American Journal of Language, Literacy and Learning in STEM Education (2993-2769)
American Journal of Language, Literacy and Learning in STEM Education (2993-2769) is an open-access and double-blind peer-reviewed international journal that aims to publish original research articles, case studies, and review papers. Journal is an interdisciplinary forum for researchers that address the intersection of education and STEM learning technologies. It aims to provide implications and scopes to develop and enhance STEM education as well as the uses of technology in education at all levels across the globe. It focuses to deliver perspectives at all levels, from the micro-level of explicit educational methods and tools to be used in the learning management system, educational institutional management method, development, and implementation, curriculum & content development, graduate employability, and quality education, to the macro-level of national policies and implementations; from primary education levels to adults in both territory and vocational education levels in schools, institutions and higher institutions to online, offline and lifelong learning.
Metaphorical Expressions in the Uzbek Language and Their Communicative Functions
This study investigates metaphorical expressions in the Uzbek language and explores their communicative functions in everyday speech, literature, and media. Metaphors serve not only as stylistic devices but also as cognitive and cultural tools, enabling speakers to convey abstract ideas, emotions, and social values effectively. The research provides a theoretical framework for understanding metaphors, classifies their types, and analyzes their role in facilitating communication, enriching stylistic expression, and reflecting cultural identity. Examples from contemporary Uzbek language and literature illustrate the multifunctional nature of metaphors. The study emphasizes the importance of integrating metaphor analysis into language education, translation practices, and intercultural communication to enhance comprehension and preserve linguistic richness.
Copyright (c) 2026 American Journal of Language, Literacy and Learning in STEM Education (2993-2769)
Contributions of Human Values in the Society Development
This study makes an effort to delve into the significance of human values in today's interconnected world. Without human values, human civilization may not be able to maintain itself. Consequently, we must have this conversation in order to raise contemporary society's consciousness of human values. Everybody can see that modern civilization is in the midst of a lot of problems. The contemporary world is well-known to be experiencing a human value crisis. It is thought that by putting human values into practice in every culture, a number of national and international issues might be resolved. In order to achieve this, human dignity must be held in the greatest esteem by all members of human society. When it comes to society, human values are paramount. Priority is given to human ideals rather than societal values. A person's view of humanity as a whole is what gives them worth. While it's true that people are society's primary focus, it's also true that contemporary society can never really disappear so long as people are a part of it. Because of how much better communication is now because to technology, our words, deeds, and thoughts directly impact a wider audience than in the past. By writing this piece, the author hopes to get a better grasp of human values' societal relevance and the role they've played in shaping modern civilization.
The Role of Teachers in Students’ Educational Journey
Teachers play a vital role in shaping students’ academic achievement, personal growth, and social development. Beyond delivering subject knowledge, teachers influence learners’ attitudes, values, and motivation toward learning and life. Through guidance, encouragement, and constructive feedback, teachers help students build confidence, develop critical thinking skills, and discover their individual strengths. A supportive teacher can inspire curiosity, foster resilience, and create a positive learning environment where students feel safe to express ideas and take intellectual risks. Moreover, teachers often serve as role models, demonstrating ethical behavior, responsibility, and respect, which students may carry into their future personal and professional lives. Therefore, the role of a teacher extends far beyond the classroom, contributing significantly to students’ lifelong development and success.
Social Service of a Teacher as a Factor in the Ecologization of Public Consciousness
This article investigates the role of a teacher's social service in the greening of public relations and consciousness. The central thesis is that a teacher's perception of their work as a cultural mission and vocation is a key mechanism for fostering environmental awareness among students. The study employs a theoretical methodology, analyzing the intersection of pedagogical activity and social service through the lens of motivation theories (e.g., Maslow, McClelland) and educational concepts. The mechanisms through which the pedagogical process interacts with the socio-cultural environment to promote ecological values are examined. The case of Uzbekistan is used to illustrate the integration of social service concepts into national policy and educational reform aimed at sustainable development. The conclusion posits that a teacher's internal motivation, framed as a calling, is crucial for effective ecological education and, consequently, for the ecologization of public consciousness. The research contributes to understanding the motivational foundations of pedagogical professionalism in the context of global environmental challenges.
