Volume 05 Issue 10-2024
50
CURRENT RESEARCH JOURNAL OF PHILOLOGICAL SCIENCES
(ISSN
–
2767-3758)
VOLUME
05
ISSUE
10
Pages:
50-58
SJIF
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MPACT
FACTOR
(2022:
6.
041
)
(2023:
7.
491
)
(2024:
8.235
)
OCLC
–
1242423883
Publisher:
Master Journals
ABSTRACT
This research paper explores the sociolinguistic profiles of learners in a sixth-grade classroom, focusing on the
intersections between language, society, and individual characteristics. The study investigates the linguistic diversity
within a group of Uzbek and Russian pupils learning English as a foreign language, highlighting the role of factors such
as language background, socioeconomic status, and cultural identity in shaping their learning experiences. Two
distinct learner subgroups are identified: one group of bilingual Russian-speaking students from urban, educated
backgrounds, and another group of Uzbek-speaking students from monolingual, low socioeconomic backgrounds.
Through analysis of these subgroups, the paper examines the influence of sociocultural dynamics on language
learning behaviors and challenges. The study provides pedagogical and assessment implications, aiming to offer
educators insights into adapting instructional techniques to accommodate the diverse needs and backgrounds of their
students. By addressing these sociolinguistic dimensions, this paper contributes to understanding how language
variety and social context affect language education and the notion of pedagogical implications and assessment
implications are discussed.
KEYWORDS
Sociolinguistics, language variation, learner diversity, language education, socioeconomic status, bilingualism, cultural
identity, English as a foreign language, multifaceted environment, Task-based language teaching (TBLT),
Communicative language teaching (CLT), gender or sexuality, race or ethnicity, code-switching, pedagogical
implications, assessment implications.
INTRODUCTION
Research Article
SOCIOLINGUISTIC PROFILE RESEARCH PAPER
Submission Date:
October 20, 2024,
Accepted Date:
October 25, 2024,
Published Date:
October 30, 2024
Crossref doi:
https://doi.org/10.37547/philological-crjps-05-10-09
Ashurmatova Nasibakhon Abdumannovna
TUIT FB Assistant Teacher Uzbekistan
Journal
Website:
https://masterjournals.
com/index.php/crjps
Copyright:
Original
content from this work
may be used under the
terms of the creative
commons
attributes
4.0 licence.
Volume 05 Issue 10-2024
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CURRENT RESEARCH JOURNAL OF PHILOLOGICAL SCIENCES
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VOLUME
05
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Pages:
50-58
SJIF
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FACTOR
(2022:
6.
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)
(2023:
7.
491
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(2024:
8.235
)
OCLC
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1242423883
Publisher:
Master Journals
Sociolinguistics is the study of intricate interactions
that exist between language and society that examines
how linguistic variation results from a range of
contextual factors, such as ethnicity, culture, location
and socioeconomic class. My research paper in
Sociolinguistics includes Sociolinguistic profile of a
group of learners, Sociolinguistic profile of the learning
context, Sociolinguistic profile of the context where
English will be used, Pedagogical implications,
Assessment implications and Conclusion sections. By
this research paper language variations in different
social circumstances and the development of
sociocultural factors are clearly described. The purpose
of this research is to provide guidance for instructional
techniques that address the varied backgrounds and
needs of learners by exploring the complex
interactions that happen among culture, language,
identity and social dynamics within various contexts.
Through my study and observations, I tried to
demonstrate the comprehension of linguistic variety
and its meaningful effects on society and education.
Sociolinguistic Profile of a Group of Learners
My target group consists of ten learners who are sixth
grade pupils of the secondary school
–
45 in Fergana.
Their age range spans from 12 to 13 years old, female
and male learners. They are studying English as FL for
over five years. This middle school classroom includes
different nationalities, mainly Uzbek and Russian
pupils. Accordingly, their L1 are different, based on
their foundation of nationalities. These pupils obtained
background knowledge of English language in their
school, currently their level is A2 (elementary) and they
are striving to get B1 (intermediate) level according to
the
Common
European
Framework
of
Reference(CEFR). Because of having different
nationalities or different area, my students have
different home language and linguistic background
and their learning skills are also different. My target
learners have various characteristics and behavior.
