NATIONAL AND ETHNOPEDAGOGICAL FOUNDATIONS OF DEVELOPING INTERCULTURAL COMMUNICATIVE COMPETENCE IN ENGLISH LANGUAGE TEACHING IN UZBEKISTAN

Аннотация

The paper examines the national foundations on which intercultural communicative competence (ICC) is developed in English language teaching in Uzbekistan, and shows how the ethnopedagogical tradition can serve as teaching material rather than as decoration. The study analyses three groups of sources: state documents on foreign language education, works of Uzbek pedagogy on national upbringing, and classical texts of the regional didactic tradition such as Qutadg'u bilig, Qobusnoma, Mahbub ul-qulub and Turkiy Guliston yoxud axloq. The analysis shows a gap between the aim declared in educational policy and the way the aim is realised in the classroom. Policy requires a graduate able to communicate with representatives of other cultures; practice, especially in non-philology faculties, largely offers information about the countries of the target language and leaves the student's own culture outside the lesson. The paper argues that the ethnopedagogical tradition supplies exactly what is missing — ready material on forms of address, hospitality, politeness, refusal and advice, in which the student's own practice becomes an object of reflection and of explanation to a foreign partner. Three functions of ethnopedagogical material in the English lesson are distinguished: as content for comparison, as the subject of mediation tasks, and as the ground for critical cultural awareness. The paper concludes that the national dimension of ICC is not an addition to the international approach but the condition under which it works in a local classroom.