Once upon a time, in a small, snowy village nestled between towering mountains, there was a young girl named Mia who loved New Year’s more than anything. The village was known for its magical New Year celebrations, where the streets were decorated with thousands of sparkling lights, and the air was filled with the sweet scent of fresh pine trees.
One year, Mia heard an old legend about the “Midnight Star,” a mysterious star that only appeared on New Year’s Eve, guiding those who truly believed in the magic of the season to a hidden treasure. The treasure, according to the story, was not gold or jewels but something far more precious — a magical wish that could come true.
Mia decided to find the Midnight Star and discover the treasure for herself. As the clock ticked closer to midnight on New Year’s Eve, she bundled up in her warmest coat, grabbed a small lantern, and set out into the snowy night. The village was alive with music and laughter, but Mia’s heart was set on her adventure.
She walked through the village square, past the frozen fountain, and into the dense forest that bordered the village. The moonlight filtered through the trees, casting long shadows on the ground. Suddenly, Mia saw a flicker of light high above her. Could it be the Midnight Star?
Mia’s eyes sparkled with excitement as she followed the light, climbing up a steep hill. As she reached the top, she saw it — the Midnight Star, shining brightly in the sky. But just below it, there was something even more magical: a giant, glowing tree with silver leaves that shimmered like diamonds. Underneath the tree was a small wooden chest.
Mia approached the chest with awe. She had found it — the treasure! But as she opened it, she was surprised to find not gold or jewels, but a simple note written in elegant handwriting: “The true treasure is the joy and love you bring to others.”
Mia smiled, realizing that the real magic of New Year’s was not about getting something for herself, but about sharing happiness with those around her. She rushed back to the village, where she hugged her family, shared stories, and spread warmth and joy to everyone she met.
That night, as the clock struck midnight, the entire village gathered in the square, their faces glowing with joy and laughter. Mia looked up at the sky, and for a brief moment, she saw the Midnight Star twinkle brightly above the village, as if acknowledging her discovery.
From that year on, Mia carried the magic of the Midnight Star in her heart, always remembering that the greatest treasure of all was the love and kindness shared with others. And every New Year’s Eve, she would take a moment to look up at the sky, knowing that the Midnight Star would always guide her toward the true meaning of the holiday.
And so, the legend of the Midnight Star lived on, not just as a story, but as a reminder of the real magic that filled the world — the magic of love, kindness, and hope.
INNOVATIVE APPROACHES TO TEACHING NATIVE AND FOREIGN LANGUAGES AND THE DEVELOPMENT OF INTERCULTURAL COMMUNICATION
Yusupov Otajon Ulugʻbek og‘li Mirzo Ulug’bek Branch, National University of Uzbekistan, Jizzakh, Uzbekistan Faculty of Applied Mathematics, Software Engineering Program.
Abstract. This article analyzes innovative pedagogical approaches in teaching native and foreign languages, including gamification, virtual and blended learning, flipped classroom techniques, as well as the practical aspects of developing intercultural communication competence. The effectiveness of these methods is examined through theoretical and practical perspectives.
Introduction Modern language teaching requires learners’ active participation, critical thinking, creativity, and the development of cultural competence. Traditional grammar- focused approaches are increasingly being replaced by interactive and digital technologies. Therefore, teachers are expected not only to apply modern instructional methods but also to foster intercultural communication skills among learners.
Modern Approaches to Language Teaching In contemporary language education, learner-centered instruction is prioritized. Traditional grammar-based teaching is being replaced by: Competency-based learning: learners must apply language skills in real situations. Critical thinking development: analyzing and evaluating new information. Contextual learning: using language in authentic, real-life scenarios. New technologies—mobile applications, virtual labs, and online tests—significantly increase teaching efficiency.
Communicative Methods. The Communicative Language Teaching (CLT) method emphasizes speech and communication. Advantages include: Language practice in real-life contexts; Interactive group and pair work; Natural acquisition of language through meaningful use; Role-plays, debates, and dialogues that develop communicative competence. CLT encourages learner autonomy and active participation.
CLIL Technology. Content and Language Integrated Learning (CLIL) integrates subject teaching with a foreign language . For example, history, biology, or mathematics may be taught in English. Benefits: Simultaneous acquisition of subject content and language skills; Deep understanding of academic material; Natural language learning within meaningful contexts. CLIL programs are expanding across schools in Uzbekistan.
Blended Learning and the Flipped Classroom. Blended learning combines offline and online formats. Advantages: Opportunities for independent study; Development of speaking skills through video lessons, tests, and virtual communication; Personalization of instruction based on learners’ needs. The flipped classroom model allows students to learn content at home and practice in class through problem-solving and hands-on activities.
