolibjon – who has suffered the merciless blows of life, whose unfortunate fate has left him disoriented, and who seeks a quiet refuge from the turbulent, noisy storms of a restless era – silently swallowing his bitter tears. His heart’s mute cry and wordless rebellion unfold within the embrace of “silence”. He wishes for the mountain children growing up in heedlessness to receive education, to advance not only through physical labor but also through intellectual development.
“My youth lives in Tolibjon. The best part of my life remained in the chest of this young man”, he would say.
At first glance, these words seem to touch the heart. Yet they belong to Mirvali – a man whose eyes have hardened like mountain rocks, whose conscience does not tremble at the sight of death, who has destroyed the lives of countless young women.
Know this: when a person commits a sin, the face of the heart darkens. If one is fortunate, that darkness emerges outward so that they may quickly refrain from sin. But if one is unfortunate, the darkness remains hidden within, unnoticed even by the person themselves. As a result, they sink deeper into sin. Thus, Mirvali – transformed into a “frog prince” by the swamp of sin – soils his hands with the blood of countless innocents, driven by his eyes that can never be filled except with soil and by his fear of losing his seat of power.
Conclusion
Such Tolibjons and Mirvalis can be found in every era and every place – only under different names and appearances. As you read the work, you fell an urge to caress the head of the orphan and to seize the banner of Truth from the hands of the righteous, raising it high. Yet this is not something achieved through empty words or mere imagination. First and foremost, one must refuse to accept silence and prove resistance through action. Knowledge is essential both to give voice to the emotions surging within the diminishing their power. A reader of this book comes to understand that the root of all ignorance lies in heedlessness and indifference
References
Jumanazarova Mohlaroyim Islombek qizi was born in Uzbekistan on April 6, 2007. Currently, she is studying at Denou institute of entrepreneurship and pedagogy. She has successfully obtained a B2 level in English and holds several international certificates
The Importance of Critical Thinking in 21st-Century Education
Zamira Moldiyeva Bahodirovna,
Student of English Filology faculty, UZSWLU.
Email: zamiramoldiyeva219@gmail.com
Abstract: In the 21st century, education has shifted from rote memorization to the development of higher-order cognitive skills. Among these, critical thinking is recognized as one of the most essential competencies for modern learners. Critical thinking involves the ability to analyze, evaluate, and interpret information logically and independently (Facione, 2013). This article examines the role of critical thinking in contemporary education, its relationship with higher-order thinking skills, problem-solving, and digital literacy, and explores effective pedagogical strategies for fostering critical thinking. The study argues that integrating critical thinking into educational systems is crucial for academic success, professional development, and responsible citizenship in a rapidly changing world.
Keywords: critical thinking, 21st-century skills, higher-order thinking, problem-based learning, digital literacy, education.
Introduction
Modern education systems operate in a rapidly evolving environment shaped by globalization, technological advancement, and the exponential growth of information. Traditional teaching approaches that emphasize memorization are increasingly inadequate for preparing students to navigate complex academic and social challenges. As a result, critical thinking has become a central objective of educational reform worldwide (OECD, 2019).
Critical thinking is defined as purposeful, self-regulatory judgment involving interpretation, analysis, evaluation, and inference (Facione, 2013). These abilities are closely related to higher-order cognitive processes described in Bloom’s revised taxonomy, such as analyzing, evaluating, and creating (Anderson & Krathwohl, 2001). Therefore, developing critical thinking is essential for equipping students with the skills needed for lifelong learning and adaptation in the modern world.
Literature Review
Concept of Critical Thinking
Critical thinking has been extensively studied in educational research. Ennis (2011) defines critical thinking as reasonable and reflective thinking focused on deciding what to believe or do. Similarly, Paul and Elder (2006) emphasize that critical thinking involves analyzing and evaluating one’s thinking in order to improve it. These definitions highlight that critical thinking encompasses both cognitive skills and metacognitive awareness.
Higher-order thinking skills (HOTS) serve as the foundation of critical thinking. Bloom’s revised taxonomy illustrates how learning progresses from lower-order skills, such as remembering and understanding, to higher-order skills, such as analysis and evaluation (Anderson & Krathwohl, 2001). Research shows that students who engage in higher-order thinking demonstrate deeper understanding and improved problem-solving abilities.
Role of Critical Thinking in Learning
Empirical studies indicate that critical thinking significantly contributes to academic achievement and cognitive development. Hattie (2009) found that teaching strategies promoting deep learning and critical engagement have a strong impact on student performance. Furthermore, Fisher and Scriven (1997) argue that critical thinking enhances students’ ability to interpret information, construct logical arguments, and make informed decisions.