From Ethnic Inheritance to Futuristic Societies: Identity, Alterity, and World-Building in Ursula K. Le Guin
Ursula K. Le Guin is frequently celebrated for her radical reimagining of gender, culture, and society within speculative fiction; however, critical discussions often underplay the significance of her ethnic positionality as a white American writer in shaping these imaginative worlds. This article argues that Le Guin’s early exposure to anthropology and Indigenous cultural frameworks mediated through her upbringing in an intellectually cross-cultural environment produced a hybrid epistemic identity that profoundly influenced her literary world-making. Rather than writing from an unexamined position of Western authority, Le Guin transforms her whiteness into a site of ethical questioning and cultural reflexivity. Through a close reading of The Left Hand of Darkness (1969) and Always Coming Home (1985), this study demonstrates how Le Guin’s speculative societies resist fixed notions of gender, ethnicity, linear progress, and imperial dominance. The androgynous world of Gethen and the future ethnography of the Kesh people reveal a sustained critique of Western binaries and colonial modes of knowledge production. By situating Le Guin’s fiction within debates on ethnicity, anthropology, and cultural hybridity, this article offers a nuanced understanding of how early cultural exposure shaped her lifelong engagement with alternative futures. The study contributes to scholarship on speculative fiction by foregrounding authorial ethnicity as a productive, rather than limiting, force in literary imagination.
Copyright (c) 2025 American Journal of Language, Literacy and Learning in STEM Education (2993-2769)
Shaping the Future from the Margins: Afro-American Identity, Survival, and Radical Hope in Octavia E. Butler’s Parable Novels
Octavia E. Butler emerges as a foundational figure in American speculative fiction by foregrounding Afro-American experience within dystopian futures. This article argues that Butler’s racial identity as an Afro-American writer decisively shapes the social, ethical, and political imagination of Parable of the Sower and Parable of the Talents. Rather than treating the future as a detached or universal space, Butler constructs dystopian worlds that extend historical patterns of racial inequality, economic dispossession, and institutional violence. Through the protagonist Lauren Olamina and the philosophy of Earthseed, Butler reframes survival as a collective, adaptive, and morally grounded practice rooted in Afro-American historical consciousness. The study situates the Parable novels within Black feminist thought and Afrofuturist discourse to demonstrate how Butler resists dominant narratives of progress and technological salvation. Her fiction insists that the future cannot erase race but must confront its enduring structures. By analysing how Butler integrates race, embodiment, and ethical responsibility into speculative world-building, this article highlights her contribution to reimagining futurity as an ongoing struggle shaped by memory, resilience, and communal care. The article contributes to contemporary literary scholarship by foregrounding Afro-American identity as the generative force of Butler’s dystopian imagination.
