This article examines the challenges of students with limited or interrupted formal education (SLIFE), including lexical and cultural difficulties, and the impact of family problems and low expectations on their educational experiences. Strategies for improving SLIFE instruction are discussed, including culturally responsive teaching and the use of approaches such as the Intercultural Communication Model and the Mutually Adaptive Teaching Model. It also offers personalized learning techniques, increased access to educational resources, and strengthened connections with students and their families to create a supportive learning environment that will help SLIFE succeed on a par with their formally educated peers.
| Mualliflar | Rakhmonova , Dilshoda, Рахмонова , Дильшода, Raxmonova , Dilshoda |
|---|---|
| Jurnal | Хорижий лингвистика ва лингводидактика |
| Nashriyot | Самарқанд давлат чет тиллар институти |
| ISSN | 0000-0003, 4295-8199 |
| Nashr sanasi | 2024-03-15 |
| Jild | 2 |
| Son | 2 |
| Betlar | 367-371 |
| Til | Ingliz |
| Ilmiy soha | Pedagogika |
| DOI | 10.47689/2181-3701-vol2-iss2-pp367-371 |
| Indeksga qo‘shilgan | 2026-08-26 |
DOI: 10.47689/2181-3701-vol2-iss2-pp367-371 · Maqolaning asl sahifasi
SLIFE, ограниченное обучение, лексические проблемы, культурные вызовы, семейная поддержка, ожидания, культурно-адаптивное преподавание, индивидуализированное обучение, ресурсы, построение отношений, Интеркультурная коммуникационная модель, Модель взаимно адаптивного обучения, SLIFE, cheklangan ta'lim, leksik muammolari, madaniy muammolar, oilaviy qo'llab-quvvatlash, kutilganliklar, madaniyotga mos keluvchi o'qitish, shaxsiy o'qitish, resurslar, aloqalar qurish, "O'zaro moslashuvchan o'rganish paradigmasi", "Madaniyotlararo habarnoma tizimi", SLIFE, limited instruction, lexical problems, cultural difficulties, family factor, anticipation, culturally sensitive approach, customization, contexts, shared learning, ICF, MALP
| APA | Rakhmonova , Dilshoda, Рахмонова , Дильшода, & Raxmonova , Dilshoda (2024). Students with limited or interrupted formal education. Хорижий лингвистика ва лингводидактика, 2(2), 367-371. https://doi.org/10.47689/2181-3701-vol2-iss2-pp367-371 |
|---|---|
| GOST (OAK) | Rakhmonova , Dilshoda, Рахмонова , Дильшода, Raxmonova , Dilshoda Students with limited or interrupted formal education // Хорижий лингвистика ва лингводидактика. – 2024. – T. 2, № 2. – P. 367-371. – DOI: 10.47689/2181-3701-vol2-iss2-pp367-371. |
| MLA | Rakhmonova , Dilshoda, Рахмонова , Дильшода, and Raxmonova , Dilshoda. “Students with limited or interrupted formal education.” Хорижий лингвистика ва лингводидактика, 2(2), 367-371, 2024. https://doi.org/10.47689/2181-3701-vol2-iss2-pp367-371 |
| Chicago | Rakhmonova , Dilshoda, Рахмонова , Дильшода, and Raxmonova , Dilshoda. “Students with limited or interrupted formal education.” Хорижий лингвистика ва лингводидактика, 2(2), 367-371 (2024). https://doi.org/10.47689/2181-3701-vol2-iss2-pp367-371 |
| Harvard | Rakhmonova , Dilshoda, Рахмонова , Дильшода, and Raxmonova , Dilshoda (2024) ‘Students with limited or interrupted formal education’, Хорижий лингвистика ва лингводидактика, 2(2), 367-371. https://doi.org/10.47689/2181-3701-vol2-iss2-pp367-371 |
| BibTeX | @article{rakhmonovadilshoda2024,
title = {Students with limited or interrupted formal education},
author = {Rakhmonova , Dilshoda and Рахмонова , Дильшода and Raxmonova , Dilshoda},
journal = {Хорижий лингвистика ва лингводидактика},
year = {2024},
volume = {2},
number = {2},
pages = {367-371},
doi = {10.47689/2181-3701-vol2-iss2-pp367-371},
url = {https://doi.org/10.47689/2181-3701-vol2-iss2-pp367-371}
} |
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