In the digital era, critical thinking is closely connected to digital literacy. Buckingham (2007) notes that learners must critically evaluate online information, distinguish reliable sources from misinformation, and engage responsibly with digital media. Thus, critical thinking is essential not only for academic success but also for navigating the digital information landscape.
Discussion
Critical Thinking as a Core 21st-Century Skill
The rapid development of artificial intelligence, automation, and global communication networks has transformed the nature of work and learning. Employers increasingly value skills such as critical thinking, creativity, collaboration, and adaptability (OECD, 2019).
Students equipped with critical thinking skills are better prepared to handle uncertainty, evaluate complex information, and develop innovative solutions.
Moreover, critical thinking is essential for global citizenship and democratic participation. It enables individuals to make informed judgments, resist misinformation, and engage constructively in social and political discourse.
Pedagogical Strategies for Developing Critical Thinking
Problem-Based Learning
Problem-based learning (PBL) encourages students to engage with real-world problems and develop solutions through inquiry and collaboration. Hmelo-Silver (2004) demonstrates that PBL enhances analytical reasoning and problem-solving skills by immersing students in authentic learning contexts.
Collaborative Learning
Collaborative learning environments promote interaction, dialogue, and shared problem-solving. Johnson and Johnson (2009) argue that cooperative learning fosters critical thinking by encouraging students to articulate ideas, evaluate alternative perspectives, and construct knowledge collectively.
Inquiry-Based Learning
Inquiry-based and inductive teaching methods stimulate higher-order thinking by encouraging students to actively construct knowledge rather than passively receive information. Prince and Felder (2006) highlight that inquiry-based approaches improve students’ conceptual understanding and critical reasoning skills.
Reflective Practice
Reflection is a key component of critical thinking. Schön (1983) suggests that reflective practice enables learners to examine their cognitive processes and improve their reasoning abilities. Tools such as journals, self-assessment tasks, and reflective discussions are effective in promoting metacognitive awareness.
Benefits of Critical Thinking
For students, critical thinking enhances academic performance, creativity, and decision-making abilities. Students who develop critical thinking skills are better equipped to evaluate information, solve complex problems, and adapt to new learning contexts.
For education systems, prioritizing critical thinking leads to deeper learning, increased student engagement, and innovation in teaching practices. Integrating critical thinking into curricula also aligns education with global standards and labor market demands.
For society, critical thinking contributes to informed citizenship, resistance to misinformation, and constructive social dialogue. It enables individuals to participate responsibly in democratic processes and contribute to social and technological progress.
Conclusion
Critical thinking is a fundamental competence for success in modern education and society. It enables learners to analyze information, solve problems, and make informed decisions in complex environments. The literature reviewed in this article demonstrates that critical thinking is closely linked to higher-order thinking skills, digital literacy, and lifelong learning.
Effective pedagogical approaches such as problem-based learning, collaborative learning, inquiry-based instruction, and reflective practice play a crucial role in developing critical thinking. Therefore, educational institutions must move beyond traditional memorization-based teaching and adopt innovative, student-centered approaches that foster critical reasoning and lifelong learning. Ultimately, cultivating critical thinking is essential for preparing students to navigate the challenges of a rapidly changing world.
References:
1.Anderson, L. W., & Krathwohl, D. R. (2001).
A taxonomy for learning, teaching, and assessing: A revision of Bloom’s taxonomy of educational objectives.
Link: https://books.google.com/books?id=jpV0AwAAQBAJ
2.Facione, P. A. (2013).
Critical Thinking: What It Is and Why It Counts.
Link (PDF): https://www.insightassessment.com/wp-content/uploads/ia/pdf/whatwhy.pdf
3.Ennis, R. H. (2011).
The nature of critical thinking.
Link: https://link.springer.com/chapter/10.1007/978-94-007-1356-5_2
4.Paul, R., & Elder, L. (2006).
The miniature guide to critical thinking.
Link: https://www.taylorfrancis.com/books/mono/10.4324/9781315630524
5.Hattie, J. (2009).
Visible Learning.
Link: https://www.routledge.com/Visible-Learning-A-Synthesis-of-Over-800-Meta-Analyses-Relating-to-Achievement/Hattie/p/book/9780415476188
6.Buckingham, D. (2007).
Digital media literacies.
Link: https://www.tandfonline.com/doi/abs/10.1080/17439880701343029
7.OECD (2019).