Usually I try to connect academic knowledge with
interesting tasks and activities. According to Labov
(1968), “Language learners vary from other learners in
terms of race, ethnicity, place of origin, gender or
socioeconomic positions”. Teachers should have
enough awareness of their learners’ characteristics,
behaviours, needs and experiences through learning
and instructing period.
I divide the class into two subgroups based on
language background and culture-socioeconomic
status.
Subgroup 1
Subgroup 1: Nationality of five pupils are Russian and
their L1 is also Russian. These pupils are from bilingual
households and Russian is regularly used at their home
in the community. They can understand Uzbek
language and can speak some frequently used Uzbek
words with some difficulty which is non- dominant
home language II for them. “Non
- dominant home
language II is used in their living society, however, the
parents speak in different language from the dominant
language” (Romaine, 1995). Learners tend to speak in
Russian, although they live in Uzbek language used
society. According to Deumert (2011), “I
f children grow
up the linguistic input which gathered substantially
and this may result to decrease in proficiency of lesser
used language skills by individuals”. These learners
went to Russian kindergarten and began to learn
English with Russian translation and Russian is
comprehensible language to learn different subjects.
They have come from educated family and their
parents are working class people. For example, one of
my students Anna is a 13 years old Russian girl was
raised in an educated family. Her father is an
international journalist and her mother is an
interpreter. Because of her parents work they can
travel to many countries and can communicate with
other nations and learn their life. Many times she
travelled to English
–
speaking countries and could
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communicate with natives. So her linguistic abilities are
well-developed. She never worries to speak in English
and always receive motivation surrounding people.
Therefore, she is sociable, extrovert and outgoing girl.
Most of this subgroup students are from urban areas,
so they can communicate different people in different
themes. Because, pupils of urban areas tend to be
rather sociable, extrovert and inquisitive than pupils of
rural areas. These learners attend to extra English
tutoring classes and in summer majority of them have
opportunity to travel abroad and communicate with
native people with English or Russian. Therefore, they
never meet any language fossilization and can easily
adapt to learn them. But they sometimes meet
difficulty to pronounce words incorrectly, mix some
words’ pronunciation and usually use code
- switching
in conversations. According to Myers- Scotton (1993a),
“Code
- switching is using of elements from more than
a language during conversation, is usual among
multilingual
s”. In order to improve their English
pronunciation, I advice them to watch English cartoons
and videos, listen to podcasts or learn other online
tools. Additionally, during lessons I try to support
bilingualism, if they may meet any misunderstanding.
Another point of the 1st subgroup is related to their
behaviours. They are naughtier than other classmates.
They sometimes don’t obey school rules, don’t respect
cultural traditions and sometimes don’t pay attention
to teachers’ explanations during the lesson.
Therefore
I try to communicate with them regularly and tell
interesting
stories
about
politeness,
cultural
understanding, respect and kindness.
Subgroup 2
Subgroup 2: Five pupils in the class come from families
with low socio-economic status. They come from
monolingual family and their parents are unemployed
or earn low salary. These pupils may have fewer
resources at home to support their education, such as
books or private tutoring. These learners have
obtained their background knowledge of English
language at the primary school, because their family
had no opportunity to give them to the kindergarten
and any extra tutoring courses. Some of them need to
work in summer in order to help and support their
family. Cause of their family condition, their character
is different: they are shy and have no tolerance to
communicate longer with others. For example, one of
my pupil Farruh was raised in family with low incomes.
Their parents divorced when Farruh was 5 years old.
