SOCIOLINGUISTIC FACTORS AFFECTING ENGLISH LANGUAGE LEARNING IN UZBEK ACADEMIC LYCEUMS

Abstract

This article examines the sociolinguistic factors influencing English language learning among students in Uzbek academic lyceums. The study focuses on learners from different regional and linguistic backgrounds and explores how dialect diversity, language ideology, multilingualism, and classroom interaction shape English learning experiences. In many Uzbek educational contexts, students simultaneously navigate regional Uzbek varieties, Standard Uzbek, and English, creating a complex multilingual environment. The article argues that regional dialects should not be viewed as deficiencies, but rather as natural linguistic systems that influence second language acquisition. A qualitative sociolinguistic approach was used through classroom observation and contextual analysis of learners aged 16–17 in an academic lyceum setting. The findings indicate that language attitudes, fear of making mistakes, and institutional preference for standard language forms strongly affect learner confidence and classroom participation. The study also demonstrates that multilingual learners possess valuable communicative resources that can support English language development when appropriately recognized in teaching practice. The article concludes that inclusive, dialect-aware, and communicative teaching approaches can improve both learner confidence and academic performance in English classrooms.