The article analyzes the semantic dynamics of pedagogical terms based on a linguopragmatic approach, their expansion in the sociolinguistic context, speech-functional adaptation, and discursive transformation. The phenomenon of “pedagogical language contact” is explained through the interaction of language units, semantic shifts, and connotative changes in teacher and student speech, methodological texts, and scientific-pedagogical literature. The research results show that pedagogical terms are formed in the social environment under the influence of speech practice, social needs, and cultural transformation, and this process is directly related to linguopragmatic motivation and communicative necessity. A comparative analysis of pedagogical discourse in English and Uzbek reveals the semantic symmetry, equivalence level, pragmatic adaptation, and mechanisms of adaptation to the national education system of terms. The article’s findings emphasize the necessity of approaching pedagogical terminology from the perspectives of intercultural communication, translation, and sociopragmatic integration. This approach opens the way to study pedagogical discourse not only as a system of linguistic units but also as a field of social, cognitive, and cultural activity.

pedagogical terminology, linguopragmatics, language contact, sociolinguistics, pedagogical discourse, communicative environment, term formation, intercultural communication, semantic adaptation.

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