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METHODOLOGICAL CHALLENGES AND PROSPECTS OF TEACHING ENGLISH
LANGUAGE
Norova Bakhriniso Yuldashevna
Tashkent State Agrarian University
Language Department Teacher
Abstract:
The teaching of English in Uzbekistan continues to evolve in response to national
education reforms and global linguistic demands. This article examines the methodological
challenges facing English language instruction within the Uzbek context, particularly from the
perspective of non-native English-speaking teachers. Drawing on recent academic literature and
regional classroom realities, the study explores how policy implementation, teacher preparation,
and sociolinguistic factors intersect to shape English language teaching (ELT). Emphasis is
placed on communicative approaches, teacher identity, and locally responsive pedagogy. The
article aims to provide a balanced scholarly reflection on the current state of ELT in Uzbekistan,
with practical insights for educators and policymakers.
Key words:
English language teaching, Uzbekistan, non-native teachers, ELT methodology,
language education policy, multilingualism, communicative approach
Introduction
The growing importance of English in Uzbekistan's educational system reflects broader socio-
economic goals, including integration into international academic and business spheres. National
reforms such as the Presidential Decree No. PF-4947 (2017) have outlined ambitious plans for
enhancing foreign language instruction across all levels of education. As English continues to
gain status as a key instrument for global engagement, the effectiveness of its teaching in the
Uzbek context has come under increasing scrutiny (Rahmanova and Shahabitdinova, 2024). This
article explores the methodological and systemic challenges that shape English language
teaching in Uzbekistan, with attention to the role of non-native educators and the practical
realities of classroom practice.
Despite policy-level endorsement of communicative language teaching (CLT), its consistent
implementation remains a challenge across public schools and higher education institutions.
Teachers frequently face structural obstacles such as overcrowded classrooms, insufficient
teaching materials, and limited access to professional development opportunities (Qurbonova,
2025). Moreover, while CLT emphasizes interactive, learner-centered instruction, many
classrooms continue to rely on grammar-translation methods due to examination pressures and
traditional expectations from school administration and parents.
Recent literature emphasizes the need for context-sensitive adaptation of global methods.
Richards and Rodgers (2014) advocate for methodological pluralism, where teachers blend
techniques in response to learner needs and institutional constraints. In Uzbekistan, this adaptive
approach is particularly relevant, allowing instructors to incorporate communicative tasks
without disregarding the grammatical foundations still prioritized in assessments.
The dominance of native-speaker norms in English language education often marginalizes the
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legitimacy of non-native English-speaking teachers, particularly in contexts like Uzbekistan
where English is learned as a foreign language. However, current scholarship increasingly
recognizes the strengths of non-native instructors. As Medgyes (2017) and Kamhi-Stein (2014)
argue, non-native teachers bring a valuable perspective to the classroom, including an
understanding of the learner’s challenges and a capacity to model effective language acquisition
strategies.
In Uzbekistan, most English instructors are local professionals educated within the national
system. Their linguistic and cultural familiarity can enhance pedagogical relevance and foster
learner confidence, especially when paired with a commitment to ongoing professional
development. Recognizing and supporting the expertise of non-native educators is thus essential
to sustainable ELT reform.
Conclusion
The development of English language teaching in Uzbekistan is shaped by a dynamic interplay
of global pedagogical trends, national policy directives, and local classroom realities. While
communicative methods are promoted in official discourse, their translation into everyday
practice requires methodological flexibility, institutional support, and the empowerment of local
educators. Non-native teachers, far from being a limitation, represent a key resource in this
process when given access to updated training and scholarly engagement. Future reforms should
prioritize inclusive, context-aware strategies that strengthen the capacity of all English teachers
in Uzbekistan.
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