MODELS AND METHODS IN MODERN SCIENCE
International scientific-online conference
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ISSUES OF FORMING FEELINGS OF LOVE FOR THE HOMELAND IN
STUDENTS IN RUSSIAN LANGUAGE LESSONS
Sharipova Kholida Dehkanovna
Gulistan city. Yangiavlod MFI, Yangi-Khayot street, 31
Teacher, halidasaripova03@gmail.com
Shukhratbekova Shahina
Student of Gulistan State Pedagogical Institute
https://doi.org/10.5281/zenodo.15489630
Abstract.
Instilling love for the homeland in students remains a crucial
element of national and moral education in modern pedagogical practice.
However, achieving this objective in a linguistically and culturally diverse
classroom presents multiple challenges. Russian language lessons, which often
focus on grammar and literature, offer a valuable but underutilized platform for
nurturing patriotic feelings. This article explores the core difficulties educators
face in fostering genuine emotional attachment to the homeland during language
instruction. Among the challenges discussed are students’ emotional
disengagement, fragmented cultural identity, overly formal curricula, and a lack
of teacher preparedness for value-based teaching. The article proposes
pedagogical strategies to overcome these barriers, highlighting the need for
affective teaching methods, narrative-based instruction, and culturally
responsive pedagogy. Through a combination of psychological insights,
pedagogical theory, and classroom practice, this paper contributes to a better
understanding of how language education can support the holistic development
of national consciousness.
Kеywоrds:
patriotic education, emotional development, cultural identity,
Russian language pedagogy, student engagement, moral values, national
belonging.
Intrоduсtiоn
In the contemporary educational landscape, where globalization and
technological advancement often weaken traditional ties to culture and place,
the task of nurturing love for the homeland has become more complex than ever.
Students are increasingly exposed to diverse value systems and global
narratives that may blur their sense of national identity. Within this context, the
Russian language classroom can serve as a powerful space not only for linguistic
development but also for cultivating emotional and spiritual ties to one’s
homeland. However, forming sincere feelings of patriotism is not a
straightforward process. It requires more than reciting poems or memorizing
facts about national history—it demands the creation of emotionally resonant,
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meaningful experiences that connect students personally with the idea of the
Motherland. This article addresses the underlying issues educators encounter
when attempting to instill such feelings during Russian language lessons and
offers methodological insights to address them.
Mаtеriаls аnd mеthоds
One of the most persistent challenges in forming love for the homeland
among students is the phenomenon of emotional detachment from educational
content. Many students approach language lessons as mechanical exercises
focused solely on grammar, syntax, and textual analysis, with little room for
emotional reflection or personal connection. This issue is often exacerbated by
traditional teaching methods that prioritize cognitive achievement over affective
development. To address this, educators must integrate emotionally charged
content that invites students to reflect on personal experiences, family stories,
and shared cultural memories. For instance, lessons that encourage students to
write essays or narratives about their hometown, their grandparents’ lives, or
local customs can anchor abstract patriotic ideals in tangible, heartfelt realities.
Another significant issue lies in the fragmented cultural identity of modern
youth. In multilingual regions or among students with migrant backgrounds,
there may be conflicting perceptions of national belonging. For these students,
the Russian language might represent institutional obligation rather than
emotional affinity. To overcome this, teachers must create an inclusive
classroom environment where diverse cultural identities are recognized as part
of the national fabric. Language lessons should incorporate regional dialects, folk
tales, and contemporary youth culture alongside classical texts to demonstrate
that love for the homeland is not confined to a single narrative or linguistic form.
This approach promotes a broader, more inclusive patriotism that resonates
with all students, regardless of background [4].
Rеsults аnd disсussiоn
The rigidity of curriculum design is another obstacle. Often, educational
standards and textbooks fail to leave space for emotional or reflective work.
They may list patriotic education as an objective, yet offer little in terms of
concrete methodology to achieve it. Teachers, under pressure to meet academic
benchmarks, might feel compelled to sacrifice emotional development for exam
preparation. This systemic problem calls for pedagogical reform that balances
standard requirements with affective learning outcomes. Flexible lesson
planning, interdisciplinary projects, and portfolio-based assessment can provide
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room for students to explore their patriotic feelings while still meeting linguistic
goals.
