The article is devoted to the importance of bilingualism in learning a foreign language. There is a significant influence of bilingualism on the development of children’s cognitive skills and abilities. In addition, it is mentioned that bilingualism helps one to increase his critical and creative thinking which may aid a learner to learn a language effectively and easily. There are given some examples of how bilingualism can have a positive effect on language improvement and children education. Bilingualism plays a significant role in enhancing children's cognitive development. Research shows that children who are exposed to two or more languages at an early age develop superior cognitive abilities compared to their monolingual peers. Bilingual children often exhibit improved executive functions, such as problem-solving, attention control, and task-switching. The process of switching between languages strengthens the brain’s cognitive flexibility, fostering better memory retention and multitasking skills. Moreover, bilingualism enhances metalinguistic awareness, which helps children understand the structure of language more profoundly. This ability to think in multiple languages not only contributes to better academic performance but also helps children develop stronger social skills. Despite the challenges bilingual children might face in terms of language acquisition, the long-term cognitive benefits outweigh the initial difficulties, making bilingualism a valuable asset in their cognitive and academic growth

The article is devoted to the importance of bilingualism in learning a foreign language. There is a significant influence of bilingualism on the development of children’s cognitive skills and abilities. In addition, it is mentioned that bilingualism helps one to increase his critical and creative thinking which may aid a learner to learn a language effectively and easily. There are given some examples of how bilingualism can have a positive effect on language improvement and children education. Bilingualism plays a significant role in enhancing children's cognitive development. Research shows that children who are exposed to two or more languages at an early age develop superior cognitive abilities compared to their monolingual peers. Bilingual children often exhibit improved executive functions, such as problem-solving, attention control, and task-switching. The process of switching between languages strengthens the brain’s cognitive flexibility, fostering better memory retention and multitasking skills. Moreover, bilingualism enhances metalinguistic awareness, which helps children understand the structure of language more profoundly. This ability to think in multiple languages not only contributes to better academic performance but also helps children develop stronger social skills. Despite the challenges bilingual children might face in terms of language acquisition, the long-term cognitive benefits outweigh the initial difficulties, making bilingualism a valuable asset in their cognitive and academic growth.

In multilingual societies, bilingualism represents not only a linguistic phenomenon but also a sociocultural and cognitive process. The distinction between additive and subtractive bilingualism, introduced by Lambert (1974), plays a crucial role in understanding the outcomes of second language acquisition. In the Uzbek context, English has gained significant importance as a global language, yet its relationship with the Uzbek mother tongue varies depending on educational and social factors.

This study explores the relationship between stuttering and bilingualism in children, focusing on the impact that language acquisition in two or more languages has on the development and management of stuttering. As bilingualism becomes increasingly common in diverse societies, understanding its influence on speech disorders such as stuttering is crucial. Children who stutter face unique challenges in their language development, and the added complexity of acquiring multiple languages may either exacerbate or alleviate their speech difficulties. This research examines how bilingual children experience stuttering in each of their languages, the potential effects of code-switching, and the role of cognitive and linguistic factors in their speech fluency. By reviewing existing literature and case studies, the study aims to identify patterns and offer insights into how bilingualism influences stuttering, and how bilingual children can benefit from tailored therapeutic interventions.

The article investigates the ways in which bilingualism helps second language learners pronounce English more accurately. It is frequently discovered that bilingual people have improved auditory discrimination, improved metalinguistic abilities, and improved phonological awareness all of which help them learn how to pronounce words correctly in English. This paper makes the case that bilingualism gives students cognitive and perceptual advantages in pronunciation development by drawing on well-established linguistic theories, empirical research, and data from actual classrooms. The study also lists particular variables, such as instructional context, language distance, and age of acquisition, that mediate the relationship between pronunciation and bilingualism.

The article examines the concepts of diglossia  and bilingualism, as well as the phenomenon of *interference* and its various types.