The Association of Social Media to Body Image and Effects on Adolescents Self-Esteem in Some Selected Schools in Bamenda I Sub Division
The pervasive use of social media has transformed how adolescents perceive themselves, often shaping body image ideals and influencing self-esteem. Body Image Perception refers to how adolescents view and evaluate their physical appearance relative to societal and media standards. Self Esteem is an adolescent’s overall sense of self-worth and confidence, influenced by external validation and internal assessment. Peer Comparison refers to the process through which adolescents evaluate their appearance and achievements in relation to peers. Online validation is all about likes, comments, and feedback that reinforces self-perception positively or negatively. This study examined the association between social media usage, body image perception, and self-esteem among adolescents in selected secondary schools in Bamenda I Sub-division, North West Region of Cameroon. The study was guided by Social Comparison Theory (Festinger, 1954), which explains how adolescents evaluate themselves by comparing to peers and media figures; Objectification Theory (Fredrickson & Roberts, 1997), highlighting how societal focus on appearance fosters self-objectification; Self-Discrepancy Theory (Higgins, 1987), describing emotional discomfort from mismatches between actual and ideal selves; and Uses and Gratifications Theory (Katz, Blumler, & Gurevitch, 1974), which explains adolescents’ active engagement with media to fulfill needs such as social validation and entertainment. Employing a cross-sectional mixed-methods design, 250 adolescents were selected via stratified random sampling. Quantitative data were collected using standardized questionnaires on social media engagement, body image dissatisfaction, and self-esteem, while qualitative data were obtained via focus group discussions. Quantitative analysis included descriptive statistics, Pearson correlation, ANOVA, and multiple regression. Qualitative data were thematically analyzed. Results indicated a significant positive relationship between social media use and body dissatisfaction (r = .42, p < .001), and a significant negative relationship between body dissatisfaction and self-esteem (r = -.48, p < .001). Regression analysis revealed that social media exposure predicted 32% of the variance in self-esteem outcomes (R² = .32, F (3, 246) = 38.56, p < .001). Qualitative findings highlighted peer comparison, exposure to idealized images, and online validation as central factors influencing body image and self-perception. The study concludes that excessive social media engagement contributes to negative body image and lower self-esteem among adolescents. Strong recommendations include integrating digital literacy programs into the curriculum to teach adolescents critical thinking skills in interpreting social media content, especially regarding unrealistic beauty standards and edited images. Establish school-based counseling services were trained counselors can support adolescents struggling with body image or low self-esteem. Promote extracurricular activities such as sports, arts, and debate clubs that build confidence, resilience, and self-worth beyond physical appearance. Organize seminars and workshops on self-esteem, self-acceptance, and healthy social media use, involving teachers, parents, and students. Monitor and guide social media use at home by setting healthy screen-time limits and encouraging positive online engagement. Model positive body image and self-acceptance at home, avoiding negative body talk or comparisons that may reinforce insecurities. Encourage open communication with adolescents about the pressures they face online, creating a safe space for discussions without judgment. Promote alternative activities such as reading, sports, and volunteering that shift focus from appearance-based validation to skill-based or value-based achievement, awareness campaigns on responsible social media use, and parental guidance to mitigate adverse psychological outcomes.
Tashkent - The Center of Islamic Civilization
Tashkent occupies a special place in the socio-economic, cultural and spiritual development of Central Asia and has made a significant contribution to the centuries-old historical and evolutionary processes of development. In this place there are ruins of ancient Kangaroo settlements, in particular architectural monuments built in Tashkent in the Middle Ages, as well as many historical, archaeological and cultural monuments preserved in the city of Tashkent and its surroundings. The article provides information about scientists who lived in Tashkent in the Middle Ages and made a great contribution to the Islamic civilization.
The Role of Plot and Conflict in O'tkir Hoshimov's Novel "Lives Passed in a Dream"
This paper analyzes the issues of plot and conflict in O'tkir Hoshimov's novel "Lives Passed in a Dream." In the work, the plot is constructed based on real-life events and develops through the contradictions between human fate, society, and the individual. The novel's plot is enriched not so much by sequential events as by the characters' inner experiences, psychological struggles, and life choices. Conflicts are primarily internal (psychological) and external (social) in nature, serving to reveal the main characters' spiritual quests, pangs of conscience, and the problems of the era.
Legal Basis of the Prosecutor's Powers at the Stage of Initiating a Criminal Case
This article analyzes the prosecutor's powers and their limitations at the stage of initiating a criminal case, based on the provisions of the Criminal Procedure Code. The procedural involvement of the prosecutor in the pre-investigation verification process and the possibilities of influencing decisions on initiating or refusing to initiate criminal proceedings are examined based on legal norms.
