This article examines the methodological possibilities of developing students’ functional literacy in mother tongue lessons through the use of texts related to natural sciences. Functional literacy is interpreted as the ability of learners to understand, analyze, interpret and apply information in real-life, academic and social contexts. In modern education, language learning can no longer be limited to the memorization of grammatical rules or reproduction of ready-made texts. It should support students’ ability to work with different types of information, including scientific, ecological, biological, geographical and technological content. The integration of natural science texts into mother tongue lessons creates favorable conditions for developing reading comprehension, scientific vocabulary, argumentation, critical thinking, written communication and problem-solving skills. The article is based on theoretical analysis of pedagogical, linguistic and methodological literature, as well as the principles of interdisciplinary learning and competency-based education. The results show that natural science texts enrich the content of mother tongue education, strengthen students’ cognitive activity and prepare them to use language as a practical tool for learning, communication and decision-making. The article proposes methodological approaches for selecting, analyzing and using natural science texts in mother tongue lessons.
Developing Students’ Functional Literacy in Mother Tongue Lessons Based on Texts Related to Natural Sciences
DOI:
Keywords:
Abstract
Downloads
References
OECD. PISA 2022 Assessment and Analytical Framework. – Paris: OECD Publishing, 2023. – DOI: 10.1787/dfe0bf9c-en.
OECD. PISA 2018 Assessment and Analytical Framework. – Paris: OECD Publishing, 2019. – DOI: 10.1787/b25efab8-en.
UNESCO. Education for Sustainable Development: A Roadmap. – Paris: UNESCO, 2020. – 66 p. – DOI: 10.54675/YFRE1448.
National Research Council. A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas. – Washington, DC: The National Academies Press, 2012. – 400 p. – DOI: 10.17226/13165.
Shanahan T., Shanahan C. Teaching Disciplinary Literacy to Adolescents: Rethinking Content-Area Literacy // Harvard Educational Review. – 2008. – Vol. 78. – No. 1. – P. 40–59. – DOI: 10.17763/haer.78.1.v62444321p602101.
Norris S. P., Phillips L. M. How Literacy in Its Fundamental Sense Is Central to Scientific Literacy // Science Education. – 2003. – Vol. 87. – No. 2. – P. 224–240. – DOI: 10.1002/sce.10066.
Moje E. B. Foregrounding the Disciplines in Secondary Literacy Teaching and Learning: A Call for Change // Journal of Adolescent & Adult Literacy. – 2008. – Vol. 52. – No. 2. – P. 96–107. – DOI: 10.1598/JAAL.52.2.1.
Fang Z., Schleppegrell M. J. Reading in Secondary Content Areas: A Language-Based Pedagogy. – Ann Arbor: University of Michigan Press, 2008. – 240 p.
Vygotsky L. S. Mind in Society: The Development of Higher Psychological Processes. – Cambridge: Harvard University Press, 1978. – 159 p.
Kress G. Multimodality: A Social Semiotic Approach to Contemporary Communication. – London: Routledge, 2010. – 212 p.
O‘zbekiston Respublikasi Prezidentining 2023-yil 11-sentabrdagi PF-158-son Farmoni “O‘zbekiston — 2030 strategiyasi to‘g‘risida”. – Qonunchilik ma’lumotlari milliy bazasi, 2023.
O‘zbekiston Respublikasi Prezidentining 2019-yil 29-apreldagi PF-5712-son Farmoni “O‘zbekiston Respublikasi xalq ta’limi tizimini 2030-yilgacha rivojlantirish konsepsiyasi to‘g‘risida”. – Qonunchilik ma’lumotlari milliy bazasi, 2019.