METHODOLOGICAL CHALLENGES AND PROSPECTS OF TEACHING ENGLISH LANGUAGE
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Abstract
The teaching of English in Uzbekistan continues to evolve in response to national education reforms and global linguistic demands. This article examines the methodological challenges facing English language instruction within the Uzbek context, particularly from the perspective of non-native English-speaking teachers. Drawing on recent academic literature and regional classroom realities, the study explores how policy implementation, teacher preparation, and sociolinguistic factors intersect to shape English language teaching (ELT). Emphasis is placed on communicative approaches, teacher identity, and locally responsive pedagogy. The article aims to provide a balanced scholarly reflection on the current state of ELT in Uzbekistan, with practical insights for educators and policymakers.
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