Abstract
This article explores the verbalization of the concept “teacher” (“o‘qituvchi”) across English, Russian, and Uzbek languages, revealing both shared and culture-specific linguistic representations. The study is grounded in the framework of cognitive linguistics and comparative semantic analysis. While the concept of “teacher” is universally present, its linguistic embodiment varies across cultural and linguistic contexts. The existing literature often highlights pedagogical roles, but insufficient attention has been given to how linguistic systems structure and reflect this concept across typologically different languages. To bridge this gap, the study employs a comparative methodology involving semantic field analysis, dictionary definitions, collocation studies, and corpus-based observation from national and international language corpora. The findings indicate that the English term “teacher” primarily reflects a professional-functional role, while the Russian “учитель” carries both professional and moral-ethical dimensions. The Uzbek “o‘qituvchi” additionally embeds a cultural-reverent nuance, associating the figure with moral guidance and respect rooted in traditional values. The results emphasize how sociocultural factors shape the verbalization of abstract concepts in different linguistic systems. These findings have implications for linguistic typology, intercultural communication, and multilingual education. Understanding such conceptual verbalizations can improve translation accuracy, cultural adaptation in educational materials, and teacher training programs in multilingual environments. This research contributes to the broader understanding of how language encodes cultural perceptions of educational roles and offers a foundation for further studies in cognitive and cultural linguistics.