FROM TRANSLATION TO TRANSFORMATION: MULTILINGUAL SCAFFOLDING FOR LOW-PROFICIENCY MEDICAL STUDENTS IN UZBEKISTAN

This article examines the role of multilingual scaffolding and translanguaging in supporting low-proficiency learners in medical English courses in Uzbekistan. Given the linguistic diversity among students—often balancing Uzbek, Russian, and English—the paper proposes classroom practices that value students’ full linguistic repertoire. Drawing on the theories of Cummins, García, and Swain, it argues for practical, inclusive strategies like dual-language glossaries, bilingual summaries, and translanguaging journals. Such practices can enhance comprehension, confidence, and competence in medical communication.