He lived with his mother far from the city center. His
mother works as a babysitter and sometimes can’t
afford financial circumstances. In summer holidays and
at the weekends Farruh need to work part time
employment because of helping his mother. He usually
carries people’s luggage at the marke
t or works as at
the people’s gardens. Farruh is a shy and introvert boy,
he has some challenges to learn subjects. But he is
eager to learn English and tries to participate during
the classes. Their input knowledge is better than their
output. They try to do reading and listening tasks,
however they don’t want to speak in speaking
activities and share their ideas among their classmates.
Also, they sometimes can’t understand grammatical
themes and their structures clearly, because their
L1grammar is different from English grammar. For
providing these learners clearly understanding I usually
organize extra classes for them which avoiding socio-
economic barriers. I try to teach them using simple and
comprehensible structures and sentences connecting
with their L1 and try to balance their participation to
lessons with their peers.
These subgroup learners’ background belongs to rural
areas. Consequently, these learners are usually rather
even-tempered
and
composed
than
their
counterparts. Sometimes their reserved nature may
influence their learning process as they hesitate to
answer the questions or ask unfamiliar themes, even
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Publisher:
Master Journals
sometimes embarrass to communicate with their
peers.
Sociolinguistic Profile of the Learning Context
In the online learning context for acquiring the target
language a dynamic and multifaceted environment
influenced by a variety of sociolinguistic elements. For
teachers to create inclusive, effective language
education that fits the wide range of requirements of
pupils, they must have a thorough understanding of
these variables. In my target group every pupils differ
from others in terms of their characters, backgrounds,
experiences or learning styles in the particular setting.
Learning results can be improved by using tailored
strategies that take into account different capacities
and styles. Some of my group learners began to learn
English in the primary school and some of them began
from kindergarten period. First subgroup learners have
enough opportunity to acquire the target language.
They can travel to other countries and communicate
with native speakers. Their parents are educated and
encourage and motivate their children to learn
languages. Pupils of second subgroup haven’t good
opportunity to learn English, but they are eager to
acquire the language. In classes they try to participate
in activities with some challenges of their skills. Taking
into consideration of these variables, I try to create
meaningful and effective learning environment. I
organize lessons based on four skills which is
connected with each other. During lessons I use
different methods and approaches which can ease
language learning. Some pupils face difficulties with
English grammar that is not similar with their L1
structure. According to Benati (2018), “instructo
rs
shouldn’t give emphasis not only to know language
rules or theories, but also they should learn to use the
language for communication. I usually use direct
techniques to enhance learners’ listening and speaking
skills. Task- based language teaching (TBLT) and
Communicative Language Teaching (CLT) are very
effective for pupils’ language acquisition that focus on
authentic language usage in doing meaningful tasks or
learning the language through communication. My
pupils are enthusiastic and inquisive to acquire English
language. “Providing a wide range of recources and
materials is essential during the period of L2
acquisition” (Darvin and Norton, 2017). According to
Darvin and Norton (2017), “if learners meet challenges
to participate in second language learning effectively,
it may due to their social status, ethnicity, racism,
gender or sexual orientation that instructors should
encourage learners to make own investiments”. In
order to improve their integrated skills, I usually
organize extra classes after
lessons and work on pupils’
weak skills and problems.
Gender or sexuality
Scientists discuss about important studies, theoretical
approaches or relationship between gender or
sexuality and language in learning classes. In our area
there is not permission to discuss some terms of
sexuality and gender, because our country is Muslim
country and some views of these topics are not
appropriate to our mentality.
My class consists of 5 male and 5 female learners who
has different behavior and characteristics. During the
lessons I notice that girls’ language is “weaker” than
boys’ language. According to Lakoff (2004), “Females’
language is described as “weaker” than males,
therefore she is frequently characterized as receiving a
“deficit” approach”. But it represents female students’
weaker linguistic usages are because of social
powerlessness of females. Although girls’ language is
weaker than boys, they can participate to the classes
actively and can comprehend some grammatical or
integrated themes faster. From my observations, girls
frequently use “hypercorrect grammar” in classes and
outside. They pronounce words completely and
accurately and boys pronounce some words briefly,
such as girls pronounce “doing, cannot, is not, are
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OCLC
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Publisher:
Master Journals
not”, boys pronounce there words like “doin, can’t,
isn’t or aren’t”.
