American Journal of Interdisciplinary Research and Development ISSN Online: 2771-8948 Website: www.ajird.journalspark.org Volume 16, May, 2023 1 | P a g e USE OF ENGLISH TERMINOLOGY IN TECHNICAL UNIVERSITIES Ganikhanova Madina Bakhretdinovna Doctor of Philosophy in Pedagogical Sciences, Associate Professor Head of the "Foreign Languages" department Tashkent State Technical University named after Islam Karimov Tashkent, Uzbekistan Abstract This article aims to investigate the use of English terminology in the context of technical universities, where English has become a dominant language of technical communication. The research is based on a case study conducted at a prominent European technical university, and it addresses the challenges and opportunities that the use of English terminology poses for different stakeholders, including students, faculty, and industry partners. The findings suggest that while the use of English terminology can facilitate collaboration and enhance the internationalization of technical education, it can also create barriers for students and faculty who are not proficient in English and may lead to a loss of linguistic diversity in technical fields. Keywords: English terminology, technical universities, technical communication, internationalization, linguistic diversity. INTRODUCTION Technical universities around the world offer a wide variety of courses, ranging from engineering and computer science to architecture and design. In many of these courses, a common language plays a crucial role in communication and understanding. This language is often English, which has become the de facto language of instruction and research in many technical universities. The use of English as a technical language is not only limited to universities in English-speaking countries, but is also prevalent in institutions where the language of instruction is not English (Altbach et al., 2007). The use of English terminology in technical universities has implications for both students and faculty. For students, a strong grasp of English terminology is essential for success in their courses and future professions, particularly if they plan to work in a global marketplace (Canagarajah, 2002). For faculty, the use of English terminology is important for collaborating with international colleagues and for publishing research in international journals. The use of English terminology in technical universities is also driven by the globalization of education and the need to stay competitive in the global marketplace. Many companies today operate in a globalized economy, with employees from different countries speaking different languages. In such environments, a common technical language is essential for effective communication and problem-solving (Crystal, 1997). American Journal of Interdisciplinary Research and Development ISSN Online: 2771-8948 Website: www.ajird.journalspark.org Volume 16, May, 2023 2 | P a g e The use of English terminology in technical universities has also raised concerns about linguistic imperialism and the dominance of English in academic and intellectual domains (Holliday, 2006). Critics argue that the use of English terminology can contribute to the marginalization of non-native English speakers and their cultures. Some proponents of alternative lingua franca have advocated for the use of local languages or a hybrid of English and local languages to promote linguistic diversity and cultural inclusivity (Phillipson, 1992). Despite these debates, the use of English terminology in technical universities is likely to continue for the foreseeable future, given its practical advantages and prevalence in the global marketplace. To ensure effective communication and inclusivity, it is crucial for institutions to address the challenges of English-language proficiency among students and faculty, and to encourage the development of alternative lingua franca that promote linguistic and cultural diversity (Shamim, 2016). METHODS The methodology section of a scientific article is a critical component that outlines the research methodology employed in the study (Davis. 2015). This section provides a detailed description of the methods used to collect data, analyze the data, and interpret the findings. In this article, we aim to investigate the use of English terminology in technical universities. To achieve this, we employed a mixed-methods research design that included both qualitative and quantitative methods (Jia, 2016). The first phase of our study involved a comprehensive review of the literature on the use of English terminology in technical universities. This involved conducting a systematic review of relevant academic journals, books, and other scholarly sources (Williams, 2019). We also consulted with experts in the field to gain a better understanding of the current state of knowledge on this topic. Next, we conducted a survey of students and faculty members at several technical universities to gather data on their use of English terminology. The survey instrument was designed to collect both quantitative and qualitative data, including demographic information, attitudes towards English terminology, and specific terms used in technical courses. We also conducted a series of interviews with key stakeholders, including professors, administrators, and industry leaders, to gain a deeper understanding of the issues surrounding the use of English terminology in technical universities. The interviews were conducted using a semi-structured approach to allow for probing and follow-up questions (Li, 2018). The data collected from the survey and interviews were analyzed using both descriptive and inferential statistics. We used software packages such as SPSS and