Teacher preparedness is also a critical factor. Many language teachers lack
formal training in emotional pedagogy or value-based instruction. As a result,
they may feel uncertain about how to approach topics such as national pride,
historical trauma, or cultural belonging without imposing views or alienating
students. Professional development programs should include components on
ethical pedagogy, narrative teaching techniques, and sensitivity to cultural
diversity. Educators must be equipped not just as language specialists but as
facilitators of moral and emotional growth. This shift in professional identity is
essential for transforming the language classroom into a space where love for
the homeland can be authentically and safely developed [5].
Furthermore, modern students are highly visual and digitally oriented.
Text-heavy or lecture-based instruction often fails to capture their attention, let
alone stir their emotions. To address this, teachers should harness multimedia
tools such as films, music, podcasts, and digital storytelling platforms. For
example, showing a short documentary on regional traditions, followed by a
class discussion and personal reflection writing, can elicit empathy and deepen
students’ understanding of their cultural roots. These tools also offer new modes
of expression, allowing students to articulate their patriotic feelings creatively
through audio, video, or visual art projects.
Finally, it is important to emphasize the long-term and cumulative nature of
emotional education. Love for the homeland cannot be instilled in a single lesson
or even a single academic year. It requires a consistent, layered pedagogical
effort that gradually builds emotional resonance through repeated exposure to
national symbols, values, and narratives. Teachers should aim to create
continuity across language topics, revisiting patriotic themes in different
forms—poetry, prose, song lyrics, dialogue exercises—across grade levels. Such
recursive learning allows feelings of love for the homeland to deepen over time
and integrate naturally with students’ evolving identities.
One of the underestimated yet deeply influential barriers in cultivating love
for the homeland through Russian language lessons is the prevalence of
stereotypical or overly abstract representations of patriotism in classroom
materials. When the image of the Motherland is limited to grandiose political
slogans, military parades, or idealized historical figures, students may fail to see
how it connects to their own lives. Instead of fostering genuine love, such
portrayals risk inducing apathy or even skepticism, especially among
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adolescents who are naturally critical and prone to questioning imposed
narratives. To counter this, teachers should adopt a more personalized and
narrative-based approach to patriotism. For example, they might encourage
students to investigate their own family histories, interview older relatives
about life during important national periods, or document local traditions that
reflect national spirit. By making the homeland visible through the lens of lived
experiences, rather than abstract ideals, students begin to perceive it as an
intimate part of their identity [6].
Соnсlusiоn
In conclusion, forming feelings of love for the homeland in students through
Russian language lessons is a multifaceted and ongoing educational challenge.
Emotional disengagement, cultural fragmentation, rigid curricula, and
unprepared teaching staff all contribute to the complexity of this task. However,
by adopting emotionally responsive teaching methods, embracing cultural
inclusivity, and leveraging multimedia tools, educators can overcome these
barriers. More importantly, schools must recognize the value of emotional
development alongside academic success. Love for the homeland is not simply a
civic virtue—it is a deeply human feeling that requires care, attention, and
meaningful connection. Russian language instruction, when delivered with
pedagogical insight and cultural sensitivity, can become a powerful catalyst for
nurturing this essential bond between students and their nation.
Rеfеrеnсеs:
1.
Жабборова, Д. (2016). К интерпретации стихотворения Чулпана
“Гузал”. Иностранная филология: язык, литература, образование, (1 (58)),
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Жаббарова, Д. Д. (2015). Организация творческой деятельности
учащихся на основе инновационных технологий. Молодой ученый, (10),
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3.
Jabborova, D. (2021). Formation of students’ creativity in the classroom of
the Russian language. Linguistics and Culture Review, 467-477.
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Bennett, J. M. (2009). Developing Intercultural Competence for
International Education. NAFSA.
5.
Shmeleva, E. Yu. (2017). Cultural Codes in Russian Language Education.
Saint Petersburg: RGPU Press.
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Bakhtin, M. M. (1986). Speech Genres and Other Late Essays. University of
Texas Press.
