Language as a Tool for Social Inclusion: Experiences of Multilingual Learners in Migrant Contexts in Uzbekistan
Keywords:
Multilingual learners, Migrant students, Social inclusion, Language barriers, Classroom participation, Teacher strategies, Uzbekistan / Central Asia, Emotional well-beingAbstract
This study explores how language shapes the social and academic experiences of multilingual learners from migrant families in Uzbekistan. Drawing on classroom observations and teacher reflections, it examines how limited language proficiency can affect students’ participation, sense of belonging, and academic progress. The findings show that migrant students often struggle to fully engage in class and build peer relationships, which can slow their learning compared to native students. However, supportive teacher practices—such as flexible grouping and emotionally responsive teaching—can help reduce anxiety and foster inclusion. The study highlights the importance of language-sensitive and inclusive pedagogy in increasingly diverse educational settings.
References
Alim, H. S., Paris, D., & Wong, S. A. (2017). Culturally sustaining pedagogies: Teaching and learning for justice in a changing world. Teachers College Press.
Block, D. (2014). Social class in applied linguistics. Routledge.
Cummins, J. (2000). Language, power, and pedagogy: Bilingual children in the crossfire. Multilingual Matters.
Gay, G. (2010). Culturally responsive teaching: Theory, research, and practice (2nd ed.). Teachers College Press.
García, O., & Wei, L. (2014). Translanguaging: Language, bilingualism and education. Palgrave Macmillan.
Norton, B. (2013). Identity and language learning: Extending the conversation (2nd ed.). Multilingual Matters.
Piller, I. (2016). Linguistic diversity and social justice: An introduction to applied sociolinguistics. Oxford University Press.
