This article explores the sociolinguistic realities of a multilingual group of ninth-grade students in a Russian-medium school in Uzbekistan, focusing on the intersection of language ideologies, identity, and educational access. Drawing on sociolinguistic theory (Bucholtz & Hall, 2005; Lippi-Green, 2004; Phillipson, 1992), the paper analyzes how home languages (Uzbek, Russian, Tajik) interact with school-based Russian-medium instruction and English acquisition. Findings highlight how linguistic hierarchies privilege Russian-dominant learners while marginalizing Tajik-speaking students who often learn English through an additional intermediary language. These dynamics impact learner confidence, participation, and equity in assessment. The study argues for a sociolinguistically responsive pedagogy that validates students’ multilingual repertoires and challenges deficit perspectives. Recommended practices include translanguaging, culturally sustaining pedagogy, and assessment designs that value communicative effectiveness over native-speaker norms. This article contributes to discussions of multilingual education, equity, and World Englishes, offering a context-specific perspective on how sociolinguistic inequalities shape English learning in post-Soviet Central Asia.
| Mualliflar | Асанова, Ферангиз |
|---|---|
| Jurnal | Lingvospektr |
| Nashr sanasi | 2025-10-12 |
| Jild | 9 |
| Son | 1 |
| Betlar | 333-339 |
| Til | Ingliz |
Идентичность, многоязычие, английский язык, социолингвистический профиль, гендер, Identitet, ko‘p tillilik, ingliz tili, sotsiolingvistik profil, gender, Identity, multilingualism, English language, sociolinguistic profile, gender
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