SOCIOLINGUISTIC PROFILE OF RUSSIAN-MEDIUM 7TH GRADE LEARNERS IN TASHKENT: PEDAGOGICAL AND ASSESSMENT IMPLICATIONS
Keywords:
Sociolinguistics, multilingualism, assessment, ESL, UzbekistanAbstract
This article presents a sociolinguistic profile of 7th-grade learners receiving Russian-medium instruction in a public school in Tashkent, Uzbekistan. The study explores sociolinguistic aspects influencing English language learning, including linguistic background, cultural diversity, assessment practices, and pedagogical implications. Findings highlight the role of multilingualism, socio-economic context, and gender in shaping learners’ motivation and performance. The paper further discusses formative and summative assessment methods aligned with CEFR and IELTS frameworks, emphasizing fairness, inclusivity, and ethical considerations in language education.
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