The study of gender-neutral language in educational contexts has gained increasing importance in recent decades, reflecting the growing awareness of how linguistic structures shape social cognition, identity formation, and cultural norms. Gendered language, both explicit and implicit, has long been recognized as a mechanism for perpetuating societal inequalities, with textbooks, classroom discourse, and teacher-student interactions serving as primary vehicles for the transmission of gender norms. While extensive research has examined gender-neutral strategies in English and other Western languages, comparative analyses involving non-Western languages, particularly Uzbek, remain limited. This article investigates the implementation, perception, and pedagogical impact of gender-neutral language practices in Uzbek and English educational environments. Drawing on interdisciplinary frameworks, including critical discourse analysis, cognitive semantics, sociolinguistics, and feminist theory, the study examines how lexical, syntactic, and discursive strategies can foster inclusivity, challenge traditional gender stereotypes, and promote equitable educational experiences. Empirical data were collected from Uzbek and English textbooks, classroom observations, and teacher interviews, providing insights into linguistic patterns, sociocultural constraints, and institutional attitudes toward gender neutrality. Findings indicate significant disparities between languages in the adoption and effectiveness of practices, highlighting the importance of context-sensitive strategies for curriculum design, teacher training, and policy development. The study emphasizes the need for conscious integration of gender-neutral forms, not only as linguistic alternatives but also as tools for shaping inclusive cognitive frameworks and promoting critical awareness among learners.
| Mualliflar | Sobirova, Zarkhala, Собирова, Зархала, Sobirova, Zarxala |
|---|---|
| Jurnal | Хорижий лингвистика ва лингводидактика |
| Nashr sanasi | 2026-01-25 |
| Jild | 4 |
| Son | 1/S |
| Betlar | 172-183 |
| Til | Ingliz |
| DOI | 10.47689/2181-3701-vol4-iss1/s-pp172-183 |
DOI: 10.47689/2181-3701-vol4-iss1/s-pp172-183 · Maqolaning asl sahifasi
Gender-neutral language, linguistic inclusivity, educational discourse, stereotype reduction, inclusive learning environments, critical discourse analysis, гендерно-нейтральный язык, лингвистическая инклюзивность, образовательный дискурс, сокращение стереотипов, инклюзивная образовательная среда, критический дискурс-анализ, jinsga neytral til, lingvistik inklyuzivlik, ta’lim diskursi, stereotiplarni kamaytirish, inklyuziv ta’lim muhitlari, tanqidiy diskurs tahlili
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