This article examines the intersecting roles of cultural identity and language development in pre-service English language teacher education. The study investigates how pre- service English teachers’ existing cultural identities interact with target language acquisition, professional identity formation, and intercultural communicative competence development. A mixed-methods study was conducted with 86 pre-service English teachers at three higher education institutions in Uzbekistan, combining a language proficiency assessment, an intercultural sensitivity inventory, and semi-structured interviews. Findings indicate that cultural identity functions simultaneously as a resource and a constraint in language development: participants whose cultural identity was affirmed within the pedagogical environment demonstrated statistically significantly higher gains in productive language skills and intercultural communicative competence than those whose identity was marginalised or ignored. The article proposes an Integrative Cultural Identity Framework (ICIF) for pre-service ELT programmes and draws out implications for curriculum design, materials development, and teacher educator practice.
| Mualliflar | Jakbarova, Nasibahon |
|---|---|
| Jurnal | Қўқон ДПИ. Илмий хабарлар |
| Nashr sanasi | 2026-07-13 |
| Jild | 8 |
| Son | 5. |
| Betlar | 58-65 |
| Til | Ingliz |
| DOI | 10.70728/c.series.ped.v08.i05.010 |
DOI: 10.70728/c.series.ped.v08.i05.010 · Maqolaning asl sahifasi
cultural identity, pre-service teacher education, language development, intercultural communicative competence, ELT, identity-affirming pedagogy, non-native English speaking teachers
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