SOCIOLINGUISTIC DIVERSITY AND LANGUAGE LEARNING IN A MULTILINGUAL CLASSROOM IN UZBEKISTAN
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The article explores the relationship between sociolinguistic diversity and English language learning in a multilingual classroom in Uzbekistan. Based on the observations of eighteen eighth-grade students from Uzbek, Kazakh, Russian, Turkish, Korean, Nigerian and British backgrounds, the study demonstrates how ethnicity, first language (L1) transfer, accent, and cultural norms shape classroom discourse and second language acquisition. Using a qualitative descriptive method, the findings demonstrate how linguistic profiling, gendered expectations and code-switching practices influence both participation and evaluation in the classroom. The article argues that sociolinguistic awareness and culturally responsive pedagogy are essential for equitable English teaching in multilingual classrooms.
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