BA Uzbek Language

A systematic overview of Uzbekistan's history from ancient civilizations of Central Asia through the Timurid period, Russian imperial rule, the Soviet era, and the building of independent Uzbekistan. The course pays special attention to the development of the Uzbek language and literary culture at each historical stage.

Develops skills for critically evaluating media texts and navigating digital information environments. Topics include the nature of media, content creation and distribution, source verification, and digital tools for philological and pedagogical work. Students learn to apply media literacy in their professional practice as language and literature teachers.

A systematic introduction to philosophy covering ontology, epistemology, ethics, and aesthetics. Major philosophical systems from antiquity to the present are examined. Philosophy of language and consciousness receives particular attention as areas directly relevant to philological study. The course develops critical thinking and skills in argumentation.

Introduction to pedagogy as the science of education. Covers the history of educational thought, the main didactic principles, types and forms of instruction, and modern educational standards of Uzbekistan. Examines both domestic and international educational models and provides a basis for the study of subject-specific teaching methodology.

Continuation of EDU101. Deepens understanding of educational theory through the study of general didactics, classroom management, formative assessment, and the theory of upbringing (tarbiya). Students examine modern Uzbek school reform and practice lesson planning and peer feedback. Prerequisite for EDU341.

Principles and technologies of inclusive education ensuring equal access for all learners. Covers work with students with special educational needs, the fundamentals of hospital pedagogy, and the adaptation of Uzbek language and literature teaching materials for diverse learners. Students develop inclusive lesson plans and differentiation strategies.

First module of Uzbek language teaching methodology. Covers principles and approaches (communicative, activity-based), curriculum design, lesson planning, and classroom management for language teaching. Students observe lessons and teach micro-lessons under supervision as part of the 4+2 format (4 days university + 2 days school placement).

Second module of Uzbek language teaching methodology. Deepens competence in teaching specific language aspects (phonetics, vocabulary, grammar, writing) and develops skills in working with textbooks, designing differentiated tasks, and using digital tools in the Uzbek language classroom. Continues the 4+2 school placement format.

Examines contemporary global and national trends in education: competency-based learning, lifelong learning, digital transformation of schools, personalised learning, and inclusive education reform. Analyses leading international education systems and the development trajectory of Uzbekistan's education sector. Special focus on professional development pathways for the Uzbek language and literature teacher.

A practical course in written and oral professional communication in Uzbek. Covers the official-business style, genres of business writing (applications, memos, reports, official letters), and record-keeping standards in accordance with Uzbekistan legislation. Required for all degree programmes.

A foundational theoretical course establishing the linguistic base for all subsequent language modules. Topics include the nature and functions of language, sign theory, levels of linguistic structure (phonological, morphological, syntactic, semantic), typological classification of world languages, and the history of linguistics from ancient grammars to modern cognitive and corpus approaches. The place of Uzbek within the Turkic family is given particular attention.

Introduction to literary studies as a discipline: its subject, methods, and major subdivisions. Covers literary theory (genre, style, narrative, image, chronotope), literary history, and literary criticism. The course builds skills in academic textual analysis and serves as a prerequisite for all subsequent literature modules.

Study of Uzbek oral folk tradition as a living cultural system and the primary source of the literary language. Major genres covered: heroic epic (daston, including Alpomish and G'o'ro'g'li), folktales, legends, lyric genres (lapar, askiya), and minor forms (proverbs, riddles, topishmoqlar). The interaction between folklore and authored literature is analysed throughout.

First module of the Modern Uzbek Literature sequence. Covers the jadidist movement and early 20th-century Uzbek literature: prose and poetry in the period of reform and enlightenment. Key authors include Mahmudxo'ja Behbudiy, Abdulla Qodiriy, Cho'lpon, and Hamza. The module traces the transformation of Uzbek literary language during this pivotal period.

Second module focusing on Soviet-era Uzbek literature (1930s–1960s). Examines Socialist Realism as an ideological and aesthetic framework, major Uzbek prose writers and poets of the period, and the tension between ideological demands and artistic creativity. Authors: Oybek, G'afur G'ulom, Maqsud Shayxzoda.

Third module covering the Uzbek literary 'thaw' of the 1960s–1980s: new themes of individual freedom, moral searching, and national identity. Authors: Abdulla Oripov, Erkin Vohidov, Pirimqul Qodirov, Said Ahmad. Special attention to the renovation of lyric poetry and emergence of modern Uzbek drama.

Fourth and final module of the Modern Uzbek Literature sequence. Focuses on the literature of the independence era (1991–present): new genres, postmodern tendencies, digital literature, and the literary marketplace. Analyses works of leading contemporary authors and prepares students to teach modern Uzbek literature in secondary school.

First module of the Uzbek Literature survey. Covers ancient and early medieval literature of Central Asia: pre-Islamic oral traditions, the Orkhon inscriptions, and early written monuments of the Turkic world. Examines the transition from oral to written culture and the formation of the Uzbek literary tradition.

