Raqamli texnologiyalarning Yangi O‘zbekiston rivojiga ta’siri

 
RAQAMLI TEXNOLOGIYALARNING 
YANGI 
O‘ZBEKISTON
 RIVOJIGA 
TA’SIRI
 
Xalqaro ilmiy-amaliy konferensiyasi
 
work of Cummins 
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; in particular, he made a distinction between informal conversational language 
and more formal academic language in his research on children developing bilingual competence at 
school. This distinction generated controversy from the beginning, but has nonetheless proved 
valuable in drawing attention to the many ways that individuals use and understand language in 
education, as well as more generally. Nevertheless, as “content
-based langua
ge teaching” developed, 
it was unclear how the relationship between “content learning” and “language learning” was to be 
articulated. During the same time period, research was increasingly pointing to the need for explicit 
attention to language itself as part of the second-language learning process in school contexts, as 
exposure to the language alone did not lead to development of proficiency. Whereas initially this 
research primarily studied the ways teachers helped ELs use English with greater accuracy by 
providing feedback on errors, subsequently the main focus of research on English development has 
changed in recognition that learners inevitably make errors as they expand their meaning-making 
repertoires.
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This study concludes that
 
english learners (ELs) bring a wealth of resources to science, 
technology, engineering, and mathematics (STEM) learning, including knowledge and interest in 
STEM-related content that is born out of their experiences in their homes and communities, home 
languages, variation in discourse practices, and, in some cases, experiences with schooling in other 
countries. ELs are those students ages 3 through 21, enrolled in an elementary or secondary school, 
not born in the United States or whose native language is a language other than English, and whose 
proficiency in speaking, reading, writing, or understanding the English language may be sufficient 
to deny the individual the ability to successfully achieve in classrooms where the language of 
instruction is English. The diversity of ELs includes heterogeneity in cultures, languages, and 
experiences that may have an impact on these students’ education (including the contexts that 
expose them to risk factors that may have negative impacts).
REFERENCES: 
1.
Ahmadjonova , 
O. A. (2023). Developing students’ communicative competence on the basis 
of STEM educational technology : history and future. Innovative Development in Educational 
Activities, 2(10), 162
–
168. (2023) https://doi.org/10.5281/zenodo.7989045 
2.
Bybee, R. W. The Case for STEM Education- Challenges and Opportunities, NSTA Press, 2013 
3.
Howard, N. R., & Ifenthaler, D. (2018). Integrating STEM opportunities for young learners, 
Tech Know Learn, 23, 195-197.
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Cummins, J. (1981). The role of primary language development in promoting education success for language minority 
students. In California State Department of Education (Ed.), Schooling and Language Minority Students: A Theoretical 
Rationale (pp. 3–29). Los Angeles: California State University
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Valdés, G. (2005). Bilingualism, heritage language learners, and SLA research: Opportunities lost or seized? The Modern 
Language Journal, 89(3), 410–426 

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