SOCIOLINGUISTIC DIVERSITY AND LANGUAGE LEARNING IN A MULTILINGUAL CLASSROOM IN UZBEKISTAN
DOI:
https://doi.org/10.55640/Keywords:
sociolinguistics, multilingualism, identity, raciolinguistics, English as a foreign languageAbstract
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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Authors retain the copyright of their manuscripts, and all Open Access articles are disseminated under the terms of the Creative Commons Attribution License 4.0 (CC-BY), which licenses unrestricted use, distribution, and reproduction in any medium, provided that the original work is appropriately cited. The use of general descriptive names, trade names, trademarks, and so forth in this publication, even if not specifically identified, does not imply that these names are not protected by the relevant laws and regulations.
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