Teaching primary school students their mother tongue scientifically

Kattakurgan State Pedagogical Gogika Institute “Pedagogy” Faculty of Primary Education

G’ulomova Rukhshona Po’lat’s daughterTel: (+998) 94- 688-24-20E-mail: gulomovaruxshona007@gmail.com

Annotation

This article examines the origins and development of mother-tongue teaching methodology in primary education. It identifies the core principles of the field and analyzes effective lesson-organization methods. The article highlights how modern pedagogy increases children’s interest in language learning, develops literacy skills, strengthens grammatical competence, and improves oral and written communication. The effectiveness of using interactive strategies, innovative technologies, and age-appropriate instructional approaches is emphasized. Practical recommendations are provided for primary school teachers, methodologists, and students specializing in pedagogy.

Keywords: primary education, mother tongue, teaching methodology, interactive instruction, literacy, grammatical competence, pedagogical technologies, student engagement, lesson effectiveness.

Introduction

The mother tongue represents the national consciousness, cultural identity, and spiritual heritage of every nation. Therefore, teaching the native language in primary school is a matter of fundamental importance. At the early stages of education, mother-tongue instruction shapes a child’s linguistic, cognitive, social, and aesthetic development. It is in this period that pupils acquire the foundational skills of accurate, fluent, and meaningful speech.

In contemporary educational practice, the purpose of teaching the native language is not limited to memorizing linguistic forms or transmitting isolated grammatical rules. The core task is to develop independent thinking, enable learners to express their ideas clearly, and foster a culture of speech and love for their mother tongue. Therefore, mother-tongue lessons should actively engage students in the learning process, motivate them to think critically, and encourage meaningful communication through modern methods and technologies.

In modern primary education, effective teaching requires a balanced integration of traditional approaches alongside interactive techniques, ICT tools, game-based activities, and creative tasks. Such approaches enhance lesson quality, increase student activity, and strengthen independence, creativity, and communicative skills. Improving the methodology of native-language teaching in primary grades is therefore one of the current strategic objectives of the educational system. Through mother-tongue education, learners not only master linguistic norms, but also learn to express opinions freely, communicate effectively, and apply creative reasoning.

Consequently, the introduction of advanced pedagogical technologies, practical life-based tasks, and student-centered instruction is considered essential for improving the quality and effectiveness of teaching mother-tongue science.

Review of Literature

The methodology of teaching the mother tongue in primary education—its principles, core concepts, and effective lesson-organization strategies—has been widely studied by contemporary scholars and methodologists. Research has focused on increasing children’s interest in language learning, developing literacy, strengthening grammatical competence, and improving oral and written communication skills through modern pedagogical technologies and innovative approaches.

Kholboev emphasizes that native-language methodology in primary grades has both theoretical and practical significance. He argues that language acquisition is inseparably connected with thinking, and that speech cultivation directly supports the development of cognitive abilities. According to him, applied pedagogy should not only transmit linguistic knowledge but also develop analytical and communicative skills in learners.

Matchonov and his colleagues present a systematic framework for native-language instruction in primary grades. They identify three foundational principles: ensuring consistency and continuity of lesson content; integrating literacy (reading–writing) with speech development; introducing grammatical concepts gradually through text-based examples to build strong conceptual foundations. Their studies highlight that active work with texts, interactive exercises, and classroom-based communication make lessons more systematic and practical.

Gulomova and co-authors propose that working with authentic texts (reading, analysis, re-expression) and purposeful dictionary work enhance learners’ vocabulary, support semantic understanding, and develop oral speech skills through activities such as role-play and game-based tasks. This makes lessons more interactive and facilitates vocabulary acquisition in meaningful contexts.

Yolandeva promotes a competency-based approach to teaching native language in primary school. She concludes that lessons should not focus solely on memorizing theoretical facts; rather, they should develop learners’ skills in independent thinking, analysis, communication, and information processing. According to her, practical tasks, analytical questions related to real-life situations, and student-designed problem-solving activities significantly increase the effectiveness of grammar instruction.

