PROFESSIONALLY ORIENTED UZBEK LANGUAGE INSTRUCTION IN AGRARIAN HIGHER EDUCATION: A LINGUODIDACTIC MODEL FOR INTEGRATING TERMINOLOGY, ACADEMIC DISCOURSE, AND NATIONAL CULTURAL VALUES

Abstract

This article examines the theoretical, methodological, and pedagogical foundations of professionally oriented Uzbek language instruction in agrarian higher education and proposes an integrative linguodidactic model designed for the formation of students’ communicative, terminological, analytical, and cultural competences in a sector-specific academic environment. The relevance of the topic arises from the growing need to align language education with the communicative realities of specialized professional training, especially in institutions where future agronomists, agroengineers, veterinarians, economists, land managers, food technologists, and environmental specialists must use Uzbek not only as a language of everyday interaction, but as a language of scientific reasoning, professional documentation, field analysis, academic writing, and public communication. The study is grounded in the idea that native-language instruction at university level cannot remain limited to general grammar, literary appreciation, or formal stylistics alone; rather, it must support disciplinary literacy, professional identity formation, ethical communication, terminology management, and the capacity to interpret, produce, and evaluate subject-specific texts. The article synthesizes insights from language-for-specific-purposes research, discourse analysis, higher education pedagogy, terminology studies, and national language policy, while also considering the peculiarities of agrarian discourse, where scientific precision, ecological awareness, regional lexical variation, practical instruction, and socio-cultural embeddedness intersect. Using theoretical analysis, comparative interpretation, content-based pedagogical modeling, and functional discourse examination, the study identifies the core linguistic domains that should structure Uzbek language teaching in agrarian universities: professional terminology, academic genre competence, oral and written field communication, linguistic normativity, text interpretation, speech ethics, interdisciplinary integration,and culturally grounded meaning-making. Based on these domains, the article develops a staged instructional model in which students move from receptive familiarity with disciplinary vocabulary to productive use of professional discourse in reports, annotations, laboratory descriptions, analytical essays, oral defenses, and community-oriented communication tasks. The results show that the effectiveness of Uzbek language education in agrarian institutions depends on at least five interrelated conditions: the contextualization of linguistic material within real professional situations, the systematic development of terminology through thematic clusters, the integration of literary and cultural texts with sectoral realities, the teaching of genre conventions specific to higher education and agriculture, and the use of assessment criteria that value clarity, logical progression, conceptual accuracy, lexical appropriateness, and social responsibility. The article argues that the native language in agrarian education should be treated not as an auxiliary subject but as a foundational epistemic instrument through which students conceptualize reality, negotiate knowledge, preserve national intellectual heritage, and participate in the modernization of agriculture. In this sense, Uzbek language instruction becomes a strategic site for strengthening scientific literacy, professional communication culture, and the humanistic orientation of agricultural education. The proposed model may be applied in curriculum design, syllabus revision, textbook development, classroom practice, and teacher training, and it also offers a conceptual basis for future empirical research on language education in non-philological higher education programs.