Lexicography and its Role in the Formation of a Linguistically Competent Language Personality
This article analyzes the role and significance of lexicography in the formation of a linguistically competent language person scientifically and theoretically based on Russian language materials. In the course of the research, the essence of the discipline of lexicography, the stages of historical development of Russian lexicography, the main types of dictionaries and their functions in the development of language competence are highlighted. The role of explanatory, translation, terminological and phraseological dictionaries in the educational process is also revealed, and their potential for the formation of lexical, communicative and intercultural competence in learners is shown. The article scientifically substantiates the fact that working with lexicographic sources is an important factor in the development of the language person's independent thinking, speech culture and skills in observing language norms.
Connotative Meaning of Uzbek Verbs: Evaluative, Emotive and Stylistic Components in Lexicographic and Literary Data
Connotation is often treated as a secondary layer of meaning; however, in verb semantics it plays a central role in shaping evaluation, emotional colouring, and stylistic positioning. This paper investigates the connotative meaning of Uzbek verbs with particular attention to their evaluative, emotive, and stylistic components as reflected in lexicographic descriptions and literary usage. The study is based on qualitative analysis of verb entries drawn from the Uzbek Explanatory Dictionary and contextual examples extracted from classical and modern Uzbek prose, including works by Abdulla Qodiriy and O‘tkir Hoshimov. By examining near-synonym verb sets, the research demonstrates that connotative distinctions among Uzbek verbs are systematic and relatively stable, rather than incidental or contextually random. The findings show that evaluative judgement, emotional stance, and register are encoded in verb choice and significantly influence interpretation in discourse. The paper argues that connotative information should be treated as an integral part of verb semantics and more explicitly represented in lexicographic practice and literary analysis.
Mirzaabdullaeva Makhliyoxon Khosiljon qizi
Linguopragmatic Features of Comic Effects in the Process of Speech Communication
The article examines the pragmatic significance of a comic text in the process of speech communication and the pragmatic functions of comic effects in the process of speech communication. It has been established that in comic speech situations, language units create locative, illocutionary, and perlocutionary acts.
A Critical Reconsideration of its Role in Contemporary English Language Education
Explicit grammar instruction has long occupied a central position in English language education, functioning simultaneously as a pedagogical foundation and an institutional marker of academic legitimacy. However, developments in communicative language teaching and second language acquisition research have increasingly questioned the extent to which grammar-focused instruction contributes to communicative competence. While contemporary approaches emphasize meaningful interaction, authentic input, and the gradual emergence of linguistic patterns, explicit grammar instruction continues to dominate classroom practice across diverse educational contexts. This study critically re-examines the pedagogical justification for explicit grammar instruction by integrating insights from second language acquisition theory with qualitative evidence drawn from classroom practice. Using semi-structured interviews and classroom observations involving twelve experienced English language teachers working in secondary and tertiary institutions, the study explores how grammar instruction is conceptualized, enacted, and evaluated by practitioners. The findings indicate that explicit grammar instruction persists primarily due to its symbolic, pragmatic, and institutional functions, providing structure, accountability, and a sense of progress for both teachers and learners[1]. At the same time, participants consistently acknowledged the limited transfer of explicitly taught grammar to spontaneous communicative use[2]. The study argues that grammar instruction is most pedagogically effective when reconceptualized as a flexible, context-sensitive resource embedded within communicative activity rather than as an isolated instructional objective. Implications for teacher education, classroom practice, and future research are discussed[3].
Pragmatic Features of the Concept of "Honesty
This article examines the pragmatic features of the lexeme "halollik" (honesty) in the Uzbek language from the perspective of cognitive linguistics. The study considers "honesty" not only as an ethical concept but also as a pragmatic tool expressing communicative intention, evaluative position, and social norms in discourse. The analysis focuses on the relationship between the lexeme and speech acts, implicature, evaluative pragmatics, discursive functions, and cultural cognitive models. Particular attention is paid to how pragmatic meanings associated with "honesty" are realized in different communicative contexts. The findings demonstrate that the lexeme possesses strong pragmatic potential and reflects culturally embedded cognitive and social values in the Uzbek linguistic consciousness.