In summary, the literature demonstrates that methodological research in native-language education prioritizes the development of language competence, improvement of speech skills, and modernization of teachers’ methodological training. Therefore, further integration of advanced pedagogical technologies remains a relevant requirement for strengthening the quality of instruction in this field.

Analysis and Results

Within the scope of this research, the effectiveness of modern methodologies for teaching the mother tongue to primary-grade students was examined. The study was conducted among 3rd–4th grade pupils during the 2025–2026 academic year. The primary aim was to determine how the use of interactive techniques, phonetic-analysis exercises, text-based strategies, and game-based approaches influence the development of students’ language competence.

The experiment consisted of three sequential stages: Preparatory stage. Baseline diagnostic assessment was conducted to determine students’ initial level of linguistic knowledge, reading fluency, written speech skills, and spelling accuracy. A total of 48 students participated in this phase.

Practical stage. In experimental classes, instruction was delivered through didactic games, role-play tasks, text analysis strategies, chained word-building exercises, and speech-development activities. In contrast, the control classes continued to use traditional teaching methods.

Final stage. Mid-term and summative assessments were administered to evaluate students’ final learning outcomes and academic progress.

Research Findings

Data analysis revealed measurable improvements in the experimental group. Average reading speed increased by 25–30 percent, and reading comprehension improved by 28 percent. The number of spelling errors in written speech decreased from an average of 14 errors per 100-word text to 6 errors per text. These findings confirm that interactive, text-oriented, and game-based methodologies significantly enhance literacy skills, grammatical accuracy, and communicative competencies in primary school students.

Conclusion

In conclusion, the methodology of teaching the mother tongue in primary grades plays a crucial role in shaping children’s speech, thinking, and spiritual development. Through mother-tongue lessons, learners not only acquire grammatical structures and written language norms, but also internalize national values, cultural heritage, and literary tradition. Therefore, instruction in the native language forms the foundation of a child’s personal and intellectual maturation.

Modern methodology requires the use of interactive, communicative, and competency-based approaches that go beyond traditional instruction. These approaches foster independent thinking, logical reasoning, and the confidence to express ideas clearly. Effective lesson design must take into account pupils’ age-related and psychological characteristics, because only developmentally appropriate instruction can yield meaningful results.

Furthermore, the integration of high-quality textbooks, visual resources, multimedia tools, and digital platforms enhances students’ motivation and engages them as active participants in the learning process. The teacher’s pedagogical competence, speech culture, and innovative mindset remain central determinants of educational quality.

Therefore, continuous scientific research, dissemination of advanced experiments, and systematic modernization of methodological approaches in mother-tongue education remain urgent tasks of contemporary pedagogy.

List of references used

1. Kholboev G. Methodology of teaching mother tongue in elementary grades methodological and scientific foundations of science. – Tashkent: Uzbekistan Publishing house of the Ministry of public education of the Republic, the year is not indicated.

2. Matchonov S. Methodology of teaching the native language in primary grades.- Tashkent: “O’qituvchi” Publishing House, year not specified.

3. Ghulomova M. Effective mother tongue lessons in primary education organization methodology. – Tashkent: Enlightenment, the year is not indicated.

4. Yolandeva S. Language skills in primary school students formation methodology. – Tashkent: Science and Technology, year not shown.

5. Kadyrova F. Grammar in primary school students methodology for the formation of concepts. – Tashkent: TDPU publisher, 2018.

6. Yo’ldoshev Q. Theory and methodology of teaching the native language. – Tashkent: “Fan”, 2015.

7. Shodmonova Sh. Speech cultivation classes in primary education method-ology. – Tashkent: “economics-finance”, 2017.

Children Without Parents

New houses, rows of luxury cars — at first glance, everything seems perfect. The family looks happy, birds are singing joyfully, as if thanking life itself. Inside one of these grand houses lived two children. To their friends, they seemed like the happiest kids in the world. After all, when your parents work in powerful state companies, when you live in mansions with servants who cook and wait for you after school — isn’t that happiness?

