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

When the wolf lurks 

When the wolf lurks 

All sheep are good 

all are innocent 

the ones to blame for their 

unfortunate lives are the others… 

But when the storm comes 

that’s when the sheepskin falls 

you only realize 

it was just a disguise… 

All the time he was by your side 

studying your movements 

immersed in the daily grind. 

Pretending to be good 

he was even lurking in the darkness of your rest… 

Thank goodness 

divine protection exists and 

protects his children 

from those with ill intentions. 

When you recognize it, 

remember: the mistakes 

committed were not yours… 

The evil of others is not your fault…

Mirta Liliana Ramírez has been a poet and writer since she was 12 years old. She has been a Cultural Manager for more than 35 years. Creator and Director of the Groups of Writers and Artists: Together for the Letters, Artescritores, MultiArt, JPL world youth, Together for the letters Uzbekistan 1 and 2. She firmly defends that culture is the key to unite all the countries of the world. She works only with his own, free and integrating projects at a world cultural level. She has created the Cultural Movement with Rastrillaje Cultural and Forming the New Cultural Belts at the local level and also from Argentina to the world.

The Bomb and the Bulb

Faces built from a material harder than plaster—

Belonged to the preachers standing beneath the flag—

That read “Delivering the Will of God”.

All of them who dealt with “God”,

Firmly believed—

That solemnity was the sharpest tool to tame the world.

Once they lost it,

Their faces would look no different,

From clowns in a circus…

They knew well what their audience loved to hear,

Just two topics:

Forgiveness and bread.

“Forgiveness” could let these people feel forever blameless,

Granting them real comfort.

“Bread” was what none of them could ever escape,

Even until death.

So their favorite line to repeat was:

“Thank ‘God’ for giving us bread.

As long as you follow us,

‘God’ will always forgive you…”

They loved to make people kneel,

Loved to see the furrowed brows,

And the slightly wet corners of people’s eyes.

They were like bus drivers,

Responsible for delivering a passenger called “God”,

Into everyone’s heart.

After that, “God” would take care of all the rest.

This passenger named “God”,

Was like the pivot of a seesaw—

The acceptable and the unacceptable

in everyday life,

Could now all be explained in plain human words:

“Because it’s the will of God,

That’s why it all exists…”

Thus the world was spared,

The fatigue and frequency of thinking.

And people were grateful to them,

For finding the most righteous excuse,

For not using their own brains!

It was a grand agreement,

As if the entire universe had shrunk,

Into the size of a button.

Then they said from the pulpit:

“‘God’ loves everyone.

When we die, we’ll go to It.

Everything good exists there—

As long as you remain servants of ‘God’.

If we could see It right now,

That would be our immediate blessing…”

At that moment,

Someone whispered a single word:

“Bomb…”

And instantly they—all of them—were terrified.

People shoved,

Scrambling with their eyes—

To find the way out.

It seemed their brains,

Unused for too long,

Had grown so dull,

They couldn’t even remember where the entrance was.

They ran faster than anyone,

The crowd following close behind—

Their speed rivaling the gazelles…

Then the culprit,

The whisperer,

Jumped up to stop the panic:

“I said ‘bulb’, not ‘bomb’.”

He pointed upward—

To a lightbulb above them.

Everyone looked and understood:

One of the bulbs in the hall,

Had simply gone out.

They sighed in relief,

And sent someone to bring the preachers back.

When they returned and learned the situation,

They too were overjoyed,

Repeating again and again:

“Let’s thank our ‘God’—

It has spared our lives.

For It once said—

Not cherishing life is itself a sin…”

Everyone laughed,

Looking toward that broken bulb—

That very direction—

Where they said “God” resided…

James Tian, Philippines 

God’s hands

A blue sky of tattered past

Of sublime wishes and never ending past

A poetic reverie of past sense

Of diamonds and opal linen sky

A two pence watch to sell for

The night sky of ever changing wishes

Of topaz and blueness at this hour

I surmise my clock to send for

God’s hands in my prayers

Of what ifs and crestfallen goodbyes

As if the sky was ablaze with midnight memories.

NAJI NAAMAN LITERARY PRIZES

2026

(24th picking season)

Naji Naaman Foundation for Gratis Culture (FGC) announced that competition for Naji Naaman literary prizes for 2026 (24th picking season) is already open. Prizes will be awarded to authors of the most emancipated literary works (in content and style) aiming to revive and develop human values.

Literary manuscripts (thoughts, poems, stories, etc.) of 40 pages at most, in all languages and dialects, typeset, with the curriculum vitae and an artistic photography of the author, should be sent to Maison Naaman pour la Culture (by e-mail: info@najinaaman.org) before the end of January 2026. Manuscripts written in languages other than English, French, Spanish or Arabic must be accompanied by a translation or résumé in one of the aforesaid languages. Prizes will be announced before the end of June 2026. Works (in full or in part) published in the free of charge prizes’ yearbook will become (only for the aforesaid publishing purpose) the property of the publishing house.

Laureates will bear the lifetime free of charge honorary title of member of Maison Naaman pour la Culture (MNAC).

PRIX LITTÉRAIRES NAJI NAAMAN

2026

(24^ème cueillette)

La Fondation Naji Naaman pour la Culture Gratuite (FCG) vient d’annoncer que le concours des prix littéraires Naji Naaman pour l’année 2026 (24^ème cueillette) est déjà lancé. Ces prix seront décernés aux auteurs des œuvres littéraires les plus émancipées des points de vue du contenu et du style, et qui visent à revivifier et développer les valeurs humaines.

