CONTEXT-SENSITIVE APPROACHES TO ENGLISH LANGUAGE TEACHING IN UZBEKISTAN

This study explores the relationship between students’ socioeconomic background and their English language learning outcomes in Uzbekistan, with a particular focus on speaking skills and classroom participation. Drawing on a case study approach involving a group of mixed-gender university students, the research highlights how prior language exposure, travel abroad, and resource accessibility shape pronunciation, fluency, and confidence. Students from wealthier backgrounds or with international experiences demonstrated stronger speaking proficiency, while those from less advantaged backgrounds faced challenges with authentic exposure and resource limitations. The study also considers cultural and religious sensitivities in classroom practices, emphasizing the importance of multimodal instruction, inclusive grouping strategies, and the integration of global English varieties. The findings suggest that socioeconomic disparities directly impact language acquisition and underline the need for flexible, context-sensitive pedagogy. The article concludes with implications for teachers, curriculum designers, and policymakers in Uzbekistan, particularly in light of growing demand for English proficiency for academic and professional mobility.