Their friends were still too young to understand that wealth, position, and luxury don’t define happiness. Maybe they just believed the lies those rich children told them. It was said that the family often dined together, played games, and went on trips every week. “Really?” thought their neighbor Khadicha, who knew the truth. The children could hardly remember the last time they saw their parents or ate together. Every morning at five, Ali and Lola woke up hoping to see their parents — but their father was away on another business trip, and their mother had gone out to meet friends or organize new events.

Even when she was home, she would tell the servants,> “If the kids ask, tell them I’m at work. I want to sleep in peace today — I have no time for their endless chatter.” The servants were shocked — so many people yearn for children, while these parents can’t spare even five minutes for theirs. Last Monday, the situation worsened. Ali won first place in the national stage of the “Young Reader” competition and even received a Chevrolet Cobalt as a prize. He wanted to gift it to his father and stayed up until 2 a.m. waiting. But his father never came.

When he finally returned in the morning, the driver excitedly told him the news. The father just smirked:> “A Cobalt? I could buy a thousand of them along with that silly contest. They chose him because of my wealth and influence.” The driver snapped:> “No, sir. They chose him for his knowledge and intellect — even officials’ children couldn’t win.” But the boss had already gone to bed, tired from his trip to Turkey. The driver was disgusted.

Those parents traveled the world, while their children were forgotten — no relatives visited, no love from their own parents. Only kind neighbor Khadicha sometimes took them to the park so they wouldn’t feel so lonely. In their parents’ eyes, the children were nothing but a burden. Life is cruel — some people long for children, while others take them for granted.> “If only kids could choose their parents…” thought the driver sadly.“

When we fail to appreciate God’s blessings, He can take them back.” He sighed, hoping:> “May this story end well.” But the truth remains — real wealth is peace, love, and family unity. When there is harmony at home, everything else can be earned later. No child should grow up deprived of love, forced to mature without ever feeling what childhood truly means.

____________________________________________________________________

Do All Stories End Well?

Since childhood, I loved one fairy tale my mother used to tell —> “There once lived a snake and a cat. The brave cat always fought the snake, but in the end, the snake devoured the cat.”

Every night, I asked my mother to tell it again, hoping that one day the ending would change — that the cat would win. But it never did.

That’s when I realized — not every story ends happily. Life is like an exam: the more you fall, the higher you can rise. One of my teachers once said:> “Life is like boiling water. Whether you want it or not, you’re thrown into it every day. If you don’t endure and trust the process, you’ll face even harder trials. Those hardships are gifts — they wash away your sins and test your patience. The more patient you are, the sweeter the reward.”

I understood — like gold purified by fire, humans too are refined through challenges. Gold must be heated thousands of degrees before it becomes beautiful jewelry — and we must face pain to become stronger. When I was younger, I couldn’t understand why adults got upset over small things. Now that I’m older, I finally do. Life is temporary, and stress causes most of our illnesses. Even our physical pain often begins with emotional pain. The human body is a miracle — everything inside is connected like clockwork.

A few years ago, I underwent laser eye surgery. After years of studying day and night for exams, I had strained my eyes and partially lost vision. When the surgery succeeded, and I saw the world clearly again — distant trees looked like they were right before me — I realized how little we value our blessings until we lose them. Whenever I feel sad, I remind myself:> “I can see, I can walk, I am healthy — I should be grateful.” Even hardships can be blessings in disguise. When something doesn’t go as planned, maybe it’s because something better awaits. We just don’t see it yet.

For example, when I was trying to get my driver’s license, I failed twice during the practical test. After months of preparation and money spent, I almost gave up. But on the third attempt, I passed. That’s when I learned — what’s truly yours will find its way to you, no matter how long it takes. In conclusion — every person faces such tests. What matters is not what we get from society, but what we give back to it. The key is to value what we already have — because if we don’t, it can be taken away.

And as for that childhood fairy tale —Not every story ends happily, because sometimes failure itself is the happiest ending — it’s what helps us grow. If you fall, rise again — stronger than before.