Affective Influences on Oral Communication: Investigating Students’ Reluctance to Speak in Language Classrooms
Affective factors play a crucial role in the development of oral proficiency in second language learning. Among these factors, inhibition and second language ego significantly influence learners’ willingness to participate in speaking activities and their overall communicative competence. This article examines how varying levels of inhibition affect the formation of a second language ego across different age groups, with particular attention to adolescent learners. Drawing on theoretical perspectives from second language acquisition research, the study highlights the relationship between anxiety, affective filter, and oral language performance. The discussion emphasizes that high levels of inhibition and negative language ego can hinder learners’ oral development, whereas reduced anxiety and a positive second language ego facilitate effective communication. The article concludes by underscoring the importance of creating supportive, low-anxiety classroom environments that encourage risk-taking and active participation. Such pedagogical practices can help learners build confidence, reduce affective barriers, and enhance their oral proficiency in the target language.
This article discusses the interrelation between folk proverbs and aphorisms, the influence of oral creativity on written literature, and the principles by which the wise sayings of representatives of written literature turn into folk proverbs. Folk proverbs, in fact, were once uttered by a certain individual, but over time they adapted to the people’s taste and way of life and became folklore samples. The author of the expressed idea is forgotten. Folklore usually develops by constantly drawing nourishment from written literature; in particular, the edifying thoughts of great thinkers, poets, and statesmen create a broad foundation for the expansion of folk proverbs. The article puts forward scholarly views precisely on this issue.
Formative Assessment in English Teaching: Improving Learning Outcomes
Formative assessment has become one of the most powerful drivers of progress in English language teaching (ELT) because it makes learning visible while it is still in progress. Unlike summative assessment, which judges achievement at the end of a unit, formative assessment supports learners during learning through timely feedback, clear success criteria, and purposeful adjustments to instruction. This article explains the concept and key principles of formative assessment in ELT, demonstrates practical classroom techniques for assessing speaking, listening, reading, and writing, and discusses how formative assessment improves motivation, autonomy, and measurable learning outcomes. It also addresses common challenges—large classes, time limitations, exam pressure, and reliability—and offers realistic solutions. The article concludes that effective formative assessment is not an additional burden but a teaching mindset: eliciting evidence of learning, interpreting it accurately, and acting on it to move learners forward.
Developing Creative Abilities of Future Pre-Conscription Primary Training Teachers through Interactive Pedagogical Methods
This article examines the role of interactive pedagogical methods in developing the creative abilities of future teachers of pre-conscription primary training. The study highlights the effectiveness of digital educational tools, reflective and collaborative approaches in enhancing visualization, individualization of learning, and the activation of creative thinking. Particular attention is paid to pedagogical methods such as brainstorming, clustering, case study, mind mapping, debate, and problem-based learning, which contribute to the development of independent thinking, problem-solving skills, pedagogical flexibility, and professional reflection. The research emphasizes that the integrated application of these methods transforms students from passive recipients of knowledge into active participants in the educational process, thereby accelerating their personal and professional development. The findings demonstrate that the selected pedagogical approaches serve not only as methodological tools but also as psychological and pedagogical mechanisms that foster innovative thinking, professional competence, and competitiveness of future teachers within the modern educational environment.
Linguistic and Literary Analysis of Phraseological Units in Uzbek Literature
The article discusses the linguistic nature of phraseologisms in Uzbek fiction, the history of their formation, their place in the artistic text, the need for use, and the semantic and stylistic features of expressions. The article analyzes the comprehensive importance of phraseological units in creating the image of the hero and increasing the emotionality of the work, and talks about the issues of expressing the national color in the language.
The Shaibanid Dynasty's System of Government
this article provides information on the reforms in the field of the public administration system of the Bukhara Khanate during the reign of the Shaybanids, the formation, centralization, central and local administration of the Bukhara Khanate, as well as the family administration of the Shaybanid dynasty in Movarunnahr, administrative and clerical work on individual estates under them is analyzed.
