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1.
“Oliy ta’
lim muassasalarida ta
’
lim sifatini oshirish va ularning mamlakatda amalga
oshirilayotgan kеng qamrovli islohotlarda faol ishtirokini ta’
minlash b
o‘
yicha q
o‘
shimcha
chora-tadbirlar t
o‘g‘risida”gi PQ
-3775-sonli qarori;
2.
Shoabdurahmonov Sh.
O‘
zbek adabiy tili va xalq shevalari
–
Toshkent, 1962.
–
B.325.
3.
Ishmuxamedov R.J. Innovasion texnologiyalar yordamida ta
’
lim samaradorligini oshirish
yullari. T.: TDPU, 2004
4.
Абдуллаева
Ш.
Ғазначилик
соҳасида
қўлланиладиган
молиявий
-
иқтисодий
терминларнинг чоғиштирма тадқиқи (инглиз, ўзбек ва рус тиллари мисолида). Филол.
фан. бўйича фалс. док. дисс. автореф.
-
Тошкент, 2018.
PRESERVING LINGUISTIC DIVERSITY IN A GLOBALIZED WORLD
Siddiqjonova O
‘
g
‘
iloy
student
UzSWLU
Scientific advisor: Mukhamedova N.A.
Teacher
UzSWLU
Abstract
This article dives into a pressing issue: the risk facing many languages today. The UNESCO
Atlas of the World
’
s Languages warns that 2500 languages are in danger, mostly due to global
changes like cities growing and cultures blending. Sadly, experts predict that 95 percent of these
languages might disappear in the next 100-150 years. Languages aren
’
t just about words; they hold
entire cultures and ways of seeing the world. When a language vanishes, it takes with it traditions,
stories, and valuable knowledge about nature. For instance, many indigenous languages share
secrets about plants, animals, and ecosystems. Losing these languages could mean losing essential
wisdom about our environment. On a brighter note, many people today speak more than one
language. While English is widely used worldwide, other languages play vital roles in different
countries. Being multilingual can open doors to new friendships, jobs, and understanding between
cultures. This article calls for action to save endangered languages. Preserving them means
safeguarding diverse cultures, precious knowledge about nature, and beautiful artistic traditions. It
’
s
a step towards a more connected and respectful world.
Keywords:
UNESCO Atlas of the World
’
s Languages, endangered languages,
globalization, linguistic diversity, cultural heritage, lingua franca, multilingualism, cross-cultural
understanding, language preservation, linguistic diversity, global cooperation.
The UNESCO Atlas of the World
’
s languages declares that 2500 languages are
detected as endangered today. Due to several threats, including globalization,
urbanization, and cultural assimilation, regional and less-spoken languages are losing
their importance. This means 95 percent of languages are estimated to disappear in the
Topical issues of language training
in the globalized world
302
next 100-150 years. It should be taken into account that the role of the linguistic
environment predominates: if a person is surrounded by several languages from
childhood at the same time, then one must “win” and the others disappear. If languages
were to disappear, several consequences would follow such as cultural loss. As each
language carries its worldview and cultural practices, when languages die, their
traditional elements and collective memory will also vanish. Another problem is
endangered ecologies. Indigenous languages often contain knowledge about local
ecosystems, plant and animal species. Language loss can contribute to environmental
degradation and the erosion of traditional ecological practices. Another viewpoint is
about endangered literature and arts. Since the language has rich literary traditions, oral
storytelling, poetry, songs, and artistic expressions, their survival is connected with the
language.
However, in fact, everyone in the world is bilingual, which is strange for Europe.
Only 19 percent of languages are found in Europe and the East; the rest come from
Africa, Asia, and Oceania. Keeping the native language in communication can save
their language. What about the ones where people use a number of languages at the
certain period? The richest countries in terms of language are: Papua New Guinea,
Indonesia, Nigeria, India, Cameroon, Australia, Mexico, Zaire, Burma, China, Russia,
USA, etc. Are they losing or not? Statistics show that Mandarin Chinese speakers are
at the top of the worldwide rank, followed by Spanish, English, and Hindi. Among
them, English continues to be the most comfortable lingua franca, in most cases as the
second language in different countries. This leads to language contact between people
from different linguistic backgrounds, reflecting cultural exchange and diversity.