Gamification and Interactive Platforms. Gamification makes the learning process more engaging through game-like elements . Platforms such as Duolingo, Quizlet, and Kahoot: Teach vocabulary and grammar; Provide visual progress tracking; Increase motivation through competitions and rewards.
Interactive and Psycholinguistic Methods. Interactive strategies—group projects, clusters, and role-plays—promote learner engagement. Psycholinguistic approaches emphasize memory, attention, motivation, and perception. Using short-term and long-term memory techniques enhances vocabulary retention.
Intercultural Communication Competence. Language and culture are interconnected. Developing intercultural competence includes: Understanding cultural similarities and differences; Strengthening empathy and tolerance; Overcoming stereotypes; Using language appropriately in international contexts. Virtual exchanges and cultural exchange programs deepen intercultural experience.
STEAM, PBL, and Cross-Disciplinary Integration STEAM and Project-Based Learning (PBL) promote creative and research-oriented language learning . Examples include: Real-life tasks (restaurant role-play, job interviews, forums); Multimedia and virtual project-based assignments that enhance intercultural understanding.
Teaching Language in Personal and Social Contexts. Learners’ language acquisition is influenced by personal interests, goals, and social environment Personal motivation: selecting materials aligned with learners’ needs improves efficiency. Social context: tasks simulate real roles (forums, interviews, events). Differentiated instruction: methods tailored to learners’ abilities. Teaching within a social context enhances communicative and intercultural competence.
Technology and Virtual Learning Digital technologies have become essential tools in language teaching. Virtual labs: reinforce grammar, vocabulary, and speech through interactive tasks. Online simulations: practice real-life scenarios (restaurants, hotels, workplaces). AI and chatbots: support independent learning and error correction. These approaches develop independence, creativity, and practical skills.
Conclusion
Innovative pedagogical approaches—CLT, CLIL, Blended Learning, Flipped Classroom, gamification, interactive and psycholinguistic methods, and intercultural competence—play a crucial role in teaching native and foreign languages. These methods help students: Apply language in real-life situations; Enhance intercultural and global communication skills; Strengthen critical thinking, creativity, and social competencies. Alongside this, interdisciplinary integration and project-based learning (STEAM, PBL) transform learners into independent, creative, and active participants. Modern approaches significantly improve the quality and effectiveness of language education.
References
Richards, J. & Rodgers, T. Approaches and Methods in Language Teaching. Cambridge, 2017.
Marsh, D. CLIL: Theory and Practice. Oxford, 2012.
Safarova, D. Modern Methods in Language Teaching. Tashkent, 2021.
Harmer, J. The Practice of English Language Teaching. London, 2015.
Dornyei, Z. Motivation in Language Learning. New York, 2018.
Byram, M. Teaching and Assessing Intercultural Communicative Competence. London, 2020.
CODE-SWITCHING AMONG UZBEK ENGLISH LEARNERS: REASONS AND FUNCTIONS
Saminjon Khakimov University of Business and Science Non-Governmental Educational Institution Philology and Language Teaching (English) K.XF 23-04 Phone number: +998 333696936 +998 943623669 Email: saminjon.khakimov@gmail.com ORCID: 0009-0006-1444-7331
Annotation: This article examines the phenomenon of code-switching among Uzbek learners of English and analyzes the major reasons and communicative functions behind it. Based on classroom observations and learner interviews, the study reveals that code-switching is not simply a sign of linguistic weakness but a strategic tool used for clarification, social bonding, topic shift, and emotional expression. The research emphasizes that code-switching plays an important pedagogical role in foreign-language learning environments, especially in multilingual societies like Uzbekistan.
Keywords: code-switching, bilingualism, Uzbek learners, English learning, sociolinguistics, communication strategies, multilingual education
In multilingual communities, switching between two or more languages during communication is a common linguistic practice. This phenomenon, known as code-switching, has been widely studied in sociolinguistics. For Uzbek learners of English, code-switching frequently appears in classrooms, social media communication, and informal conversations. Although it is often perceived as a barrier to language fluency, many researchers argue that it serves important communicative, psychological, and pedagogical functions. This article explores why Uzbek English learners code-switch and what functions it performs in their communication.
Code-switching typically occurs when speakers alternate between languages depending on context, topic, or interlocutor. Scholars classify it into several types:
Inter-sentential switching — language shift between sentences. Intra-sentential switching — switching within one sentence. Tag-switching — insertion of discourse markers such as “ha”, “you know”, “aslida”.
Previous studies (Gumperz, Myers-Scotton, Poplack) show that code-switching is often systematic and purposeful, rather than random.
The study uses: 1. Classroom observation at secondary and vocational institutions in Fergana region. 2. Semi-structured interviews with 20 English learners aged 15–20. 3. Analysis of chat-based communication (with participants’ consent). Qualitative analysis was applied to identify repeated patterns and motivations behind switching.