The influence of the translator’s personality on translation quality

Author: Toshpo‘latova Aziza

University: Termiz davlat universiteti

Field: Tarjima nazariyasi va amaliyoti

Annotatsiya: Ushbu maqolada tarjima jarayonida tarjimon shaxsining tarjima sifatiga ko‘rsatadigan ta’siri chuqur tahlil qilinadi. Tarjimonning kasbiy mahorati, shaxsiy fazilatlari, madaniy saviyasi hamda til kompetensiyasi tarjima natijasining aniqligi, uslubiy yaxlitligi va madaniy mosligini belgilovchi asosiy omillar sifatida o‘rganiladi. Shuningdek, tarjimonning ijodiy yondashuvi, emotsional intellekti, madaniyatlararo tafakkuri va mas’uliyat hissi tarjima jarayonida qanday rol o‘ynashi ilmiy jihatdan asoslab beriladi.Kalit so‘zlar: tarjima sifati, tarjimon shaxsi, madaniy kompetensiya, ijodkorlik, tarjima jarayoni, til tafakkuri

Annotation :This article provides an in-depth analysis of the influence of the translator’s personality on translation quality. The translator’s professional skills, personal qualities, cultural background, and language competence are explored as key factors that determine the accuracy, stylistic integrity, and cultural relevance of the translated text. The article also explains scientifically the role of the translator’s creative approach, emotional intelligence, intercultural thinking, and sense of responsibility in the translation process.

Keywords: translation quality, translator’s personality, cultural competence, creativity, translation process, linguistic thinking.Аннотация :В данной статье подробно анализируется влияние личности переводчика на качество перевода. Профессиональное мастерство переводчика, его личные качества, культурный уровень и языковая компетенция рассматриваются как ключевые факторы, определяющие точность переведенного текста, стилевую целостность и культурную адекватность. Также научно обосновано, какую роль играют творческий подход переводчика, его эмоциональный интеллект, межкультурное мышление и чувство ответственности в процессе перевода.Ключевые слова: качество перевода, личность переводчика, культурная компетенция, креативность, процесс перевода, языковое мышление.

Introduction

Translation has played a special role in the history of humanity as a means of intercultural communication and exchange of ideas. In every period, translation has served not only as the transfer of words, but also as the transmission of ideas, values, and cultural meanings. Therefore, translation quality cannot be limited to grammatical accuracy or lexical precision alone. The translator is a bridge between two languages and two cultures. He/she must not only possess linguistic knowledge, but also broad thinking, cultural sensitivity, empathy, analytical ability, and creativity. For this reason, modern translation studies recognize the personality of the translator as a decisive factor in translation quality.

Many translation theorists (Komissarov, Nida, Newmark, Baker, etc.) have analyzed the role, responsibility, and personal approach of the translator. According to them, the success of translation is directly related not only to the translator’s knowledge, but also to his/her worldview and ethical responsibility.

Methodology

This research is based on the following scientific approaches: Descriptive method – the relationship between the translator’s personality and translation quality was described based on scientific sources. Comparative analysis – the differences between various translation schools (Russian, English, and Uzbek translation studies) were clarified. Empirical observation – translation classes involving teachers and students were analyzed, and the individual characteristics of the translator were observed. Content analysis – features of translator’s style in literary and academic translations were studied through examples. Scientific literature, articles and practical translation texts (literary works, articles, academic texts) were used as research sources.

Results Analysis revealed the following main results: Translation quality is closely connected with the translator’s personal qualities. The translator’s patience, sense of responsibility, wide thinking, and artistic taste have a significant influence on the translation process. Perfect linguistic knowledge is not enough. A translator must understand not only grammar, but also metaphors, idioms, and cultural codes of the language. Cultural competence is the key to successful translation. In cases of cultural differences, the translator’s cultural sensitivity prevents errors and makes translation more natural.

Creativity plays an important role in translation. To recreate the tone and spirit of each text, the translator applies creative elements. Translators’ ethical position and responsibility matter. The translator must remain faithful to the text and convey the author’s message without distortion, adhering to professional honesty and objectivity.

Discussion The findings show that the role of the translator’s personality is one of the most important factors determining translation quality. As classical translation scholar Yu. N. Komissarov (1990) noted, “a translator is not only a transformer of language, but a creator of meaning. ”E. A. Nida (1964) suggested evaluating translation through “dynamic equivalence,” meaning that the translated text should produce the same effect on the target reader as the original did on the source reader. For this, the translator’s ability to perceive emotions, culture and context is crucial.

