Sociolinguistic aspects of teaching the Russian language in the multilingual educational space of the republic of Uzbekistan.

Abstract

This article explores the sociolinguistic dimensions of teaching the Russian language in the multilingual educational environment of the Republic of Uzbekistan. The study examines the status of Russian within national language policy, patterns of bilingualism and multilingualism, and the role of Russian as a language of interethnic communication and academic mobility. Particular attention is given to language contact, code-switching, sociocultural adaptation, and the formation of communicative competence in educational institutions. The paper argues that effective Russian language instruction in Uzbekistan requires the integration of sociolinguistic awareness, culturally responsive pedagogy, and context-sensitive methodologies. Recommendations for improving curriculum design and teacher training in multilingual settings are proposed.