Effectiveness of Task-Based Language Teaching in Teaching English as a Foreign Language: A Comparative Study in Higher Education
This study compares task-based language teaching (TBLT) with traditional grammar-translation methods in the context of an English as a Foreign Language (EFL) university in Uzbekistan. Using a quasi-experimental design with 110 undergraduate students over 16 weeks, the study examines learning outcomes in terms of language skills, motivation, and implementation difficulties. However, traditional teaching shows an initial advantage in discrete grammar knowledge, but this difference decreases over time. Qualitative findings reveal implementation difficulties such as the complexity of task design, time management, and students’ resistance to unfamiliar methods. The study provides empirical evidence supporting the effectiveness of TBLT and provides practical recommendations for teachers moving from traditional approaches to task-based approaches in EFL contexts.
Formation of Translation Competence as an Important Component of Professional Training for Linguists Majoring in “Translation and Translation Studies”
This article examines certain aspects of the professional training of linguistics students majoring in “Translation and Translation Studies” within the framework of a competence-based approach, which appear to be important for the development of translation competence. The development of competencies occurs through the formation of a range of knowledge, skills, and abilities that graduates need to carry out translation activities. An analysis of the content of professional and translation competence makes it possible to identify ways to improve the effectiveness of the educational process, as well as to correlate the competencies defined by the federal state educational standard in linguistics with the competencies required in the translation services market.
Methods for Increasing the Vocabulary of Primary School Students
The development of students’ speech is primarily connected with enriching their vocabulary. Working on vocabulary plays a significant practical role in increasing word stock. In the process of conducting vocabulary work based on the studied text, students become practically familiar with archaic words, newly coined words, profession-related vocabulary, dialectal words, and words characteristic of the literary style. This article presents information on methods for increasing the vocabulary of primary school students.
Inclusive Education Teaching Practices and Use of Digital Storytelling among Non-Sped Teachers in Public High School
This study explored the use of digital storytelling (DST) as an instructional tool for inclusive teaching among non-SPED teachers at Zapatera National High School in Cebu City, Cebu. It aimed to determine the extent of DST tool utilization, identify inclusive teaching strategies employed by teachers, assess the perceived effectiveness of DST in enhancing learning outcomes, and examine the challenges and support needs associated with its implementation. The study employed a quantitative, descriptive-correlational research design, with data collected from 20 non-SPED teachers using a validated, researcher-made questionnaire. Results indicated that teachers perceived digital storytelling as highly effective in improving student engagement, comprehension, attention, creativity, and digital literacy. Despite these positive perceptions, the actual use of DST tools was limited. Teachers primarily utilized commonly accessible platforms, such as PowerPoint, Canva, and Google Slides, while many other digital storytelling tools were rarely or never employed. This limited utilization was attributed to several challenges, including time constraints, insufficient ICT resources, lack of technical skills, and inadequate administrative support. The results showed that teachers consistently practiced inclusive teaching by using visual aids, creating supportive classroom environments, and giving clear instructions to learners. Although the use of digital storytelling tools alone was not directly linked to improved learning outcomes, the study found a moderate relationship between inclusive teaching practices and the effectiveness of digital storytelling. This indicates that digital storytelling is most effective when it is thoughtfully integrated with inclusive strategies in lesson planning and classroom instruction.
Pb (II) Ion Removal from Aqueous Solutions by Adsorption Using Polypyrrole/Poly (Para Nitroaniline)/Poly (Para Hydroxyaniline) Applications of Composites in Soil Technology
The efficiency of employing polypyrrole, poly(p-nitroaniline), and p-hydroxyaniline as adsorbents to remove lead (Pb²⁺) ions from aqueous solutions is examined in this work. These functionalized chemicals and conducting polymers have active binding sites and a large surface area, which improves their capacity to absorb heavy metal ions. The study looks at a number of variables that affect adsorption efficacy, such as adsorbent dosage, initial Pb2+ concentration, pH, and contact time. The results reveal that all three materials have a great deal of potential for removing Pb2+ ions, while their efficiency varies according to their surface characteristics and chemical makeup. The results imply that these substances may hold promise for heavy metal-contaminated wastewater treatment applications.
