Original title: Sociolinguistic Factors Influencing English Language Acquisition Among Secondary School Learners: A Case Study of an IT-Specialized School in Urgench, Uzbekistan
The study follows English lessons at one IT-focused secondary school in Urgench for a school term. The teacher observed that students with the same English level still took part differently, influenced by regional background, family income, gender, and ethnic and language identity. Some students regularly switched between languages. The study treats silence and language-switching as normal social behavior, and suggests adapting lessons, adding support, and accepting more than one language in assessment.
Imagine a sports team where every player has the same score in a skills test. Some players still speak up less because of where they grew up, what support they have at home, or how comfortable they feel with the group. In this paper, those differences shape who takes part in English class, so the teacher adjusts the help and accepts students’ use of more than one language.
Teachers in mixed-language classrooms may mistake silence or switching languages for weak English. Recognizing how social background shapes participation can help them adapt lessons and assessments so students have fairer chances to take part.
The abstract describes one qualitative case study at a single IT-specialized school in Urgench, based on one school term of classroom observation and the author’s reflection on their own teaching. It does not establish how widely the patterns apply or report evidence that the suggested strategies improve outcomes.
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Sociolinguistic Factors Influencing English Language Acquisition Among Secondary School Learners: A Case Study of an IT-Specialized School in Urgench, Uzbekistan — Azadova Maftuna Bahodir qizi — Лингвоспектр — doi:10.5281/zenodo.23133627
Abstract licence: CC BY
Explanation generated by Synthesis from the abstract — it is not the original paper.