EXPLORING LINGUISTIC AND COGNITIVE INDICATORS IN THE ASSESSMENT OF UZBEK-ENGLISH BILINGUAL LEARNERS

The development of bilingual competence requires an integrated approach to the assessment of linguistic and cognitive abilities. This article explores the relationship between linguistic performance and cognitive indicators among Uzbek-English bilingual learners. Particular attention is paid to vocabulary development, grammatical awareness, reading comprehension, analytical thinking, memory, and cognitive flexibility. The study discusses the importance of considering both languages when evaluating bilingual learners' communicative competence. It also highlights the potential of integrated diagnostic approaches for identifying learners' strengths and areas requiring further development. The findings of the theoretical analysis suggest that bilingual assessment should extend beyond traditional language proficiency measurements and incorporate cognitive dimensions of language learning.