FROM THE HISTORY OF TEACHING FOREIGN LANGUAGES IN THE CONDITIONS OF KARAKALPAKSTAN Elmira Djumabaeva

FROM THE HISTORY OF TEACHING FOREIGN LANGUAGES IN THE CONDITIONS OF KARAKALPAKSTAN

Elmira Djumabaeva English teacher of Nukus branch of Tashkent state agrarian University, Uzbekistan, Nukus

ABSTRACT

In this article presents the role of a woman is characterized by great opportunities for the formation of a prosperous living environment.

Keywords: women, energy, university, independence, pedagogy.

In modern society, the role of a woman is characterized by great opportunities for the formation of a prosperous living environment. Traditionally, in our society, women have always acted as mothers and keepers of the home, when, as they have a huge life potential and inexhaustible energy. Achievement of state independence of the Republic of Uzbekistan made it possible to adopt important regulatory and legal acts concerning the enhancement of the role of women and support of their wide participation in public life.

Nowadays Uzbekistan has adopted and ratified over a hundred national and international documents aimed at protecting the interests of women. The fundamental rights and freedoms of women are expressed in the Constitution of the country, there are also a number of decrees and resolutions of the President of Uzbekistan, such as “On the State Program for the Implementation of the Strategy of Action in Five Priority Areas of Development of the economy ”,“ On measures to further strengthen guarantees of labor rights and support for women's entrepreneurship ”,“ On the approval of the National Program for Improving Endo-crinological Assistance to the Population of the Republic for 2019-2021 ”. Today, women and girls are provided with great opportunities for self-development and education, including higher education. In the past, such opportunities were not available to everyone and were not always available. It's not only about the traditional way of life, the hierarchical structure of the family, but also about accessibility. The inaccessibility of obtaining higher education is expressed, especially for girls and women, firstly, by the limit of accepted students, and secondly, the range of specialties was limited. For example, a pedagogical Institute was opened in Karakalpakstan in 1934, then transformed into a university, which was the only higher educational institution until the 1990s. In 1937, the specialty Russian language and literature was organized as a faculty on the basis of the Institute of teachers. There were 12 students in total. The department of general linguistics, Russian and foreign literature, methodology and practice of the Russian language, the interfaculty department of the Russian language began their work at the faculty. The first graduation of students of the faculty took place in 1939 - only 8 people, and in general, in the pre-war period, there were 41 people who graduated from this faculty.

This was very important, since there was not enough staff in schools and other educational institutions, there were no textbooks and methodological literature. A high school teacher in the town of Turtkul Gareeva wrote that during this period “she encountered great difficulties. There were no textbooks in the first and second quarters. We used exclusively newspaper material. There was no program either. "

After the adoption of the resolution of the Council of People's Commissars of the USSR and the VKP (b) "On the compulsory study of the Russian language in schools of national republics and regions." It stated, among other things, “to oblige the People's Commissariat of Education of the RSFSR to send in 1938 to permanent work in the fifth, sixth, seventh, eighth, ninth and tenth grades of incomplete secondary and secondary schools of the Kyrgyz, Uzbek, Tajik, Kazakh, Turkmen SSR and autonomous republics and regions of the RSFSR of teachers of the Russian language ", and was also proposed to the People's Commissariat of Education of the Kyrgyz, Uzbek, Tajik,Kazakh, Turkmen SSR, as well as the People's Commissars of the Autonomous Republics and regions to submit to the People's Commissariat of the RSFSR by April 1, 1938 their applications for the required number of teachers of the Russian language. During this period, teachers of the Russian language, such as M.A. Pankratova, A.D. Urazaeva, R. Timasheva, came to Karakalpakstan, who actively helped in the training of personnel and the development of methods of teaching the Russian language in the Karakalpak school. In the post-war period, Russian language training continued, although it was no longer considered a foreign language. In the school curriculum, German, French and English have become foreign languages. In 1954, the Romano-Germanic faculty (RGF) was opened in the structure of the Nukus Pedagogical Institute, the faculty included two specialties - English and German. Then 55 students were admitted to the first year. In the context of our topic, let us point out that even in the post-war period, young girls, especially from rural areas, had difficulties and obstacles to obtaining higher education due to the functioning of traditional principles in society. The profession of a teacher in a foreign language did not arouse much interest, most of them came to Nukus, only some went outside the republic. This situation was not convenient for everyone, because it requires a lot of time and money.

Even in the 1970s, interest in foreign languages among young people was low. For example, Z. Reipnazarova, a teacher at school No. 31 in Nukus, admits that in those years the interest in this specialty (teaching English - author's note) was not high among young people. It's just that at this faculty, the entrance scores were not very high, so those who did not have enough points

came to the Romano-Germanic faculty. After graduating from the institute, she began to work at school, only two hours a week in each class. " T. Urazova, an English teacher at one of the schools in Nukus, also notes a low interest in this specialty in the 1970s, "however, the competition was very high, however, not all graduates of our faculty work in their specialty." The respondents claim that most of the students at this faculty were girls, although in the early 1950s-1960s the proportion of men in philological faculties was significant, since in the post-war period, teaching of such subjects as English, German and French began to be actively introduced in many schools of the republic. ...

So, at school. A.S. Pushkin in the city of Nukus in the 1961-1962 academic year there were 45 classes, of which the teaching of foreign languages began from the 5th grade. They taught mainly German (17 grades) and English (32 grades), as well as French (2 grades). In other schools, for example, only German and English were taught. References: 1. ɋɨɜɟɬɫɤɚɹ Ʉɚɪɚɤɚɥɩɚɤɢɹ,1938 17 ɚɩɪɟɥɹ 2. Electronic resource: http://sssr.regnews.org/doc/qq/sg.htm

With the achievement of national independence, teaching foreign languages has become a priority task of the educational process in Uzbekistan. Much attention began to be paid to English as the language of international communication. Non-state schools and preparatory language courses have opened up, which provide tremendous opportunities for the development of foreign languages.

Teaching foreign languages, in particular the Russian language, began to develop especially rapidly since the end of the 19th century, when the territory of Karakalpakstan was annexed to Russia, and there was a need for a large number of people who speak Russian. Governor-General Kaufman pointed out that “for the organization of public education in the region in the future, he considers it necessary to educate the children of Russians and natives together, and to eliminate the detrimental economic and political separation of Muslim

schools from Russians.