This paper examines the linguoculturological and linguopragmatic peculiarities of gender role formation in children’s speech in Uzbek and English, focusing on the intersection of language, culture, and communicative intent. Drawing on the theoretical basis outlined in Shokirova Dilorom’s dissertation, this study identifies and compares how cultural norms and pragmatic strategies shape children's use of language according to gender. The research highlights that gender-specific discourse emerges early in children’s communication and is reinforced through linguistic input, narrative structures, and culturally encoded expectations. Methodologically, the study employs discourse analysis of folklore, literary texts, and children’s everyday dialogues to trace patterns of gendered language. It also incorporates pragmatic theory (Grice’s maxims, speech act theory) and cultural-linguistic frameworks (Wierzbicka, Lakoff, Vezhbitskaya). Findings indicate that Uzbek child discourse tends to preserve more rigid gender distinctions, particularly in cultural metaphors, role-based expressions, and politeness strategies, while English child discourse reveals more egalitarian tendencies, especially in directive speech acts and humor use. Pragmatically, boys and girls differ in how they construct conversational implicatures, assert power, or signal cooperation—shaped by cultural ideals of masculinity and femininity. The article concludes that both linguocultural and pragmatic mechanisms contribute to the early reproduction of gender roles, reinforcing social norms through language. The findings have implications for cross-cultural pragmatics, child language acquisition, and gender studies in linguistics.
Shokirova Diloromxon Abduvali qizi (Tue,) studied this question.