Teaching the Mother Tongue Based on the Experience of Developed Foreign Countries
Abstract:
This article discusses the methods used in developed countries for teaching the mother tongue, analyzes the reasons for their effectiveness, and presents how these methods can enhance the quality of education. Particular attention is given to organizing modern, up-to-date classroom processes. Currently, Finland’s educational practices are being widely studied and promoted.
Keywords: Modern technology, methodology, independence years, language and literature, mother tongue education, education standards, new era, compassion.
President Shavkat Mirziyoyev has said:
“If the methodology of teaching in schools does not change, then neither the quality, content, nor environment of education will change.”
In recent years, special attention has been paid to protecting and promoting the status of our mother tongue as a state language, encouraging its study globally, and enhancing its promotion. Since gaining independence, our country has prioritized freedom of conscience and religious tolerance, creating legal foundations to develop these principles. Qualities such as faith, kindness, and generosity play a vital role in uplifting our nation’s spiritual life.
In Finland, schools teach Finnish, Swedish, Sami, and Romani as mother tongue subjects. The country has two official languages. Those whose native language is Finnish learn Swedish, and those whose native language is Swedish learn Finnish as a state language. Those whose native language is Sami, Romani, or Russian also learn Finnish or Swedish.
In Uzbekistan’s newly developed national curriculum for general secondary education, it is stated that the “Language and Literature” subjects include the mother tongue, literature, Uzbek language (for schools where instruction is in other languages), related languages (Kazakh, Kyrgyz, Tajik, Turkmen), and Russian (for both Uzbek- and Russian-language schools), ensuring their interconnection. In the first and second grades, a conscious and personalized approach should be taken, considering students’ individual abilities to develop listening, speaking, reading, and writing skills effectively.
In Finland, students’ language skills and national culture are taken into account. Schools must create opportunities for students who speak other mother tongues and come from different cultures to study and communicate effectively.
Since the early days of independence, our country has given serious attention to educating the younger generation. The adoption of the Law on Education, the National Program for Personnel Training, and the State Education Standards were among the key milestones in this process.
The methodology of teaching the Uzbek language has developed significantly, evolving into an independent academic field within the pedagogical sciences. It focuses not only on designing a consistent system for mother tongue education and providing practical methodological recommendations but also on establishing a scientific foundation that incorporates modern pedagogical technologies and interactive teaching methods.
Developing curricula and textbooks based on new technologies aligned with global education standards is a requirement of the time. From this perspective, modern linguistic interpretations of contemporary Uzbek literary language and its lexical-grammatical systems have been updated and advanced.
Teachers who conduct lessons using a variety of modern technical tools can quickly and accurately assess students’ knowledge, interpersonal relationships, communication culture, vocabulary, and language abilities. Modern technology-based lessons foster equal and friendly relationships between students and teachers. Students feel more confident and develop a greater interest in creative expression and the art of language. Leading methodologists are continually inventing new ways to improve lesson effectiveness, incorporating advanced educational technologies into their practices.
In education, the main responsibility lies with the educator and is continuously passed on to the learner. The learner’s role involves gaining knowledge thoughtfully and consciously. American philosopher, psychologist, and educator John Dewey (1859–1952) advocated for activating learners’ experiences and participated in the radical reform of schools. He emphasized not just the transmission of knowledge, but the importance of creating an educational environment where students can develop their innate abilities through personal experience.
As Mahmudkhoja Behbudi said:
“To live in this world, one needs worldly science and knowledge. A nation deprived of contemporary science and knowledge will be trampled by others.”
Indeed, to live in harmony with the times, we must make wise use of modern technology, acquire beneficial knowledge, and pass it on to others.
References:
- Shavkat Mirziyoyev presides over a video conference on solving education problems and improving its quality
- Experience of Finland in teaching the state language
- Methodology of Teaching Uzbek Language, B. To‘xliyev, M. Shamsiyeva, T. Ziyodova, Tashkent – 2006
- Pedagogy (Theory and History of Pedagogy), J. Hasanboyev et al., Ministry of Higher and Secondary Specialized Education, Uzbekistan. “Noshir”, Tashkent, 2011, 456 pages
I am Badriddinova Hilola Akromjon qizi. I was born on March 22, 1997, in Tashkent city. I graduated from Olmazor Medical College with honors, earning a red diploma. I am married and a mother of three children. I am currently a 4th-year student in Primary Education at Oriental University. My achievements include being a recipient of the Rector’s Scholarship and the Navoi State Scholarship.