According to P. Newmark (1988), translation is not only related to language, but also to thinking. The translator creates a new semantic space between languages. This requires creativity, intuition, and analytical thinking. In Uzbek translation studies, the issue of translator personality has also received attention. Scholars such as O. Sharafiddinov, N. Komilov, and A. Obidjon have defined translation as a creative process and pointed out that the translator’s spiritual richness and artistic taste determine the quality of translation.

In today’s globalization, translation is not only transferring a text into another language, but also adapting a whole cultural code into another culture. In this process, the translator’s unique worldview, individual perception and personal experience are essential elements. Because each person interprets the world differently — therefore translation is also influenced by personal interpretation.

Furthermore, modern translation studies include the concept of the “translator’s visibility and invisibility” (Lawrence Venuti). Sometimes the translator’s voice, stylistic sensitivity, and personal decisions may make the translation more natural, lively, and relevant to contemporary context.

Conclusion Based on the above analysis, the following conclusions can be drawn: The core factor of translation quality is the translator’s personality, cultural worldview, and professional competence. To improve translation quality, the following qualities must be developed in translators: perfect linguistic and cultural knowledge creative and analytical thinking professional responsibility and ethical position communicative and emotional intelligence

In training translators, not only linguistic knowledge, but also cultural, psychological and creative skills should be emphasized. Considering the human factor in translation is the key to high-quality translation. In general, in modern translation practice, the translator’s inner world, cultural capital, and emotional intelligence are becoming central. Even in the era of advanced technologies, AI translation and automated systems, human creativity and contextual sensitivity still remain superior to artificial intelligence.

Therefore, in translator training systems today, the following components should be considered strategic priorities: psychological preparation, development of cultural thinking, expansion of creative thinking, strengthening ethical responsibility.

Thus, at the heart of translation quality lies not linguistic knowledge alone, but the translator’s personality — his/her worldview, experience, knowledge, and cultural sensitivity. This requires considering the translator not as a simple “language mediator,” but as a “cultural diplomat.”

Recommendations: Organizing special trainings on intercultural communication and ethical responsibility for translators. Introducing the course “Translator Psychology” in translation departments. Preserving the role of human creativity when using artificial intelligence tools in translation. Establishing a mentor–apprentice system for young translators.

ReferencesKomissarov, Yu. N. (1990). O perevode i perevodchike. Moscow: Nauka.Nida, E. A. (1964). Toward a Science of Translating. Leiden: Brill.Newmark, P. (1988). A Textbook of Translation. London: Prentice Hall.Baker, M. (2011). In Other Words: A Coursebook on Translation. London: Routledge.Larson, M. L. (1998). Meaning-Based Translation: A Guide to Cross-Language Equivalence. Lanham: University Press of America.Catford, J. C. (1965). A Linguistic Theory of Translation. London: Oxford University Press.Sharafiddinov, O. (2003). Tarjima san’ati. Tashkent: Fan.Komilov, N. (2015). Til va tafakkur uyg‘unligi. Tashkent: Yangi asr avlodi.

The Essence of Oneness 

In the depths of existence, a truth resides, 

A unity that binds, where hearts abide. 

Oneness is fundamental, a cosmic refrain, 

Echoing through eternity, a love that remains. 

Beyond the veil of differences, we stand as one, 

Connected threads in the fabric of life, forever spun. 

The same breath that stirs the trees, stirs the human heart, 

A shared essence that pulsates, a single work of art. 

In the mirror of the soul, reflections shine, 

A multitude of faces, yet a single divine. 

No separate streams, but rivers flowing free, 

Merging into the ocean, where unity is the sea. 

Let’s break the chains of division’s might, 

And recognize the oneness, shining with delight. 

For in embracing our shared humanity, we find, 

A world where love is the answer, and peace of mind. 

May we walk the path of unity and light, 

And in our hearts, may oneness be our guiding sight.