1. Reasons for Code-Switching a. Lexical Gaps Learners often lack vocabulary for certain concepts and naturally insert Uzbek words. Example: “Teacher, I don’t know this tushunchani in English.” b. Ease of Expression Some ideas feel more natural in L1 due to cultural closeness. c. Learning Strategy Learners intentionally mix languages to confirm understanding: “Past Simple o‘tgan zamon bo‘ladi, to‘g‘rimi?” d. Classroom Norms Teachers themselves switch languages to save time during explanation, influencing learners’ behavior. e. Emotional Expression Feelings such as surprise, humor, or frustration are often expressed in Uzbek even during English conversation.
f. Social Bonding Switching helps maintain group identity and solidarity, especially among classmates and friends. a. Clarification Function Students switch to Uzbek to clarify grammar, meaning, or instructions. b. Emphasis and Focus Certain Uzbek words are used to highlight important information. c. Identity Marking Using Uzbek markers like “ha”, “xo‘p”, “baribir” creates a shared linguistic identity. d. Topic Shift Learners switch languages when changing from academic talk to everyday conversation.
e. Pedagogical Function Code-switching helps teachers scaffold learning and reduce confusion during complex topics. f. Affective Function Use of mother tongue reduces anxiety and increases speaker confidence.
The findings indicate that code-switching among Uzbek English learners is a strategic communicative practice, not a sign of poor proficiency. Learners rely on both languages to negotiate meaning, express identity, and maintain social relations. In Uzbek classrooms, where English is learned as a foreign language, total exclusion of L1 may create unnecessary psychological pressure. Instead, structured and purposeful use of the mother tongue can support language acquisition.
Code-switching among Uzbek English learners serves multiple linguistic and social functions. Rather than discouraging it completely, educators should understand its pedagogical value and guide students toward more intentional and balanced usage. Future research may explore differences in code-switching patterns across age groups or proficiency levels.
REFERENCES 1. Gumperz, J. (1982). Discourse Strategies. Cambridge University Press. 2. Myers-Scotton, C. (1993). Social Motivations for Codeswitching. Oxford University Press. 3. Poplack, S. (1980). “Sometimes I’ll Start a Sentence in Spanish Y TERMINO EN ESPAÑOL.” Linguistics, 18(7–8), 581–618. 4. Auer, P. (1998). Code-Switching in Conversation. Routledge. 5. Matras, Y. (2009). Language Contact. Cambridge University Press. 6. Iskandarova, S. (2020). “Code-Switching Practices in Uzbek EFL Classrooms.” Uzbek Journal of Education Studies, 4(2), 45–51.
Saminjon Khakimov was born in Margilan, Fergana Region, Uzbekistan. He is a student of Philology and Language Teaching (English) at Namangan University of Business and Science. He works as a Head English Teacher and IELTS Instructor at a private educational center.
My crazy heart fell in love with your beauty, As if an artist had painted a carpet on your face, God gave light and dawn to your eyes, Whoever sees you will be sad in his heart, Seven-spotted, oh beauty in front of me. * The red eyes never look at my eyes, And my heart doesn’t listen to my words, They won’t let me come to myself for a bit, Whoever sees you will be sad in his heart, Seven-spotted, oh beauty in front of me. * We parted, and I hit my knee, Like a madman, I followed your footsteps, You pulled me to your grace with your walk, Whoever sees you will be sad in his heart, Seven-spotted, oh beauty in front of me. * You are a lily in the bosom of the mountains, With one glance you turn away from the straight path, By saying no you dig my grave, Whoever sees you will be saddened, Seven-spotted, oh beautiful one before me. * God gave you a share of your beauty, The sun rose and became a moon for our night, Your gaze is like a flower, Whoever sees you will be saddened, Seven-spotted, oh beautiful one before me. * A painting was painted on your neck, Izzetogh, don’t you join the dance, I see the nations come to your wedding, Whoever sees you will be saddened, Seven-spotted, oh beautiful one before me.
ADALAT EROĞLU-Azerbaiján-Gafarov Adalat Izzet oglu (EROĞLU) was born on April 16, 1966 in the village of Hovuslu, Jabrayil region. He studied at the secondary school of his native village in 1973-83. On September 1, 1983, he entered the Technical Vocational School No. 44 of Sumgayit city and was called up for military service from Sumgayit city in 1984. After completing military service on May 10, 1986, he started working as a laborer at the Tresin Construction Department No. 1 in Sumgayit city.