Future of Education and Skills 2030.
Link: https://www.oecd.org/education/2030-project/
8.Hmelo-Silver, C. E. (2004).
Problem-based learning.
Link: https://link.springer.com/article/10.1023/B:EDPR.0000034022.16470.f3
9.Johnson, D. W., & Johnson, R. T. (2009).
Cooperative learning.
Link: https://psycnet.apa.org/record/2009-15215-001
10.Prince, M., & Felder, R. (2006).
Inductive teaching and learning methods.
Link: https://onlinelibrary.wiley.com/doi/10.1002/j.2168-9830.2006.tb00884.x
11.Schön, D. A. (1983).
The reflective practitioner.
Link: https://www.routledge.com/The-Reflective-Practitioner-How-Professionals-Think-in-Action/Schon/p/book/9780465068784
Zamira Moldiyeva Bahodirovna was born on May 14, 2006, in Zomin district, Jizzakh region. From 2013 to 2024, she studied at School No. 47 named after Khayrulla Akhmedov in Zomin district. During her school years, a collection of poems titled “Qaldirg‘ochlar” (Swallows) was published with the participation of amateur student writers.
She is currently a second-year student at the Uzbekistan State World Languages University, Faculty of English Philology. She is a member of the “Aurora” volleyball team and a winner of several competitions. Zamira has been an active participant in projects such as “English Quest: Freshmen Edition,” “EmpowerHer: Republican Forum of Young Women Leaders,” and “Eco Marathon.” She has also taken part in various conferences and is the author of several articles.
My country
You are my wealth, my dearest and unique,
And always because of you my speech is art.
Don’t let your peace be broken and bleak,
I will not let your candle in my heart depart.
Your presence means that my existence is true,
I have no happiness and joy apart from you
My nation, in my heart, pride I knew,
For you are the light that illuminates my way anew.
Born on July 20, 2011 in Gallaorol district, Jizzakh region. Her creative works are indexed on Google. She has many international certificates
THE IMPACT OF BILINGUALISM ON INDIVIDUAL PERSONALITY
DEVELOPMENT
Nazarova Gulbaxor Azimjon qiz
UZSWLU, Associate Professor, PhD
Axramonova Laylo O‘ktam qizi
UzSWLU, Student
Uzbekistan, Tashkent
gaxramonovalaylo05@gmail.com
Abstract
Bilingualism has increasingly attracted scholarly attention as a significant factor influencing not only cognitive abilities but also individual personality development. Bilingualism is increasingly recognized as a factor that may influence individual personality development beyond linguistic competence. This article examines the impact of bilingualism on personality development by analyzing how the regular use of two languages relates to patterns of self-
expression, emotional regulation, and social interaction. Using a qualitative analytical approach, the article synthesizes recent empirical findings to identify consistent tendencies in personality variation among bilingual individuals. The analysis suggests that bilingualism is associated with greater flexibility in personality expression, particularly in traits such as openness, extraversion, and
emotional adaptability. These variations appear to be context-dependent, emerging in response to linguistic and cultural environments rather than representing fixed personality changes.
The findings support the view of personality as a dynamic
construct influenced by bilingual experience and contribute to a more nuanced understanding of the psychological dimensions of bilingualism.
Key words: bilingualism, personality development, personality traits, language context, psychological adaptability
Аннотация
Билингвизм все чаще рассматривается как фактор, влияющий на развитие личности, выходящий за рамки языковой компетенции. В данной работе
исследуется влияние билингвизма на развитие индивидуальной личности путем анализа связи между регулярным использованием двух языков и особенностями самовыражения, эмоциональной регуляции и социального взаимодействия. В исследовании применяется качественно-аналитический
подход, направленный на выявление устойчивых тенденций личностных изменений у билингвальных индивидов. Результаты анализа показывают, что билингвизм связан с большей гибкостью проявления личностных черт, особенно таких как открытость опыту, экстраверсия и эмоциональная адаптивность. Выявленные изменения носят контекстуальный характер и
зависят от языковой и культурной среды, а не от стабильной трансформации личности. Полученные выводы подтверждают представление о личности как динамической структуре, формирующейся под влиянием билингвального опыта.
Ключевые слова: билингвизм, развитие личности, личностные черты, языковой контекст, психологическая адаптивность
INTRODUCTION
Bilingualism has become an increasingly common phenomenon in today’s globalized world, where individuals are frequently exposed to more than one language through education, migration, and intercultural communication. Beyond its well-documented cognitive and linguistic benefits, bilingualism has attracted growing academic interest as a factor that may influence individual personality development. Personality, understood as a relatively stable set of traits shaping behavior, emotions, and social interaction, can be shaped by environmental and experiential factors, including language use.