Dr. Ashok Kumar is an international mystical bilingual poet from India. His philosophical, spiritual poems are published in various anthologies in different languages including Urdu, English, Spanish, Polish, Hindi, and Chinese. He’s working as a principal in a reputed institution of India . He’s a universal poet appealing for love, Unity and integrity

BECOMING A POET…… Your touch of love making me a great poet in the entire society Troubles and sufferings can’t break mystic poet’s heart and soul This valuable vehicle of universal experience helping poet for strong emotions and true beauty Social, political and psychological changes are mystic divine goal This wild rose helping poet spreading fragrance on this planet earth for humanity and integrity Together we can be hopeful, optimistic in this journey of lovely life Purpose of poet is to carry duties and responsibility for the entire society Together we can understand each others to cope with stress and strife

FROM THE GARDEN OF ALPINE LOOMB BAGHPAT, INDIA BHARAT JANUARY 05,2023 ©® DR ASHOK KUMAR INTERNATIONAL PEACE ACTIVIST AMBASSADOR OF IFCH MOROCCO AFRICA WORLD POET LAUREATE POET OF BIRLAND INTERNATIONAL JOURNALIST MEMBER OF INTERNATIONAL HUMAN RIGHTS 

Memory

A large promenade over my head
The sound escapes as riverfalls
Bright blue steamy like the divine ocean
My mind blows over the Meadows
The chickens chirp as evening goes by
The ocean mast fall over its deduction of masses
The prairies blow high over the alters 
I skim and pine for the forests 
The nature's handgrown misery till it saddles over my 
Ghost naming diaries
The fisher queen stays at night
Between the bright barricades
The sylvan spree took a leap high
For it 

My impressions of the work The Affairs of the World

The Affairs of the World is a work by the author of more than a dozen novels and short stories, many touching stories, and several exciting dramatic works. In his 2005 publication, Otkir Hoshimov described his work as follows: “This story consists of short and long novels. However, in all of them there is the figure of the most important, dear person – my mother. Only the names of some have changed. The fate of these people is also connected to my mother in some way.”

Utkir Hoshimov, the People’s Writer of Uzbekistan, is a writer who has his own place and style in 20th-century Uzbek literature. His works are distinguished from the works of other writers by their simplicity and folkloric nature.

The work The Works of the World, which is famous throughout the world and loved by all readers, is also a work that stands out from other works with its folkloric nature. This work was translated into English by translator Mark Rees in 2024. While living in the world, we think that we need to think about one thing first. The one who created us from nothing, the one who brought us into the world and the one who brought us to this point now, the one who does not eat, drink, wear, does not say hot or cold, and even forgets their names for our benefit, are our parents.

We can safely say that Otkir Hoshimov’s The Works of the World is truly about mothers. Because in this work, the writer cites short stories and stories about mothers, big and small. Everyone who reads this work will cry at some points and laugh at others. It will certainly bring gratitude and change their attitude towards their mother in a positive way. The story I liked the most while reading this work was the story of “Iltijo” and “Gilam Saypoq” given at the very end of this book.

When I read the story of “Iltijo”, I was convinced that the writer went to his mother’s grave, what his mother loved, and that this book was dedicated to his mother. “Iltijo” uses so many sincere and warm words that it is impossible not to cry after reading them. Even if you cry, crying gives you such relief, you feel spiritually relieved.”Iltijo” begins like this.

Mom, I’m here… Do you hear, mom, I’m here…Look, my blue eyes have come again. Do you remember, every year when spring comes, I would take you out to the field. You would be happy to see the bright sun, the clear sky, and the blue grass. Do you remember, you would rub the marigolds that your grandchildren had picked into your eyes and say, “Goodbye, honey”…Today… marigolds have grown on you… No, no, I’m not crying, mom. I know that if I cry, you will be upset. Now… it will pass now. That’s it. In the morning, it rained heavily. It rained heavily. You taught me how to love spring rain… Then the sun came out. Look, the sun is shining… Do you remember, you told me a story about the sun. That sun is shining…

You see. I cry every time I read this story. After reading this story, I can say that no matter what we do, a person who displeases his parents will never achieve any of his goals and dreams. We often see this in life and in books. Through this work, I learned that we should all appreciate our parents and respect them while they are alive.