Les manuscrits littéraires (pensées, poésies, contes, etc…) d’un maximum de 40 pages, de toutes langues et dialectes, composés, accompagnés du curriculum vitae et d’une photographie artistique de l’auteur, sont reçus par la Maison Naaman pour la Culture (par courriel: info@najinaaman.org) jusqu’à fin janvier 2026. Les manuscrits qui ne sont pas écrits en français, anglais, espagnol ou arabe, doivent être accompagnés d’une traduction ou d’un résumé dans l’une de ces langues. Les prix seront déclarés avant fin juin 2026 au plus tard. Les œuvres publiées (en partie ou intégralement) dans le recueil annuel gratuit des prix deviendront (à ce seul effet de publication) la propriété de la maison.

Les lauréats porteront le titre honoraire, à vie et gratis, de membre de la Maison Naaman pour la Culture.

PREMIOS LITERARIOS NAJI NAAMAN

2026

(24ª edición)

Creados en el 2002, los premios literarios Naji Naaman tienen la finalidad de premiar aquellas obras literarias más creativas desde el punto de vista del contenido y del estilo, y que desarrollen e impulsen los valores humanos.

Las obras podrán estar escritas en cualquier lengua o dialecto, si esta no fuera francés, inglés, español o árabe deberán ir acompañadas de una traducción o resumen en cualquiera de estas lenguas. La extensión de las obras (ensayo, poesia, relato, novela, etc.) serán de un máximo de 40 páginas. Los originales y en su caso la traducción, serán entregados o enviados junto al c.v. y una fotografia del autor a la dirección por e-mail (info@najinaaman.org). El plazo de entrega finalizará el último día de enero de cada año. El fallo del jurado se hará publico a más tardar el último día de junio de cada año (así como el de las obras cuya publicación será gratuita dentro de la serie literaria creada por el Señor Naaman en 1991). No se devolverán las obras presentadas y las premiadas pasarán a ser propiedad de la casa.

Los ganadores recibirán así mismo el título honorífico de miembros de la Maison Naaman pour la Culture.

جوائز ناجي نعمان الأدبيَّة 2026:

فتحُ باب التَّرَشُّح

أُعلنَ فتحُ باب التَّرشُّح لنَيل جوائز ناجي نعمان الأدبيَّة لعام 2026 (الموسمُ الرَّابع والعِشرون). وهذي الجوائزُ مُشَرَّعَة أمام الجميع، في مجالات الأدب كلِّها، وفي أربعة أصقاع العالَم، وبلغات هذا العالَم ولهجاته من دون استثناء. والمعروف أنَّها تهدفُ إلى تشجيع نشر الأعمال الأدبيَّة على نطاقٍ عالميّ، على أساس عَتق هذه الأعمال من قيود الشَّكل والمضمون، والارتقاء بها فكرًا وأسلوبًا، وتوجيهها لما فيه خير البشريَّة ورفع مستوى أنسنتها.

والجوائز غير محدَّدة لجهة العدد، وتتضمَّنُ نشرَ الأعمال الَّتي تلقى الاستِحسان والاستِحقاق في كتاب أنطولوجيا الجوائز السَّنويّ المجَّانيّ الصَّادر من ضمنَ سلسلة “الثقافة بالمجَّان”، علمًا بأنَّ الحقوقَ في تلك الأعمال تسقط، في الخصوص الأخير حَصرًا، لصالح المؤسَّسة النَّاشرة، مؤسَّسة ناجي نعمان للثَّقافة بالمجَّان.

تُقدَّمُ المخطوطات في نسخةٍ واحدة، منضَّدة، في مهلةٍ تمتدُّ حتَّى آخر شهر كانون الثاني (يناير) 2026، وتُرفَقُ بها سيرةُ المؤلِّف وصورةٌ عن بطاقة هُويَّته بالإضافة إلى صورةٍ فنِّيَّةٍ له. وفي حال كان المخطوطُ بلغةٍ غير العربيَّة أو الفرنسيَّة أو الإنكليزيَّة أو الإسبانيَّة، تُرفَقُ به ترجمتُه (أو ملخَّص عنه في صفحتَين على الأكثر) بإحدى تلك اللُغات.

تُستقبَلُ المخطوطاتُ بالبريد الإلكتروني على العنوان المذكور أدناه.

info@najinaaman.org

ويُشتَرَطُ ألاَّ يزيدَ عددُ صفحاتها على الأربعين، وألاَّ يكونَ قد سبقَ لها ونُشرَت أو حازت جوائز.

وأمَّا الإعلانُ عن الجوائز فيتمُّ قبلَ آخر حزيران (يونيو) 2026، على أن يتمَّ توزيعُها مع كتاب أنطولوجيا الجوائز في آب (أغسطس) 2026.

هذا، وينالُ حائزو الجوائز عضويَّةَ دار نعمان للثَّقافة الفخريَّة، وهي عضويَّة مجَّانيَّة ولمَدى الحياة.

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Rain

Walid Alzoukani – Syrian Poet

The rain, resembling old coins,

tinkles 

beneath the dome of my high poverty.

It rubbed the goat of the night 

with myth

and placed its wet finger

on the lips of the sorrowful horizon.

It kissed the fingers of the rose 

to open her eyes.

The rain, rolling on the shy windows,

bleeds laughter,

piled beneath my window,

entered my heart,

which is poorer than a tree,

 without permission.

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.