In September 1992 he entered the 1st year of the Law Faculty of Baku State University named after M.A. Rasulzadeh and graduated from the same University in 1997. On September 02, 1994, he started working as a clerk in the Sumgayit City People’s Court. In 1998, he worked as a Court Session Secretary (Assistant Judge). On December 01, 2000, he was released from that position at his own request. From December 10, 2000 to November 14, 2007, he worked at the Independent Law Consultancy.
Since November 14, 2007, he is the Founder of the “IZZET” LLC Law Consultancy and Training Center. Since December 02, 2007, he has been working as the Director of “IZZET” LLC.
He is married and has three children. In 2014-2019-2025, he was registered as a Candidate for Deputy in the Municipal Elections of the Republic of Azerbaijan and in 2015-2020-2024, in the Milli Majlis Elections of the Republic of Azerbaijan.
He is the Laureate of the “Golden Pen” and “Great Leader” Media Awards. He has been awarded many Honorary Diplomas and Honorary Orders. He is a member of the Azerbaijan Writers’ Union (AYB) and the Azerbaijan Journalists’ Union (AJB).
He is a member of the Editorial Board of the “YURD” literary-artistic, scientific-journalistic Journal. He is the author of the poetry books “We have a wound called homeland inside us”, “The pain of the word homeland, “Turan whereabouts”, “We have a wound called homeland inside us” (reprint), “Awakening Spirits…”, “The word of justice is there”. He is the Project Manager and Developer of the Almanac Part I of “IN THE LIGHT OF JUSTICE”.
“My Homeland”, “The World is a False World”, “Towards the Top”, “The World of Lovers”, “Longing for Karabakh”, “May My Mother’s Name Live in the World”, “On the Paths of Life”, “The World Filled and Empty”, “Where is the Whereabouts of Zeal”, “Green Light”, “My Eyes Are on the Road, My Heart Is in the Sound”, “The Road to Victory”, “We Are Coming to Karabakh!!!”, “For Whom Is the World Left-880”, “My Beloved, Tell Your Dream to the Sea”, “The End of Longing”, “Life Calls Us”, “Let’s Go to Agdam”, “Sweat Flowers”, “The Word wreath”, “Lachin calls us”, “Mysterious World”, “Lonely Flower Quickly Fades”, “A Flower from Every Meadow”, “Where Does This World Go”, “The World of Dreams”, “Roads to the Summit”, “My Trace Remains in the Mountains”, “The Flower That Does Not Fade”, “My Mother and Father’s World” and others in the Poetry Anthology, in the “Dove Hands” Poetry Collection on the occasion of the 110th anniversary of our great poet M. Mushfig, in the “I WILL NOT HOLD THE WORLD” Part I and II on the occasion of the 650th anniversary of Imadeddin Nasimi, in the “Light of Justice”, “People on the Peak”, in the Almanacs, in the “Turkish World Poetry Selection 5-6” and in the “Poets Selection-12” Anthology in Sivas, “Mount Lelvar”, “Mount Shah”, “TURAN”, “Qarabagh is Azerbaijan!”, “Iron fist, Steel wrist”, “Greetings to the Turan people!”, “Victory”, “Khojaly is the greatest, bloodiest TRAGICITY of the 20th century”, “BLOODED JANUARY 20”, “Fountain of Inspiration”, “In the Light of Candle”, etc.
Dozens of his poems have been published in literary, artistic, scientific and journalistic journals. Several of his poems and articles have been published in the literary-artistic, scientific-journalistic magazines “Yurd” and “Telli Sanem”, “Justice way”, “Faith in Tomorrow”, “Azerbaijan Youth”, “Kolkhozchu”, “Socialist Sumgayit”, “Justice way”, “Ideal Market”, “Gundem Xeber”, “Faith in Tomorrow”, “XXI ASR Fair Work, Right Word”, “365 Gün”, “Hekeri”, “ATA”tv, etc. newspapers.
On many internet portals; “Sabaha-inamla.az”, “Sumqayıtfakt.az”, “Qərib.az”, “Manevr.az” “Pressaz.az” “Xəbərləcom.az”, “Adalatyolu.az”, “Gundemxəber.az”, “Presspark.az”, “Vetenim-azerbaycandir.az”, “365 GÜN.INFO”, “kanal32.az”, djb.az (Dunya Journalists’ Union), “kapsamhaber.com“, “kiriminsesigazetesi.com“, “44gün.org“, “Ondertv.org”, “yenimedia.net” “vetensesi.az” and other news sites have published dozens of my poems and short articles. He is a member of the creative team of parts I and III of the anthologies “Creative People and Intellectuals of the XX-XXI Century” and “Khan Chinar’s Births”.
Several of his poems have been translated into Russian, English, Spanish and Uzbek. His poems have been published in Turkey, Argentina, Tabriz, Germany, Russia and other countries. Songs have been composed for several of his poems. He regularly performs at many state events with his patriotic poems.