My target group girls communicate with their
classmates and teachers politely and softly, respect
other classmates in conversations, however my group
boys sometimes speak to their classmates rudely and
loudly. They tend to fight with each other easily.
“When I give overall impression about women, they
are rather “polite, soft
-spoken, empathetic, gentle and
non-assertive that various roles and statues of men and
women are reflected by the gendered language forms”
(Okamoto, 1995). Although I should consider about
connection between gender and language learning, I
try to fix equality in the class.
Race or ethnicity
Language plays an important role in the maintenance
and construction of ethnic identity which is more
essential than other factors: social class, age or gender.
In my group there are Uzbek, Russian, Tadjik pupils and
Uzbek, Tadjik and some of Russian pupils are belonged
to Asian ethnicity and some Russian pupils are
belonged to European ethnicity. Asian people, mainly
Asian women are usually gentle and pretty. Russian
people usually strong, attentive and strict. In their
family they usually communicate with each other in
their L1 and also sometimes use words of their
“heritage” language in conversation. During the
co
mmunication among their classmates, “code
-
switching” is beneficial to share their ideas clearly.
According to Poplack (1980), “The multiple functions
of code-switching have been shown as an element in
identity construction”. Our community of the group
includes a wide range of varieties, identity and
languages in a small space and using a “borrowed”
variety phenomenon and different accents are
occurred at the community, like in Wolfram’s (1974)
study.
In our school community Uzbek language is dominant
language, but there are many minority ethnic groups,
which use their particular linguistic features in their
family or close community. My target learners are non-
native English speakers, therefore their English
language accents are based on their L1. For example,
Russian pupils pronounce English words articulately
and loudly, because Russian grammar structure has
similarity with English grammar structure. Uzbek and
Tadjik pupils pronounce words differently, they put
stresses at the end of the words, because in these
languages’ grammar usually stresses are put at the end
of words and this influence their accents.
My target learners’ learning rate is like similar pace,
their ethnicity can’t influence their studies or character
or behavior. As a language instructor I would offer
students to respect their classmates’ cultural and
linguistic diversity, ethnicity and L1. Additionally, my
target learners’ races are mostly Mongoloid/ Asians
and some of them are Caucasian/ Whites. However, the
topics “race” and “sexuality” is not allowed to discuss
in my instructional context, cause of avoiding
discrimination, obeying school policy and of course,
they are not appropriate topics to my target learners.
Sociolinguistic Profile of the Context where English will
be used
The context in which English will be used has s
sociolinguistic profile that involves a range of factors
that impact language use, identity formation or social
interactions. This profile is especially helpful for
learners getting ready to transition to new cultural and
linguistic environments or negotiate challenging
sociolinguistic circumstances (Mesthrie et al, 2009).
According to Wardhaugh and Fuller (2014), “Standard
English proficiency is expected in many English-
speaking contexts and is often linked to formal
education, social mobility and career success”.
Students may face pressure in social, educational or
professional contexts to adhere to established
language norms. But learners’ language learning differ
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SJIF
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(2024:
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Publisher:
Master Journals
from others depending on social class, ethnicity,
individual identity or regional factors.
My target learners learn English as a Foreign Language
and for EFL students shifting from one school setting
to another, a smooth transition requires a lot of
support and considerable planning. For developing
lear
ners’ English language proficiency, instructors
should provide appropriate tutoring or extra English
language classes. Smooth transition takes a crucial role
in adaptation of new place or environment.
Newcomers can receive benefit from extra direction or
help of their classmate or instructors that they can
adapt to new environment and can’t face challenges in
their language proficiency. Some of my students
require specialized support techniques in order to
address their unique needs and learning difficulties.