Second module covering medieval Uzbek literature (10th–15th centuries): Sufi poetry, court literature, and the classical canon. In-depth study of Yusuf Xos Hojib, Ahmad Yugnakiy, and the tradition leading to Alisher Navoiy. Examines the Chagatai literary tradition and the Persian-Turkic bilingual cultural space.

Third module centred on the classical peak of Uzbek literature — the Timurid Renaissance (15th century). Detailed study of Alisher Navoiy's poetic and prose output, his language reform, and his role in establishing Uzbek as a literary language equal to Persian. Also covers Zahiriddin Muhammad Bobur and other Timurid authors.

Fourth module covering Uzbek literature from the 16th–19th centuries: post-Timurid decline and revival, regional literary schools (Fergana, Khorezm, Bukhara), and 19th-century critical poetry. Authors: Muqimiy, Furqat, Nodira, and Uvaysiy. The module traces the transition towards modern literature.

An intensive practical course consolidating all aspects of Uzbek language use: phonetics, spelling, grammar, vocabulary, and stylistics. Focuses on developing error-free written and oral production in both academic and professional registers. Students work extensively with authentic texts, dictionaries, and corpus resources. Forms the practical foundation for all major language courses.

An overview course in world literary history providing a comparative context for Uzbek literature. Covers ancient literature (Homer, Greek tragedy), medieval European and Eastern literature, the Renaissance (Shakespeare, Dante), Enlightenment, 19th-century Realism, and 20th–21st century literature. The dialogue between Eastern and Western traditions is emphasised throughout.

Territorial variation of the Uzbek language: Karluk, Kipchak, and Oghuz dialect groups. Covers phonetic, morphological, and lexical features of major dialect zones, dialect atlases and dictionaries, and field linguistics methods. The course includes two weeks of compulsory field practice (dialectological expedition) and practical work with dialect texts.

First module of Uzbek literature teaching methodology. Covers principles of literary education in school, selection of texts, organisation of reading and analysis activities, and teaching of classical Uzbek literary texts. Students develop approaches to studying epic, folk, and classical poetry in the secondary classroom.

Second module of Uzbek literature teaching methodology. Focuses on teaching modern and contemporary Uzbek literature, developing students' reader response, organising literary discussions and creative writing. Students design complete units, including assessment criteria for written work. Continues the 4+2 format.

A capstone theoretical course systematising the conceptual apparatus of literary studies: categories of genre, style, narrative, chronotope, and image. Major theoretical schools are examined (formalism, structuralism, reception aesthetics, poststructuralism) and applied to Uzbek literary texts. Students produce an extended theoretical essay.

An advanced theoretical linguistics course synthesising knowledge acquired throughout the programme. Covers contemporary paradigms: generative grammar, functional linguistics, pragmatics, cognitive linguistics, and corpus linguistics. Applied to Uzbek language data. Serves as the main theoretical foundation for the final thesis in linguistics.

Dedicated study of Uzbek literature since 1991. Examines the transformation of the literary process under independence: new genres, postmodern aesthetics, digital literature, minority and diaspora voices, and the literary market. Close reading of leading contemporary authors prepares students to teach current Uzbek literature confidently.

Traces the evolution of Uzbek from ancient Turkic written monuments (Orkhon inscriptions) to the contemporary standard. Covers the Chagatai (Middle Turkic) period, Navoiy's language reform, Soviet-era alphabet changes (Arabic script → Latin → Cyrillic), and the post-independence return to the Latin script. Students read and comment on texts from different historical periods.

Comparative study of the world's major religious traditions: Islam, Christianity, Buddhism, Judaism, and others. Special emphasis on the history of Islam in Central Asia and its influence on Uzbek literature and culture, including Sufi poetry and Islamic motifs in classical and modern literature. The course cultivates a tolerant and analytical approach to religious diversity.

A block of student-choice courses allowing in-depth specialisation in one of several offered areas: comparative linguistics, Uzbek media linguistics, translation studies (Uzbek–Russian/English), computational linguistics, Eastern classical poetry, or other annually updated offerings. Students select courses in consultation with their academic advisor.

Practical placement delivered in 4+2 format throughout years 2–4 (4 days university + 2 days school). Includes: introductory practice (Year 1, Semester 2 — 'Uzbek Folklore', 2 weeks); dialectological field practice (Year 2, Semester 4 — 2 weeks); teaching practice (Years 2–4 — lesson delivery under mentor supervision); and pre-graduation practice. Students submit a written portfolio and reflective report after each placement.

An introductory survey of psychological science covering sensation, perception, attention, memory, thinking, and speech. The course emphasises psycholinguistic aspects of language acquisition, which are directly relevant to future teaching of Uzbek language and literature. Students learn to connect psychological theory with pedagogical practice.

Continuation of PSY101. Covers personality theory, social psychology, developmental psychology across the lifespan, and motivational structures in learning. Special focus is placed on the psychology of adolescence and its implications for secondary-school teaching of Uzbek language and literature.