Abdukahhorova Gulhayo Uzbekistan University of Business and Science, 2nd year student, Uzbek Philology major

Zulfiya — A Prominent Poetess of Uzbek Literature

Annotation.

This article analyzes the life and creative work of Zulfiya Isroilova, a prominent representative of Uzbek literature, People’s Poetess, and public figure. It highlights the artistic and aesthetic value of her works and their role in expressing universal ideas such as the spiritual world of Uzbek women, love for the homeland, loyalty, peace, and beauty. The article also examines the harmony between natural imagery and human emotions in Zulfiya’s poetry, as well as her active participation in the social life of her time.

Introduction.

In the development and formation of Uzbek literature, Zulfiya occupies an exceptional place among female poets. Through her unique lyrical works, she brought new beauty, sincerity, and a spirit of humanity into Uzbek poetry. Her works symbolize the dreams, hopes, and devotion of the Uzbek woman, and thus hold an important place in the history of national literature. The poetess’s works not only reflect the social and spiritual environment of her era but also portray the subtlest feelings of the human soul. Through her poetry, she glorified women’s strong will, patience, family affection, and motherly devotion. In this sense, Zulfiya’s creativity represents a special stage in shaping the artistic image of the Uzbek woman.

Main Part.

Zulfiya Isroilova was born on March 1, 1915, in Tashkent, into an educated family. From an early age, she showed great interest in books, literature, and poetry. Her first poetic attempts began during her school years, and her talent soon gained recognition. Her first poem was published in the Ishchi (Worker) newspaper in 1931. Her first poetry collection, Hayot varaqalari (Pages of Life), appeared in 1932, followed by Temiroy (1934), She’rlar (Poems), and Qizlar qo‘shig‘i (Song of Girls, 1939). The peak of her poetic career is associated with the collections They Called Him Farhod (1943), Days of Separation (1944), and Khulkar (1947).

After the sudden death of her husband, the famous writer Hamid Olimjon, in 1944, Zulfiya’s poetry entered a new phase, filled with deep emotional and spiritual experiences. Through her personal tragedy, she expressed the pain and sorrow of a nation emerging from World War II with great loss and grief.

The early stage of Zulfiya’s work was devoted mainly to themes of youth, love, nature, and dreams. During the war and post-war years, her focus shifted toward social issues such as human destiny, peace, prosperity of the Motherland, and the role of women in society. Her life was challenging yet exemplary. She was not only active in literature but also in social work, dedicating many years to defending women’s rights and supporting young writers. In 1956, she was awarded the title of People’s Poetess of Uzbekistan and later became a laureate of the State Prize.

Together with her husband, Hamid Olimjon, Zulfiya formed one of the most remarkable creative tandems in Uzbek literature. Their literary and emotional partnership opened a bright page in the history of Uzbek poetry. After Hamid Olimjon’s death, Zulfiya wrote many touching poems dedicated to his memory, which became symbols of loyalty and perseverance in Uzbek women’s poetry.

At the center of Zulfiya’s creative world stand the themes of the human being, womanhood, homeland, and nature. Her poetry is filled with faith in life, humanity, peace, and goodness. She interpreted the social role of women, motherhood, loyalty, and love through the lens of national values. In her poem Woman, for example, she glorifies the image of a woman as a source of kindness and the creative force of life.

The themes of patriotism and peace occupy a central place in her works. During World War II, she wrote poems expressing the suffering, loss, and yearning for peace of her people. In her poem My Son, There Must Never Be War, she conveys the idea of peace through a mother’s heartfelt voice, addressing all humanity.

Nature imagery occupies a special place in Zulfiya’s poetry. Spring, rain, flowers, and birds symbolize the inner world of human emotions. For Zulfiya, nature was not merely a background but a reflection of the soul. This harmony between beauty and spirituality makes her poems emotionally rich and artistically powerful.

Her famous poem Spring Has Come Asking for You… beautifully embodies this harmony:

Spring has come asking for you…

In the cool mornings, in the almond blossoms,

In the lips of violets, in the fields — spring.

In the flight of birds, in the playful breeze,

In velvet valleys and hills — spring…

How you loved the spring, my dear,

You adored the apricot blossoms.