In bilingual contexts, language is not merely a communication tool but also a carrier of cultural values, social norms, and patterns of interaction. Individuals who regularly use more than one language often navigate different cultural frameworks, which may lead to variations in self-expression, emotional responses, and interpersonal behavior. As a result, bilingual individuals may display different personality tendencies depending on the language and social context in which they operate. This dynamic interaction between language and personality challenges traditional views of personality as a fixed and uniform construct.
Despite the growing recognition of this relationship, research on
bilingualism has historically focused more on cognitive advantages and language proficiency than on personality-related outcomes. Consequently, the impact of bilingual experience on personality development remains underexplored, particularly in terms of how sustained bilingual language use contributes to flexibility in personality traits such as openness, sociability, and emotional
regulation. Addressing this gap is essential for developing a more comprehensive understanding of bilingualism as a multidimensional phenomenon.
In recent years, increased attention has been given to interdisciplinary approaches combining psychology, sociolinguistics, and applied linguistics to examine the relationship between bilingualism and personality. These perspectives emphasize that personality development is influenced by social interaction and
cultural engagement, both of which are closely linked to language use. Bilingual environments provide individuals with repeated opportunities to adapt their behavior and communication styles, potentially shaping personality development over time. Given the expanding role of bilingualism in modern societies, it is important to investigate how bilingual language experience affects individual
personality development.
Early research on bilingualism primarily focused on its cognitive
consequences; however, recent studies have expanded this focus to include personality-related outcomes. Empirical evidence suggests that bilingual experience is associated with measurable differences in personality traits when compared to monolingual populations. For instance, quantitative studies employing trait-based models have reported statistically significant variations in openness to experience and extraversion among bilingual individuals. In several large-scale
survey studies with sample sizes ranging from approximately 200 to over 1,000 participants, bilingual speakers consistently scored higher on openness-related dimensions than their monolingual counterparts.
Research grounded in the Big Five personality framework has provided further statistical support for the relationship between bilingualism and personality development. Studies using bilingual versions of standardized personality inventories have demonstrated that participants’ trait scores vary depending on the language of assessment. Reported mean differences in extraversion and emotional stability have reached statistically significant levels indicating that language context influences personality expression rather than measurement error alone.
These findings suggest that bilingualism contributes to context-dependent variability in personality traits.
The findings of this study align with recent research suggesting that
bilingualism is associated with measurable patterns of personality development. Specifically, variations in traits such as openness, extraversion, and emotional adaptability indicate that bilingual experience fosters flexible personality expression. As Chen (2025) observed, bilingual immigrants often adjust their personality-related behaviors depending on the linguistic and cultural context, highlighting the situational nature of trait expression. This suggests that bilingualism does not fundamentally alter personality structure but enables context- sensitive adaptations.
The role of language as a situational cue is further supported by evidence from Dylman and Zakrisson (2023), who demonstrated significant differences in Big Five trait scores when bilingual participants completed personality inventories in different languages. For example, extraversion scores were consistently higher when participants responded in their more socially dominant language, indicating that language use activates specific behavioral tendencies. These findings are consistent with sociocultural and interactionist perspectives, which emphasize the influence of social context and communicative engagement on personality development (Biju, 2025).
The observed increase in openness among bilingual individuals may be attributed to regular exposure to diverse cultural perspectives and communicative norms. Biju (2025) noted that bilinguals frequently navigate multiple cultural frameworks, fostering adaptive and flexible responses in social interactions.
Similarly, variations in extraversion and emotional stability appear to be linked to the norms and expectations embedded in each language environment (Chen, 2025). Together, these studies indicate that bilingualism promotes situational adaptability rather than inconsistency in personality. However, the influence of bilingualism on personality should be interpreted cautiously. Effect sizes in empirical studies are generally small to moderate, suggesting that bilingualism interacts with other factors such as age of acquisition, proficiency, and sociocultural environment (Dylman & Zakrisson, 2023). Moreover, most studies rely on self-report measures,
which may be affected by language-specific response biases and cultural interpretations of questionnaire items (Chen, 2025; Biju, 2025). Longitudinal and mixed-methods approaches are therefore recommended to provide a clearer understanding of how bilingualism shapes personality over time.
