Historical outline of foreign language teaching (flt) in uzbekistan

HISTORICAL OUTLINE OF FOREIGN LANGUAGE TEACHING (FLT) IN UZBEKISTAN
J.Jalolov, G.Tojieva
Tashkent State Pedagogical University, Uzbekistan
[e-mail]
At first sight there are many publications in the world history of foreign language teaching (FLT) and foreign language learning (FLL). But no article on the history of FLT/FLL in Uzbekistan has been published in the USA. At the same time studying history of FLT/FLL in the educational system of Uzbekistan is of great practical and theoretical value. Modern methodology is to be based on studying the process developing required language skills. It is evident that further improvement of methods of teaching is an important task which can be fulfilled by deepening research of educational institutions in general and teaching foreign languages in particular. Investigation of the history of FLT gives the opportunity of widely adopting scientific experimental approach to the definite method, generalization of not only the modern, but also the past experience and background knowledge.
Big amount of documents, evidences noted on different time, literature and the analysis of the educational programs showed that until the second half of the XIX century, in the territory of Uzbekistan in maktabs (schools), madrasahs (Muslim religious universities) students first mastered the Arabic alphabet, syllables, learned by heart parts of the Koran, learned to write and then studied judicial literature. Some madrasahs introduced classical Oriental literatures and as individualization and autonomy were common at that time several students continued and extended their knowledge in poetry, science and philosophy independently. The Arabic language was learned as the language of religion while Persian was the language of science, education, business of the Uzbeks. Levels, contents and time amount of teaching/learning these languages were set in accordance with the teachers’ skills and students’ requirements. We may verify that in the centuries of the old history of the Uzbeks there are a lot of facts from reliable sources about medieval thinkers’ mastering many foreign languages. Our ancestors Muhammad Musa Khorezmi (787-850), Ahmad Fergani (Alfraganus died in 861), Abu Nasr Farabi (870-950), Abu Rayhan Beruni (973-1048), Abu Ali ibn Sina (Avicenna – 980-1037), Mirzo Ulugbek (1394-1449), Alisher Navoi (1441-1501), Zahiriddin Muhammad Bobur (1483-1530) and many others were polyglots, whose works and achievements became the foundation of new branches of exact sciences like a leading light or sources of information and knowledge like encyclopedias for mankind of any time, cause they were able to study thoroughly works of ancient scientists of the East and West in the original and create their works in different languages which proves their high levels.
Besides madrasahs traditionally there was a practical training of languages according to the demands of the land in the trade with definite Oriental countries. We should note that learning a FL was realized in the process of communication of Central Asian traders with foreigners.
Establishment of supremacy of Russian Tsarist above Turkestan land (Central Asia) was focused on the land as a source of raw material ignoring its welfare. Industry, railways, agriculture, the first Russian-native and Russian schools in the 80s of the XIX century influenced on the way of life of inhabitants and caused the raise of FLT in Russian schools. There were taught French, German and in the late XIX century because of the international politics of Russia and the reinforcement of English-Russian rivalry in the Near/Middle East, some educational institutions began to introduce the third language – English. But the colonizers’ language was the main to be taught and in the result endless number of Russian loan-words appeared in Uzbek, though majority of them belongs to internationalisms.
The analysis of Tashkent educational institutions programs of the 70-80s of XIX century brings to the conclusion that the aims, content and principles of FLT exclusively followed the same pattern of the theory and practice of FLT in the Russian educational system, so it was natural of them to use “grammar-translation” method, where the main attention was paid to language teaching, brain drills, ability to translate from one language to another, then it was replaced by “natural” or “direct” method in the late ten years of the century [11:145].
Along with Western-European languages some educational institutions taught Oriental languages according to the economic, political and cultural requirements as the tsarist government demanded military people or attaches with theoretical and practical training to be interpreters and representatives of Russian policy in Central Asia.
After the October Revolution in 1917 and the establishment of Soviet power in the area Turkestan National University was founded and under it Tashkent Oriental Institution and Higher courses of Western-European (new) languages were opened. But the creation of higher courses of foreign languages and especially the idea of organization of foreign languages institution was a bit fast, as there was no elementary or secondary school yet.
A number of investigations were carried out by Uzbek scientists [3; 4; 6; 11; 12] in which one can find much helpful historical information related to the problems of learning west European and Oriental languages in the present-day territory of Uzbekistan. (We ought to emphasize that the history of methods of teaching Oriental languages in Europe and the USA, to put it mildly, was poorly studied and superficially elucidated in Western literature).
The further development of FLT in Uzbekistan was researched by R.A.Zaripova [11; 12] through six periods: I period – from the 70s of XIX century until 1917; II period – from 1917 until the early 1930s; III period – from the 1930s until the first half of 1940s; IV period – from the middle of 1940s until the early 1960s; V period – from the 1960s until the early 1970s; VI period – from the early 1970s and further time. (New period begins from the adoption of Uzbekistan independence.)
We conditionally suggest our version of periodization of the history of FLT in Uzbekistan: I stage – from the earliest period till 1924; II stage – till 1961; III stage – till 1991; IV stage – from 1992 up to date.