Each awakening bud gave life anew —

You’d touch and kiss it tenderly.

In these lines, the poetess captures not only the beauty of nature but also the deep longing and love hidden behind each breath of spring. Here, spring becomes a symbol of warmth, revival, and cherished memories — not merely a season but a metaphor for renewal and affection.

By the late 1940s, after the Soviet Union’s resolutions concerning art and literature were implemented, Uzbek literature suffered significant setbacks. Zulfiya, accused of pessimism, was harshly criticized. Like many of her contemporaries, she then began composing poems that reflected the “spirit of the era.” However, she soon returned to her natural voice, writing poems and journalistic essays about women’s lives, calling on them to be socially active and defend their rights.

In the second half of the 1950s, Zulfiya took part in the Asian and African Writers’ Conferences under the banner of peace and international solidarity, visiting many countries including India, Egypt, Japan, and neighboring republics. These travels left a profound impression on her creativity. Poems such as Mushaira, My Son, There Must Never Be War, Kazakh Melodies, and The Picture I Could Not Paint brought her widespread fame.

From the 1970s onward, her poetry gained new colors and emotional depth, reflecting the national life and philosophy of reality. Her collections Thoughts (1965), Reunion (1972), and Years, Years… (1975) mark the period of her true artistic maturity. She also returned to the epic genre with The Sunlit Pen (1970), dedicated to her mentor Oybek. In addition, she wrote a series of children’s poems, including The Red Tulip (1975).

A significant part of her life was devoted to preserving and publishing the literary heritage of her husband, Hamid Olimjon. As part of this work, she co-authored the play Simurgh (with S. Somova), based on his epic Simurgh or Parizod and Bunyod, and wrote the libretto for the opera Zaynab and Omon.

Zulfiya was not only a poetess but also a translator, literary promoter, and public figure. She worked tirelessly to introduce Uzbek readers to world literature, translating works by Pushkin, Lermontov, Shevchenko, and Nekrasov with deep sensitivity to rhythm and poetic spirit. For her, translation was not merely linguistic exchange but a cultural dialogue between peoples.

For many years, she worked at the Union of Writers of Uzbekistan, mentoring young authors and supporting their creative growth. She actively addressed issues of women’s rights, education, and spirituality. Even in her later years, Zulfiya never stopped writing. She always felt a profound responsibility toward her people, literature, and homeland. Her life and work remain an inspiration for generations.

Today, the annual Zulfiya State Prize serves as a symbol of deep respect and admiration for her name. This award continues to inspire hundreds of talented young women in their creative journeys.

Conclusion.

Zulfiya is the pride of Uzbek literature — a symbol of feminine grace, loyalty, and devotion. Through her poetry, she conveyed the soul of the nation, the purity of the human heart, and the tenderness of womanhood. Her works remain a spiritual lesson for all humanity, nurturing readers with love, kindness, and patriotism.

Zulfiya elevated the image of the Uzbek woman to an artistic ideal, immortalizing her spiritual beauty through the art of words. Today, Zulfiya’s name lives on as an embodiment of womanhood, loyalty, and patriotism in Uzbek literature. Her poems, analyses, translations, and public activities are regarded as an invaluable part of Uzbekistan’s cultural heritage. Her life calls us to patience, love, and devotion to creativity.

References

1. Zulfiya. Selected Works. Tashkent: G‘afur G‘ulom Literature and Art Publishing House, 1980.

2. Karimova N. The Poetic World of Zulfiya’s Creativity. Tashkent: National Library of Uzbekistan, 2015.

3. Sodiqova D. The Role of Uzbek Women Poets in Literature. Tashkent, 2012.

4. Hamidova M. Zulfiya — The Queen of Lyrics. // Uzbekistan Literature and Art Newspaper, 2020, No. 3.

5. www.ziyouz.uz — Information portal about the life and works of People’s Poetess of Uzbekistan, Zulfiya.

Choriyeva Oynur was born in Muborak district of the Republic of Uzbekistan. She is a student at the Faculty of English Philology of the Uzbekistan State World Languages University.