Bilingualism, or the ability to communicate fluently in two languages, plays a significant role in shaping both cognitive and cultural development. This article explores how speaking multiple languages enhances mental flexibility, problem-solving skills, and memory. It also examines how bilingualism influences cultural awareness, social adaptation, and the preservation of heritage. By analyzing scientific studies and real-life examples, the article demonstrates that bilingualism is not only an academic or communicative skill but also a powerful tool for personal growth and cultural enrichment.

This article explores different types of bilingualism and examines how bilingualism can be fostered in children through listening, imitation and repetition. In today's globalized world, bilingualism has gained such professional significance that there is an increasing need to introduce it to even children from an early age. However, for toddlers who have not yet developed speaking skills, this process can be challenging. Nevertheless, with the implementation of appropriate methods and approaches, it is attainable. Among these methods, speaking drills–incorporating listening, imitation, and repetition–are the most effective for toddlers.  Engaging parents and other adults in this process enhances the effectiveness of dual language acquisition in young children.

This article examines and analyzes the history of bilingualism, the importance of
bilingualism in world linguistics, the views of linguists on it, its role in intercultural relations,
issues of modern bilingualism, bilingualism in the works of Tahir Malik

Bilingualism and multilingualism refer to individuals or societies proficient in two or more languages. This abstract explores the cognitive, cultural, and societal aspects of language proficiency, examining benefits such as enhanced cognitive abilities and cultural exchange. It also considers challenges, including language interference and identity complexities. The dynamic nature of bilingualism and multilingualism underscores their significance in our interconnected world, influencing education, communication, and global understanding.

In the past decade, research investigating bilingual effects on cognitive and linguistic development has increased significantly. Bilingualism is a field of continuous growth that covers a broad range of mental and linguistic achievements. Through most of the 20th century, bilingualism was assumed to threaten normal language development and impair cognitive achievement.

This article discusses the role and place of language contacts in the development of languages. In this regard, linguistic phenomena such as bilingualism and linguistic interference, which are part of the theory of linguistic contacts, are also highlighted. It is emphasized that the study of language contacts and their results can contribute to the study of the features of the structure of the language system itself.

Bilingualism, the ability to speak and understand two languages, has been a subject of growing interest in cognitive development research, especially in children. This paper investigates the effect of bilingualism on cognitive development in children, exploring various cognitive domains such as memory, problem-solving, executive function, and language skills.

The aim of this article is to integrate the current literature about the psychological dimensions of bilingualism: that is, to analyze psychological, subjective, and internal perspectives on bilingualism. What is the internal world of bilinguals like? How do they perceive the world and how do they think? What are the advantages and disadvantages of being bilingual? How does bilingualism interact with personality?

The article examines the psychological-pedagogical and linguodidactic foundations for the formation of communicative and integrated competence among students of non-philological fields of study in the context of bilingualism and a multicultural educational environment. Special attention is paid to the problems of mastering the culture of Russian speech by future teachers studying under conditions of active bilingualism. Based on an analysis of the results of a diagnostic (ascertaining) experiment, typical difficulties faced by students are identified, including adherence to the norms of the Russian literary language, intonational organization of utterances, and the construction of coherent texts of various genres and styles. The necessity of shifting from a predominantly knowledge-based model of instruction to a competence-based and personality-activity approach aimed at developing communicative, sociocultural, and professionally significant skills is substantiated.

Bilingualism, the ability to speak two languages fluently, plays a significant role in developing English pronunciation skills. This study explores how bilingual students can achieve better pronunciation in English due to their linguistic flexibility, increased phonological awareness, and cross-linguistic transfer. Using a qualitative descriptive method, this research examined the experiences of students who are bilingual in Uzbek and Russian or Uzbek and another second language. The findings indicate that bilingualism provides students with cognitive and phonetic advantages that contribute to more accurate English pronunciation.