Non-Hermitian Effects on Plasmonic Resonances in Two-Dimensional Nanostructures
Two-dimensional (2D) nanostructures are the focal point of their plasmonic resonances that are the foundation for modern nanophotonics to manipulate and localize light on a sub-diffraction regime. Such types of resonances are the foundation for several potential applications including ultra-sensitive biosensors, energy-harvesting technology, and photonic integrated platforms. Heretofore, it has been feasible to investigate implications only within idealized Hermitian models of lossless and gainless regimes and thus on the naturally non-Hermitian interactions of actual nanoscale systems. This has constrained the predictive power of theory and slowed productive progress in the design of plasmonic devices. This asymmetry is dealt with here in careful examination of spectral plasmonic resonance properties and stability in 2D nanostructures' non-Hermitian physics. Notable is a resonance frequency shift, linewidth variation, and exceptional points (EPs)—singularities with special non-Hermitian behavior and direct technological relevance. From advanced finite-difference time-domain (FDTD) simulations, the work accurately follows nanoscale electromagnetic coupling and yields quantitative descriptions of eigenmode coupling processes. We find that non-Hermitian effects cause dramatic wavelength shifts of resonances and staggering colossal local field amplifications at EPs far greater than those of their Hermitian counterparts. This paves the way to ultra-sensitive optical sensing, ultra-efficient energy-harvesting performance, and optimal design of integrated photonic circuits. By bridging the gap between idealized theoretical descriptions and nanoscale physics, the book gives not only profound insight into non-Hermitian plasmonics but also a platform for next-generation nanophotonic devices.
Issues Related to the Types of Procedural Functions of the Head of the Investigative Body
This article analyzes issues related to the types of procedural functions of the head of the investigative body. Additionally, problems concerning two groups of functions performed by the head of the investigative body have been thoroughly examined. Furthermore, the work of national and foreign scholars, as well as relevant legislation, has been analyzed.
Communicative Language Teaching in Academic Lyceums: Challenges and Solutions
Academic vocabulary is a critical component of English Language Learners’ (ELLs) success in K–12 classrooms, as it directly influences comprehension, participation, and overall academic achievement across content areas. This article explores the challenges ELLs face in acquiring academic vocabulary and emphasizes the importance of explicit and systematic instruction alongside opportunities for incidental learning. Drawing on research in second language acquisition, including Krashen’s monitor model and the benefits of extensive reading, as well as Chomsky’s Universal Grammar, the study highlights how a language-rich, supportive classroom environment fosters vocabulary development. Practical strategies for teaching academic vocabulary—such as contextualized instruction, repeated exposure, and active use in speaking and writing—are discussed. The findings suggest that integrating structured vocabulary teaching with communicative and content-based activities enhances linguistic proficiency, boosts learner confidence, and supports cognitive and academic growth, ultimately enabling ELLs to succeed in both language and subject-area learning.
The study examined the challenges encountered by teachers when applying Communicative Language Teaching (CLT) in second language instruction. CLT is widely regarded as one of the most effective approaches to language teaching; however, from teachers’ perspectives, it presents several practical difficulties. This approach aims to develop native-like proficiency and pronunciation while fostering the integrated development of the four language skills: reading, listening, speaking, and writing. As a result, successful implementation of CLT depends on a well-designed curriculum and appropriately selected instructional content that encourages meaningful interaction in the classroom. Despite its advantages, teachers may struggle to achieve optimal outcomes through CLT when learners show low motivation or limited interest in communicative activities. Another significant challenge arises when students fail to consistently use the target language, even though active practice is essential for language acquisition. Furthermore, translating theoretical CLT principles into effective classroom practice can be difficult, particularly when implementing the prescribed curriculum and materials. These challenges highlight the complexity of applying Communicative Language Teaching in real classroom contexts.