For example, Anna wants to study at the foreign
university where English is commonly used. So I often
engage her to communicative speaking activities and
extra speaking classes that can improve her speaking
skill. Adapting to a new cultural and educational
context is very necessary for her when she moves to a
new educational setting. In order to support my
students in transiting cultural differences and new
educational environment, I often provide online
discussions with intercultural students of foreign
schools. It can help students to share their ideas in
English freely and learn other cultures’ traditions,
customs and lifestyles. One of my learners Farruh came
from distance region and his primary school couldn’t
provide enough English language classes to pupils. In
initial period of his studying in our school Farrux didn’t
understand simple English grammar structures and he
was shy and introvert boy, didn’t want to communicate
during language classes. After classes I try to teach him
individually and engage to watch and describe short
videos in his simple words. In order to overcome
particular shortcomings of pupils, I should use
scaffolding and differentiation methods and useful
ways in and outside the classes.
Pedagogical Implications
Learners of the first subgroup are active and self-
motivated learners. Their language proficiency is
higher than subgroup 2nd learners. For organizing
English classes effectively to the 1st Subgroup learners,
I use Communicative language teaching and Task-
based language teaching approaches, which focus on
teaching English through communication and
interesting games and activities. Because they are
interested in communicate like native people and they
are hyperactive, therefore these learners are able to
easily engaged to discussions, debates or role plays
that are beneficial for acquiring their L2 proficiency. In
role play activities and discussions they can imitate
natives or the teacher’ pronunciation and can correct
their pronunciation mistakes. In role play activities I
sometimes use national and cultural stories which
learn learners to respect others, understand different
nations’ traditions and learn politeness.
Through English classes I try to teach both English
language integrated skills and behavior, respect or
politeness by using different approaches.
For teaching 2nd Subgroup learners, I try to organize
my classes with using Grammar translation and
Communicative language teaching approaches.
Subgroup 2 learners don’t want to speak in
communicative activities and they are hesitant to
answer the question in the class. So I usually emphasize
grammatical tasks, translating phrases and texts and
reading exercises regarding their needs analysis. If a
learners makes a mistake while answering the
question, I never correct his/her mistake among peers,
instead I try to explain relevant answers individually
and this can release their self- conscious, increase their
self- confident. This is important to teach the target
language to both Subgroups equally, especially
different
multicultural
learners.
According
to
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Kymlichka (2001), “Language plays a beneficial role in
the multicultural policies’ enactment”. In order to
improve their speaking skill, I usually use CLT
approaches in different ways in the classes. For
example, I share papers with appropriate topics and
their listening podcasts related to the next theme for
hometask. During the lessons they should tell what
they understand or even they may read their papers in
the discussions. It can enhance learners’ self
-esteem
and confident and help to improve their speaking and
listening skills. Besides that, 2nd subgroup learners
come from different ethnic and cultural backgrounds.
They differ from other classmate with their
characteristics, passions, aptitudes and degrees.
Therefore, I try to be flexible and imaginative. Every
pupils have their particular learning styles, such as
there are visual, auditorial and kinesthetic learners. It is
important for me to introduce learners’ families,
educational and cultural backgrounds, because they
are effective tools in the teaching process and
guarantee to their successful language acquisition. In
order to consider their learning styles, preferences and
needs, I organize interactive and communicative
activities which are beneficial in their language
acquisition. According to Howkins (2009), “A lot of
learners attend classes for acquiring the knowledge,
acquiring the target language and becoming more
socialized”. The chosen activities, tasks and games for
my learners can help to establish supportive
environment, deliver the lessons clearly and can
develop their integrated skills.
As an EFL teacher I try to support friendly atmosphere
and interesting classes to my learners that they can
learn English effectively, communicate in inter- group
activities, pair-work, individual work or whole group
discussions
freely
and
clearly
without
any
embarrassment.
Assessment Implications
I use peer, feedback evaluation, formative and
summative
assessments
to
assess
learners’
sociolinguistic and linguistic knowledge. According to
Black and William (2010), “Formative assessment
supplies with activities and feedback that can help
learners to acquire the language more effectively”.