Language-switching research has also produced quantifiable findings related to personality expression. Experimental studies measuring behavioral and self- report data indicate that bilingual participants adjust their communicative behavior when switching languages. For example, observational data from classroom and laboratory settings show increases in verbal output and interaction frequency when
participants use a socially dominant or emotionally familiar language.
In some studies, interaction rates increased by 15–25%, reflecting heightened confidence and social engagement in specific linguistic contexts. From a sociocultural perspective, longitudinal studies have examined personality development among bilingual individuals over time. Research involving immigrant and heritage-language speakers has reported moderate correlations between length of bilingual experience and traits associated with adaptability and social flexibility. These findings suggest that sustained bilingual
language use contributes to gradual personality development rather than immediate or categorical change.
Despite these statistically supported findings, limitations remain within the existing literature. Many studies rely on self-reported measures, which may introduce response bias, particularly when questionnaires are administered in different languages. Additionally, while statistically significant effects are frequently reported, effect sizes are often small to moderate, indicating that bilingualism interacts with other social and psychological factors in shaping
personality. Sample diversity also varies considerably across studies, with an overrepresentation of adult participants and university-based samples.
Overall, the literature provides growing statistical evidence that bilingualism is associated with measurable patterns of personality development. The presence of significant mean differences, correlations, and behavioral frequency changes across linguistic
contexts supports the view of personality as a flexible construct influenced by bilingual experience. Nevertheless, further research employing mixed-methods designs and larger, more diverse samples is necessary to strengthen the empirical foundation of this research area.
From a practical perspective, these findings have implications for
educational and intercultural settings. Recognizing the dynamic nature of personality expression in bilingual individuals can inform more culturally responsive teaching, assessment, and communication strategies. Educators should consider that traits such as extraversion, openness, and emotional adaptability may
manifest differently depending on the language and context in use.
CONCLUSION
The present article demonstrates that bilingualism plays a meaningful role in shaping individual personality development. Findings indicate that individuals who regularly engage with more than one language exhibit greater flexibility in the expression of traits such as openness, extraversion, and emotional adaptability.
These effects are context-dependent, reflecting the interaction between language, culture, and social environment, rather than permanent alterations of personality structure. By navigating multiple linguistic and cultural frameworks, bilingual individuals develop adaptive strategies for social interaction, emotional regulation,
and self-expression. This dynamic process highlights the experiential nature of personality development, positioning bilingualism as an influential factor in psychological growth and interpersonal competence. Understanding the impact of bilingualism on personality
has practical implications for education, intercultural
communication, and applied psychology. Recognizing the variability and adaptability of personality in bilingual contexts can inform teaching methods, enhance cross-cultural engagement, and guide future research on the interplay between language and individual psychological development.
In conclusion, bilingualism should be viewed as a dynamic contributor to personality formation, fostering adaptability, social awareness, and context-sensitive behavior, which collectively enrich an individual’s psychological and interpersonal capacities.
REFERENCES:
ZAMONAVIY HAYOTDA INGLIZ TILINI O`RGANISHNING
AHAMIYATI.
Samarqand Davlat Chet Tillar Instituti
Xorijiy Til Adabiyot Yo`nalishi 3-Kurs
talabasi Mahmudjonova Ruhshonabonu
Annotatsiya: ushbu maqolada ingliz tilining zamonaviy jamiyatdagi o`rni va ahamiyati tahlil qilinadi.unda ingliz tilining xalqaro muloqot vositasi sifatida ta`lim ,ilm-fan,tehnologiya hamda biznes sohalarida keng qo`llanilishi yoritiladi.shuningdek,ingliz tilini bilish shaxsning bilim va dunyoqarashini kengaytirishi,xorijda ta`lim olish va yuqori malakali ish topish imkoniyatlarini oshirishi ta`kidlanadi.maqolada ingliz tilining turli millat va madaniyat vakillari o`rtasida samarali aloqa o`rnatishdagi roli ham ko`rsatib o`tiladi.nafaqat zamonaviy hayotda balki zamonaviylashib borayotgan insonlar orasida ingliz tilini o`rganish judayam katta rol o`ynaydi,chunki bugungi rivojlanayotgan zaminda ingliz tili eng yuqori til sifatida ro`yxatlardan joy olmoqda.
Kalit so`zar: muloqot vositasi,ta`lim sohalari,dunyoqarash,yuqori malakali ish,chet elda rivojlanish,millatlar orasida aloqa,zamonni va ingliz tilini o`zaro bog`liqligi.
