CLASS PROFILE OF SECONDARY EFL LEARNERS IN TASHKENT: SOCIOLINGUISTIC DIVERSITY AND PEDAGOGICAL IMPLICATIONS
Abstract
This paper profiles a secondary English as a Foreign Language (EFL) class in Tashkent, Uzbekistan, emphasizing its linguistic and socioeconomic diversity. Two key learner subgroups are examined: students from low-income backgrounds and heritage Russian-speaking learners. Drawing on sociolinguistic theory, the article analyzes how these social factors affect language learning outcomes, engagement, and classroom participation. The paper proposes differentiated pedagogical strategies tailored to the needs of each subgroup and advocates for inclusive, equity-oriented instruction aligned with CEFR and IELTS preparation goals.
References
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