Their performance can be improved with formative
assessments. Summative assessment is regarded as
the final assessment of the lesson which is used to
represent the progress and accomplishment of
learners. In peer assessment learners provide feedback
to other classmates. The aim of this feedback is to
assist peers improve their learning. During the listening
tasks I often use True/False or Multiple choices
exercises. Listening activities is very beneficial to learn
English pronunciation, speech and accents. I can assess
learners’ understanding of the listening task by using
True/False or Multiple choices exercises. These tasks
develop learners’ concentration to the speech,
differentiation of the accents and grasp the main ideas
through the speech and also they can experience
authentic environments during the process.
I provide a listening task for my A2 level learners in the
theme “Feelings”. There are several dialogues in it
which are about children’s feeling and they are
represented in different situations. After listening to
the audio, I can organize communicative activities and
can check their understanding with relevant questions.
For example: In this dialogue with whom John is
speaking? Why John is worried about his exam? Why
Lucy is angry? How do these pupils pronounce words?
While assessing the learners I usually use analytic and
holistic rubrics. And for this listening task I have chosen
an analytic rubric. Hughes (2002) noted that “Analytic
rubrics,
develop
awareness
of
overlooked
performance
elements,
resolve
uneven
skill
development”. Instructors can tailor t
heir instructions
to the weaknesses and strengths of their learners’
integrated language abilities by using the given task’s
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analytical rubric. I can use the accompanying criteria to
assess the pupils’ responses they have finished the
exercises.
Criteria
Excellent
Good
Needs improvement
Comprehension
Demonstrates clear
comprehension of the
audio, accurately
identifying expressed
feeling.
Demonstrates mostly or
comprehension of the
audio, with minor
inaccuracies in identifying
feelings.
Demonstrates limited
understanding of the
audio, with frequent
inaccuracies in identifying
feelings
Vocabulary
Uses appropriate
vocabulary related to
feeling from the listening
material.
Utilizes some relevant
vocabulary, however may
rely on less precise or
simpler terms.
Uses inappropriate or
limited vocabulary to
describe feelings.
Grammar and Syntax
Shows accurate use of
grammar and syntax, with
few errors.
Demonstrates some
control of grammar and
syntax, with noticeable
errors.
Demonstrates frequent
errors or uses grammar
and syntax incorrectly,
hindering comprehension.
This analy
tic rubric is beneficial for evaluating learners’
performance on the listening task “Feelings”. Because,
it divides into distict criteria, offering comprehensive
and precise assessment of their abilities. This makes it
possible to evaluate their listening comprehension,
grammar proficiency and vocabulary use more
precisely in all respects. Instructors can provide
students focused feedback by allocating points to
certain criteria, emphasizing their areas of growth and
strength. Additionally, an analytic rubric helps
guarantee uniformity in assessments in the field of
education, which gives both teachers and learners
clarity on what is expected of them for the assignment.
The usage of analytic rubric improves the reliability and
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validity of the evaluation procedure, resulting in
improved learning results.
CONCLUSION
In conclusion, it is impossible to overestimate the
importance of language instructors in standing up for
their learners in particular situations. Language
instructors act as defenders of their lear
ners’ cultural,
linguistic and social well-
being. “A language teacher
can create a welcoming and stimulating classroom
environment that encourages language development
and learners’ interests to learning by customizing
instruction to meet the specific preferences and needs
of each learner, incorporating culturally relevant
materials and encouraging collaborative learning
experiences” (Kim & Richardson, 2018). Language
teachers should encourage learners to reflect on their
own teaching techniques and approaches that they
may address the various needs and preferences.
According to Bokor, 2018, “Language teachers have an
important role in influencing language learning
experiences of learners and creating an eqitable and
inclusive educational system through empathy,
advocacy or cultural responsiveness”.
REFERENCES
1.
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