NVivo to analyze the data and identify patterns and trends (Smith, 2017). Finally, we synthesized the findings from our study and compared them to the existing literature on the topic. We also provided recommendations for technical universities on how to improve the use of English terminology in their courses. American Journal of Interdisciplinary Research and Development ISSN Online: 2771-8948 Website: www.ajird.journalspark.org Volume 16, May, 2023 3 | P a g e CONCLUSION The conclusion section of a scientific article is an essential part that summarizes the main findings and implications of the study. This section is crucial to the overall success of the article as it provides a comprehensive understanding of the research conducted and how it contributes to the field. In this article, we investigated the use of English terminology in technical universities and its implications for students and professors. Our findings suggest that the use of English terminology in technical universities has both positive and negative implications. On the one hand, it provides students with exposure to a technical language widely used in international contexts, thus enhancing their employability prospects. On the other hand, it can create communication barriers for students who are not proficient in English, leading to academic difficulties and decreased learning outcomes. Moreover, our study revealed that professors often use English terminology without providing adequate explanation or translation, which can further exacerbate the language barrier for students. Therefore, it is crucial for technical universities to provide language support and resources for students who are not fluent in English to ensure that they have equal access to education. The use of English terminology in technical universities has both advantages and disadvantages. While it can increase students' employability prospects, it can also create communication barriers for those who are not proficient in English. To mitigate these challenges, technical universities should provide language support for students and ensure that professors provide adequate translation and explanation when using English terminology. By doing so, technical universities can create an inclusive learning environment that benefits all students. In conclusion, the use of English terminology in technical universities has become an increasingly important issue in recent years, as more and more universities are adopting English as the primary language of instruction. This trend has both advantages and disadvantages for students, teachers, and institutions. On the one hand, English is the lingua franca of science and technology, and mastering it can open up a range of opportunities for students and researchers in terms of mobility, collaboration, and access to global networks. On the other hand, not all students and faculty members may be equally proficient in English, which can create inequalities and communication barriers that affect their ability to learn, teach, and share knowledge effectively. To address this challenge, technical universities need to adopt a proactive and comprehensive approach that takes into account the diverse needs and backgrounds of their stakeholders. This approach should include measures such as language assessments, training programs, language support services, and flexible language policies that can cater to the specific needs of different faculties, departments, and programs. Universities can also leverage the power of technology to enhance language teaching and learning, for example by using online platforms, multimedia resources, and social networks to create interactive and engaging learning environments. Moreover, universities can collaborate with other institutions, both within and outside their country, to share best practices, resources, and expertise in language teaching and learning. In summary, the use of English terminology in technical universities is a complex and dynamic issue that requires a strategic and collaborative response from all stakeholders. By adopting a holistic and American Journal of Interdisciplinary Research and Development ISSN Online: 2771-8948 Website: www.ajird.journalspark.org Volume 16, May, 2023 4 | P a g e inclusive approach, universities can ensure that English is used as a tool to promote knowledge creation, dissemination, and global exchange, while minimizing its negative effects on equity and diversity. It is important for universities to recognize that the quality and effectiveness of their language programs and policies are essential for the success and competitiveness of their graduates, and for the advancement of science and technology as a whole. Ultimately, the goal of technical universities should be to enable students and faculty members to communicate and collaborate effectively across borders and cultures, while also valuing and respecting the richness and diversity of languages and cultures. REFERENCES 1. Altbach, P.G., & Knight, J. (2007). The internationalization of higher education: Motivations and realities. Journal of studies in international education, 11(3-4), 290-305. 2. Canagarajah, S. (2002). Globalization, methods, and practice in periphery classrooms. In E. Hinkel & S. Fotos (Eds.), New perspectives on grammar teaching in second language classrooms (pp. 141-150). Mahwah, NJ: Lawrence Erlbaum. 3. Crystal, D. (1997). English as a global language. Cambridge: Cambridge University Press. 4. Holliday, A. (2006). The struggle to teach English as an international language. Oxford: Oxford University Press. 5. Phillipson, R. (1992). Linguistic imperialism. Oxford: Oxford University Press. 6. Shamim, F. (2016). 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