Learning a second language has become an essential part of modern education due to the increasing interconnectedness of the world. Numerous studies have shown that bilingualism improves cognitive abilities such as memory, problem-solving, and mental flexibility. In addition to cognitive gains, second-language acquisition enhances academic performance, strengthens intercultural communication, and increases professional opportunities in a globalized job market. This article analyzes the cognitive, academic, cultural, and social advantages of second-language learning, supported by findings from educational and psychological research. The study concludes that bilingualism is a powerful tool for personal and intellectual development and should be encouraged from an early age.

This article highlights the advantages of bilingualism in children. It emphasizes how being bilingual can help in cognitive, social, cultural, and academic aspects of a child's life.

This article explores the significance and benefits of teaching languages, particularly English, to young children in kindergarten. It examines the cognitive, academic, and social advantages of early language acquisition, supported by research from prominent scholars in the field of linguistics and education. The article highlights how early exposure to English enhances cognitive flexibility, supports bilingualism, and fosters greater cultural awareness. It also discusses the long-term impact of early English learning on academic success and career opportunities, positioning English as a critical skill for navigating a globalized world. Through interactive and engaging teaching methods, children not only develop language proficiency but also improve creativity and problem-solving abilities. The article underscores the importance of introducing English at a young age to ensure a strong foundation for future learning and global communication.

In this article explores the relationship between bilingualism and foreign language achievement. we pay special attention to factors that affect this relationship, namely background factors, varying bilingual profiles and differential patterns of grow.

This article examines how language shapes perception and cognitive frameworks, and explores the implications of linguistic relativity for education in Uzbekistan. Drawing on classical theorizing (Sapir–Whorf), contemporary cognitive-linguistic research, and recent developments in Uzbekistan’s language policy and educational practice, the paper synthesizes evidence that language influences categories of attention, metaphorical framing, and pedagogical outcomes. A qualitative literature-review method was used to survey research on linguistic relativity, bilingualism, and national language reforms relevant to Uzbek schooling and higher education. Results indicate that (1) weak forms of linguistic relativity are supported by cross-linguistic studies, (2) bilingualism and medium-of-instruction choices (Uzbek, Russian, English) mediate perception and academic access, and (3) recent policy shifts in Uzbekistan — including acceleration of Latin-script adoption and expansion of English-medium instruction — have practical consequences for how new generations conceptualize knowledge domains. The discussion considers curricular, teacher-training, and assessment implications for Uzbek education and suggests directions for locally grounded research.

This research project explores how bilingual people's language and cognition interact. In particular, it contrasts bilingual and monolingual speakers' cognitive abilities in areas including executive functioning, memory, and problem-solving. The study reviews previous studies, evaluates the benefits of bilingualism for cognition, and explores the mechanisms underlying bilinguals' cognitive abilities. According to this paper's examination of recent studies and empirical research, bilingualism affects executive control, working memory, and cognitive flexibility, albeit the effects differ based on characteristics including language competency and age of acquisition.

This article provides an extensive analysis of how learning multiple languages influences students’ cognitive (intellectual) abilities, supported by relevant evidence and research. The process of learning languages not only helps to develop new communicative skills but also strengthens human thinking and brain activity. Studies show that multilingual individuals tend to have stronger memory, better concentration, and more advanced problem-solving and creative thinking abilities compared to monolinguals. Furthermore, language learning increases brain flexibility and helps prevent cognitive decline associated with aging. The following sections of the article discuss these processes in detail.

Code-switching is a linguistic phenomenon in which speakers alternate between two or more languages within a single conversation. It is not merely a straightforward practice but a complex, dynamic process involving linguistic, cognitive, and cultural dimensions. During code-switching, not only do linguistic patterns shift, but speakers may also experience a change in cultural identity. This practice occurs across diverse contexts, including social media, everyday conversation, and professional environments. This article examines the significance of code-switching, highlighting its benefits, potential drawbacks, and its role in maintaining cultural identities in multilingual communication.

This article reveals the features of teaching the Russian language in schools of Uzbekistan, and also examines the conditions for the formation of a linguistic personality and the role of methodological science in the development of communication abilities.