Understanding learners through a Sociolinguistic lens: A Profile of ESL students in Uzbekistan
Keywords:
Sociolinguistics, English as a Second Language (ESL), Global Englishes, Multilingualism, Language Ideology, Task-Based Language Teaching (TBLT), Content Based Instruction (CBI), Language Assessment, Linguistic Identity and Uzbek English.Abstract
This paper presents a sociolinguistic profile of English as a Second
Language (ESL) learners at a vocational college in Tashkent, Uzbekistan, with a focus on
how language learning is shaped by learners’ identities, multilingual backgrounds, and
socio-economic realities. Drawing on theories of sociolinguistics and language ideology,
the study explores how students navigate English learning in a context influenced by
limited resources, linguistic diversity, and global language expectations. The analysis
reveals how classroom practices that validate local English varieties and emphasize
communicative competence over native-like proficiency can empower learners. Task-Based
Language Teaching (TBLT) and Content-Based Instruction (CBI) are employed to address
learners’ goals and sociolinguistic realities. The paper also discusses ethical and practical
implications for assessment, emphasizing fairness, intelligibility, and learner identity. It
argues for pedagogical approaches that affirm students' voices and prepare them for real
world English use, challenging the dominance of standard language ideologies in language
teaching.
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