Awareness of American children's writer Dr. Seuss and his stories in Uzbekistan and learning literary works with the help of electronic versions or online
Abstract
This study examines the awareness and reception of Dr. Seuss's works among first-year law students in Uzbekistan, where children's literature is gradually gaining prominence. The research involved a survey of 33 students, aged 18-20, to assess their familiarity with Dr. Seuss's stories, particularly through cartoons, and to explore the impact of language on their awareness. Findings indicate that while 26 out of 33 participants showed interest in children's literature, most were familiar with Dr. Seuss's stories through cartoons rather than books. Notably, 30 participants were unaware that Dr. Seuss authored these stories, reflecting a disconnect between the content and its literary origins. A Chi-Square test was conducted to investigate the influence of the primary language of childhood reading (Uzbek vs. Russian) on awareness of Dr. Seuss's works. Results revealed a significant difference, with Russian-reading students more likely to be aware of these stories compared to those who read in Uzbek (χ² = 8.1, p = 0.0044). This underscores the critical role of language in shaping literary exposure in Uzbekistan. The study concludes that while interest in global children's literature is present, greater efforts are needed to introduce and promote Dr. Seuss's works in the Uzbek language. This could be achieved through translations, cultural adaptations, and educational integration, thereby enriching the literary experience of young readers in Uzbekistan.