Such periodization can be proved on the ground of the following historical scientific factors. The first three stages could be called the period of absolute dependence on foreign forces which, in the long run, didn’t let the social-political order develop freely, in particular, the educational system. The last stage is important because of great positive changes in various spheres of social life under the conditions of independence. [2:79-80]
Until 1924 foreign languages had two statuses in Uzbek educational institutions: the first – Oriental languages were taught in religious educational institutions; and the second – European languages were taught in Russian educational institutions. Although, as above stated, there were several educational institutions based on FLT but there weren’t published any special educational means for Uzbeks.
From 1924 (when Soviet Socialist Republic of Uzbekistan was established) foreign languages began to be taught under the special educational plans presented by Moscow. In 1934, a two year course under the Evening Pedagogical Institution was transformed into the Faculty of Foreign Languages. A foreign language became one of the main subjects in city schools from 1941 and in village schools from 1944. Those who received unsatisfactory marks in foreign language were not allowed to the next year. In 1948 Tashkent State Foreign Languages Pedagogical Institute (TSFLPI) (since 1993 Uzbekistan World Languages University) was established, under which in 1949 Correspondent Tuition and in 1960 Evening Courses were also created. By 1959, on the basis of information of the Ministry of Education of Uzbekistan, only 37 % of state schools taught a foreign language. In the 1950s the first attempts of adapting Russian programs and text-books on foreign languages for Uzbek schools were made. While in 1949 there were several Uzbek students in TSFLPI, their number increased by 1956, there were also local teachers with scientific degrees who defended their candidate dissertations on comparative linguistics (Ya.Benyaminov, Kh.Barnokhujaeva) and methods of FLT in Uzbek schools (E.Anisimova, I.Vagina).
In 1957-59 collections of articles on different problems of FLT in Uzbek schools were published. But only after 1961 there were published original foreign language text-books for native schools. The 60s played great role in the formation of FLT methodology in the country. The problem of language material, i.e. the selection of grammar material was settled and created the base for grammar part in national program. Teaching foreign pronunciation was studied and the textbooks introduced the comparison of English/German/ French sounds with Uzbek ones. Methodologists worked out methods of teaching grammar based on the experiments in Uzbek schools.
In the 70s of XX century there were serious changes in the foreign language education, i.e. for the first time in the history of nation original program (syllabus) for Uzbek schools were published, in which two objectives – oral speech and reading were stipulated. The 70s and 80s of the past century were very fruitful for the formation and development of FLT in Uzbekistan as a number of candidate and doctoral dissertations devoted to very actual matters of teaching foreign languages (in Uzbek schools and higher educational institutions) and philology of foreign languages were defended.
In the 1970s and 1980s there appeared doctors of philology (A.A.Abduazizov, M.A.Abdurazzaqov, J.Buranov, M.E.Umarkhujaev, U.Q.Yusupov), professors (S.Saidov, J.J.Jalolov) in FLT and foreign linguistics. In the years of independence among the Uzbek linguists the following specialists G.Bokieva, Sh.Safarov, Q.Musaev, B.Tursunov, B.Rizaev, M.Nusharov, I.Mirzaev, H.Orziqulov, M.Kholbekov, S.Rakhimov, B.Samadov, N.Otajonov, D.Ashurova, M.Rasulova, G.Khoshimov, J.Yoqubov, G.T.Mahkamova defended their doctorate dissertations.
Uzbek methodologists and linguists achieved to raise and solve very important scientific matters and all received practical and theoretical experiences were reflected and used while compiling of textbooks, methodological means and educational programs.
After the proclamation of independence in 1991, the Republic of Uzbekistan concentrated its main attention to the reform of educational system, and in 1992 new “Law on Education” and “National Program of Training Personnel” were worked out where much prominence was given to mastering foreign languages of future specialists who should meet the requirements of both Uzbekistan and the world economy and policy. On the bases of the important official documents new state educational standards, syllabi, curricula, textbooks and methodological means of FLT were worked out for pre-school educational institutions (kindergartens), secondary schools, secondary specialized educational institutions (lyceums and professional colleges), higher education (institutes and universities) and others. The amount of time and content for FLT in them varies from one to another by specialty.
As Uzbekistan became fully open to the world many international collaborations on different spheres were settled, along with educational cooperation with developed countries. Different international educational grants, exchange programs, seminars and conferences, as well as branches of the world leading universities became available for pupils, students, teachers and researchers which brought to the influence of Western education on Uzbekistan.
Using and implementation of educational achievements of far and near foreign countries on teaching/learning languages in Uzbek education fitted requirements of modern Uzbekistan, as their experiences were proved by time and result. Along with the progress of European countries in language teaching/learning, the ideas of the US FLT methodologists, psychologists and linguists are widely known and followed by majority of Uzbek methodologists through the works of Ch.C.Fries (1961), R.Lado (1964), W.M.Rivers (1992), M.D.Berlitz (1907), D.Nunan (1991), C.J.Kramsch (1998), J.J.Asher (1984), S.D.Krashen (1998), J.C.Richards (2001), M.Celce-Murcia (2001), D.Larsen-Freeman (2001), L.S.Vygotsky (1987), L.Bloomfield (2009), N.Chomsky (1964), W. fon Humboldt (2000), H.E.Palmer (1917), M.Ph.West (1960), A.S.Hornby (1959) and others. Ulterior motives of their popularity among Uzbek researchers were rendered by J.Jalolov in the monograph of F.Masharipova [8:8-9]:

• 
  firstly, rich experience and theoretical generalization received in all corners of the world in FLT/FLL are widely used in American language education;
  
• 
  secondly, avoiding influence of methodologists, linguists, culturologists and psychologists army, “pure” American methodology has been worked out in high rank;
  
• 
  thirdly, the possession more than one language of local non-English speaking Americans, and immigrants, and because of the importance of learning the state (English) language, this country pays a special attention to the problems of teaching second/foreign language(s);
  
• 
  fourthly, American language theorists and practioners in all continents work seriously at practice of teaching one or another language and at the same time they learn the language of local people with great interest, which means the process of teaching a language goes in equality with learning process;
  
• 
  fifthly, all American teaching-methodological complex (or complete), collected scientific-methodological information and used methodological principles on FLT are popular not only in the US but also in many other countries.
  

Basing on the above mentioned statements Uzbekistan trying to find its place and worthy status in the world economy has become very active in supporting its researchers and scholars to investigate, observe and imitate definite advancements of developed countries’ educational systems, and of course in language teaching/learning. It should be noted that one of the last requirements of the world linguodidactics is spreading the communicative-cognitive approach.
It is known that the aim was teaching one of the types of speech – the nominative, communicative or cumulative in the history of linguodidactics. More attention was paid to teaching nominative speech (calling the names of things and events in the given language) when the grammar translation methods was overtopped and when communicative speech went to the fore, much respect was given to converses on topics and situations. Consciousness and deductive thinking was considered to be very important in teaching nominative speech which resulted in conscious-comparative method, where a language learner being aware of enough vocabulary and grammar rules, was not able to communicate. In the second approach a learner being able to speak couldn’t exchange his/her views with foreigners, because the object of the communicative speech stayed abstract, i.e. he/she could speak about him/herself but wasn’t able to understand the intents of a native speaker.
By far communicative-cognitive approach put another task for a language learner: to be aware of the culture of a native speaker and use freely verbal/non-verbal means. It means that effective usage of body language along with language (lexical, grammatical, phonetic) items of speech were included in the modern requirements. Speaking more clearly, knowledge of the native speaker’s culture became the aim, for example, teaching a foreign language and culture, i.e. English/German/French/Japanese/Arabic/Chinese language and culture got the status of the educational objective.
There is a need to comply with the given linguodidactic principle in foreign language classes. But the subject “Foreign language and culture” hasn’t been included into curriculum yet. First of all, there should be worked out a linguotechnology of teaching them simultaneously. In this case we suggest basing on the theoretical information of Linguoculturology, Cognitology and Cross-cultural communication. Teaching/learning language and culture integrated brings to the forming the cumulative method.
We may suggest some prospects for FLT/FLL being expected in near future of Uzbekistan:

• 
  to develop a series of so called teaching-methodological complex (or complete) set for all stages of FLT (from kindergarten up to master’s degree);
  
• 
  to compile Foreign – Uzbek terminological dictionaries on philology and foreign language methodology;
  
• 
  to write textbooks on teaching methodology of English, German, French and other foreign languages. All innovations that have been accumulated in the world linguodidactics and characteristic peculiarities of foreign language learners, namely, language and cultural experience of the Uzbek pupils and students should be taken into consideration;
  
• 
  to elaborate the foreign language general methodology with regard for the contemporary definition of language functions as a means of intercourse (communicative function), instrument of thinking (cognitive function), maintainer of certain nation’s culture (accumulative function) and as a means of developing and educating (personality forming function);
  
• 
  to intensify the writing of such books as: Foreign-Uzbek cross-cultural communication, Comparative typology of cultures, Comparative and Special methodology of FLT (subjects under these names have been introduced and are being taught at Tashkent State Pedagogical University named after Nizami).
  

The history of FLT/FLL may be 2500 years as L.G.Kelly has corroborated in his work [7]. But the worldwide generalized FLT data on the issue has not yet been published in proper way. Though, strictly speaking, much attempt, as we mentioned above, has been made to do so in different regions.
The history of FLT/FLL in Uzbekistan has gone unnoticed beyond the borders of the country because of not being popularized outside of it. For the last years methodological and linguistic findings of Uzbek specialists began to be published in the West including the USA. The present work is one of them.
In conclusion it is necessary to emphasize that in order to cover the field in full an encyclopedic edition, to our mind, should be prepared and published in near future by common efforts of world foreign language methodologists into which the given article may be included as well. This idea could be the subject of another special article.