Language contact can also contribute to enhanced communication and career
opportunities. Language learning fosters cross-cultural understanding, collaboration,
and friendship. Furthermore, multilingualism is increasingly valued in the global job
market. This opens up a wide range of career opportunities in international business,
diplomacy, tourism, education, translation, and interpretation.
Topical issues of language training
in the globalized world
303
Language loss not only impacts communication but also erases unique cultural
perspectives, traditional ecological knowledge, and artistic heritage. Efforts to protect
endangered languages are vital to safeguarding these invaluable aspects of human
heritage. On a positive note, language learning and multilingualism offer avenues for
bridging cultural gaps, fostering cross-cultural understanding, and creating career
opportunities in various sectors. Embracing linguistic diversity is crucial for promoting
global cooperation and mutual respect in an interconnected world. So, while language
learning in the context of globalization offers numerous benefits, including enhanced
communication and cultural understanding, it also requires attention to ensure the
preservation of linguistic diversity and equitable access to language education for all.
Historically, it is the English language that today performs the function of the
language of
international communication, a kind of “lingua franca” of the world
community in the era of globalization. According to the famous English linguist D.
Crystal, the number of people in the world who speak English is more than 1 billion
100 million people, of whom only a quarter recognize English as their native language
(Crystal D. Global Understanding for Global English//Global English for Global
Understanding. Summaries of the International Conference. Moscow, 2001. P. 3.) As
V. Lieberknecht, one of the developers of the programs proposed by the Association
of German Ministers of Culture “German Language Diploma”, notes, now in a united
Europe English-national multilingualism has become a reality. English, being the
language of international communication in Germany and other European countries, is
especially widely and naturally used in business, education, science, media, etc. In
response to today
’
s demands, European universities compete with each other to offer
students a variety of English language programs for specific purposes and general
language practice (Liberknecht V. On increasing the linguistic competence of youth
within the framework of the implementation of international educational programs in
Samara // Current problems of modern socio-economic development: education,
science, production. Abstracts of the international scientific and practical conference,
Samara May 25-26, 2004.) Attempts to model the processes of language variation using
Topical issues of language training
in the globalized world
304
the example of modern English have been made for a long time. A great contribution
to the study of language variation was made by domestic scientists, such as A.D.
Schweitzer. He introduced the concept of “national
-territorial version of the English
langua
ge” into scientific use, was the first to attempt to identify and describe the
differences between the British and American varieties of modern English at all levels
of the language system, and determined the nature of their interaction. Identifying and
describing the varieties of modern English in all the diversity and interaction of its
forms is a complex scientific task, the relevance of which has increased in connection
with the growing processes of globalization.
References
1. UNESCO Atlas of the World
’
s Languages. Retrieved from [UNESCO](https://en.unesco.org/atlas-
languages-world).
2. Crystal, D. (2001). Global Understanding for Global English//Global English for Global
Understanding. Summaries of the International Conference. Moscow.
3. Lieberknecht, V. (2004). On increasing the linguistic competence of youth within the framework
of the implementation of international educational programs in Samara // Current problems of modern
socio-economic development: education, science, production. Abstracts of the international scientific
and practical conference, Samara May 25-26, 2004.
4. Mukhamedova, N. A. “The role of modality contamination and negation in the interrogative
sentence”. Novainfo. Ru, (130), 59
-61.
5. Schweitzer, A. D. (Year). Title of the work. Journal/Conference Proceedings, Volume(Issue), Page
numbers.
6. Saidova Mamura Suleymanovna.
“
The concept of function and context within the framework of
the communicative approach”. (2023).
Western European Journal of Historical Events and Social
Science
,
1
(3), 46-48.
DEVELOPING INTERCULTURAL COMMUNICATION COMPETENCIES
AMONG STUDENTS IN UZBEKISTAN
Soatmurodova Dinora
Student
UzSWLU
Scientific advisor: Satibaldiyeva N.A
Abstract
This article will examine strategies for developing intercultural communication competencies
and understanding among students, especially in the context of Uzbekistan. The work presents
techniques to support language competency, cultural sensitivity, and mutual understanding in
