TRANSLANGUAGING AS A PEDAGOGICAL APPROACH IN UZBEK EFL CLASSROOMS: OPPORTUNITIES, CHALLENGES, AND INSTITUTIONAL FACTORS

Abstract

This study examines translanguaging as a pedagogical approach in Uzbek EFL classrooms. While traditionally viewed as a problem, the use of multiple languages in instruction can serve as a powerful tool for enhancing comprehension and participation. Drawing on classroom observations and teacher reflections, this study highlights that translanguaging is already present but inconsistently applied. Additionally, institutional factors such as teacher reassignment across classes are explored as influencing teaching quality. The findings suggest that translanguaging, when used strategically, contributes to more effective and inclusive language learning environments.