Annotation: this article analyzes the role and importance of the english language in modern society. It highlights the wide use of english as an international means of communication in the fields of education, science, technology, and business. Moreover, knowing english helps broaden an individual’s knowledge and worldview, as well as increases opportunities to study abroad and obtain highly qualified jobs. The article also emphasizes the role of english in establishing effective communication among people of different nations and cultures. Not only in modern life but also among people who are adapting to modernization, learning english plays a significant role, because in today’s developing world english ranks as one of the most important and widely used languages.
Key words: means of communication, education sectors, worldview, highly qualified job, development abroad, intercultural communication, relationship between time and the english language
Aннотация: в данной статье анализируются роль и значение английского языка в современном обществе. Освещается широкое применение английского языка как международного средства общения в сферах образования, науки, технологий и бизнеса. Кроме того, подчёркивается, что знание английского языка расширяет кругозор и уровень знаний человека, а также повышает возможности получения образования за рубежом и трудоустройства на высококвалифицированные должности. В статье также рассматривается роль английского языка в установлении эффективной коммуникации между представителями различных наций и культур. Не только в современной жизни, но и среди людей, адаптирующихся к процессам модернизации, изучение английского языка играет важную роль, поскольку в условиях стремительно развивающегося мира английский язык занимает лидирующие позиции среди наиболее востребованных языков.
Ключевые слова: средство общения, сферы образования, кругозор, высококвалифицированная работа, развитие за рубежом, межнациональная коммуникация, взаимосвязь времени и английского языка
Introduction
Nowadays, interest in learning foreign languages is rapidly increasing. This growing interest helps all of us to develop comprehensively. As time progresses, people also develop; that is, by learning languages, broadening our worldview, acquiring knowledge that is unfamiliar to us, and leaving a beneficial legacy for the younger generation, we grow in harmony with the modern era. In this regard, if we place special emphasis on the English language, it has gained particular importance worldwide as an international means of communication. English is widely used in education, science, technology, business, and many other fields, ensuring effective cooperation between different countries.
However, while learning English, we may face several challenges. For example, while using modern technologies for language learning, there is a possibility of encountering unnecessary websites or accessing inappropriate channels or groups. To prevent such situations, today’s language-learning technologies are being developed with a strong focus on security. Learning English opens the doors to broad opportunities and success. Knowledge of English enhances an individual’s intellectual potential, expands their worldview, and creates new opportunities in education and professional activity. Therefore, in modern society, learning English is one of the most pressing issues and is considered an important factor in personal and professional development.
Main Part
Today, English is recognized worldwide as one of the most widespread and most frequently used languages. It has become the primary means of communication in international relations, science, education, technology, and business. As cooperation between countries continues to intensify in modern society, the need for a common language is increasing, and English largely fulfills this role. According to linguist David Crystal, English has attained the status of a “global language” and is used as an official or second language in many regions of the world. This clearly demonstrates the prestige and significance of English on the international stage.
First of all, English plays an invaluable role in the field of education. Today, in leading universities, research centers, and scientific institutions around the world, lectures, academic work, and educational materials are mainly conducted in English. A large proportion of scientific articles are published in international journals in English. The fact that most articles indexed in databases such as Scopus and Web of Science are written in English further proves this point. Consequently, students who do not know English cannot fully benefit from global scientific information. In his research, Graddol notes that knowledge of English is a key factor in academic success and integration into the international education system. By learning English, students gain access to foreign grants, scholarships, exchange programs, and opportunities to study at prestigious higher education institutions.
In addition, English plays a crucial role in professional activity. The modern labor market is becoming increasingly international. Many companies cooperate with partners from different countries and introduce their products and services to the global market. In such conditions, employees are required to communicate with foreign partners, work with documents, and conduct negotiations. This inevitably requires proficiency in English.
1. Analysis of Opportunities and Existing Conditions
Analysis of Barriers and Challenges
International Examples
Conclusion
In conclusion, English is considered the key to success in the modern world. It provides individuals with opportunities to obtain quality education, advance professionally, engage in international communication, and achieve personal development. In today’s globalized society, knowledge of English enhances an individual’s competitiveness and enables them to actively participate in modern development processes. Therefore, learning English has become a necessity for every young person and professional.
References
1.Crystal, d. English as a global language. Cambridge university press.
2. Graddol, d. The future of english? British council.
3.education first. English proficiency index report.
4. Seidlhofer, b. Understanding english as a lingua franca. Oxford university press.
5.Bialystok, e. “bilingualism and cognitive development.” Journal of applied linguistics.
6. Richards, j., rodgers, t. Approaches and methods in language teaching. Cambridge university press.