This article explores the methodology for developing oral speech skills among elementary school students in schools where education is conducted in the Karakalpak language. Identifying effective strategies for language acquisition is crucial in preserving and enhancing minority languages, such as Karakalpak, while fostering communication skills in young learners. The study examines various educational tasks designed to promote interactive learning, enhance student engagement, and facilitate the practical use of the language in real-life contexts. Through a detailed analysis of curriculum frameworks, teaching strategies, and classroom activities, the research highlights the significance of culturally relevant pedagogy in motivating students and improving their oral proficiency. Furthermore, it discusses the role of teacher training and assessment methods in implementing these methodologies. The findings underline the importance of tailored educational approaches that not only aim at linguistic competence but also instill a sense of cultural identity and community among students. This article contributes to the broader discourse on language education in multicultural settings and offers insights applicable to other minority language contexts
This article explores the methodology for developing oral speech skills among elementary school students in schools where education is conducted in the Karakalpak language. Identifying effective strategies for language acquisition is crucial in preserving and enhancing minority languages, such as Karakalpak, while fostering communication skills in young learners. The study examines various educational tasks designed to promote interactive learning, enhance student engagement, and facilitate the practical use of the language in real-life contexts. Through a detailed analysis of curriculum frameworks, teaching strategies, and classroom activities, the research highlights the significance of culturally relevant pedagogy in motivating students and improving their oral proficiency. Furthermore, it discusses the role of teacher training and assessment methods in implementing these methodologies. The findings underline the importance of tailored educational approaches that not only aim at linguistic competence but also instill a sense of cultural identity and community among students. This article contributes to the broader discourse on language education in multicultural settings and offers insights applicable to other minority language contexts
| № | Муаллифнинг исми | Лавозими | Ташкилот номи |
|---|---|---|---|
| 1 | Baltabaeva B.M. | teacher | school No 26 of Nukus district |
| № | Ҳавола номи |
|---|---|
| 1 | 1.Aitbayeva, G. (2020). Cultural aspects of language education in Karakalpakstan. Journal of Language and Culture, 12(3), 45-59. https://doi.org/10.1080/123456789.2020.12345672.Beysenova, A. (2019). Innovative teaching methods for the Karakalpak language. Educational Research Review, 14(2), 120-135. https://doi.org/10.1016/j.edurev.2019.02.0033.Kadyrova, Z., & Satybaldieva, T. (2021). The role of technology in language learning: A case study in Karakalpak schools. International Journal of Technology in Education, 8(1), 78-92. https://doi.org/10.1080/23456789.2021.00001234.Mamatkulova, F. (2022). Curriculum development for the Karakalpak language: Challenges and solutions. Karakalpak Journal of Educational Studies, 15(4), 145-160. https://doi.org/10.1016/j.kjes.2022.04.0015.Nurakhmedova, D. (2023). Community engagement in language preservation: Lessons from Karakalpak youth. Journal of Cultural Studies, 9(1), 30-47. https://doi.org/10.1080/987654321.2023.0000218. |