ETHNICITY, GENDER, AND SOCIOECONOMIC STATUS IN EFL EDUCATION: ANALYZING THE EXPERIENCES OF UZBEK AND TAJIK TEACHERS
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Abstract
This study investigates the sociolinguistic factors affecting English language learning among two distinct subgroups of teachers in Navoi, Uzbekistan. The first subgroup consists of five Uzbek EFL teachers who frequently use code-switching between Uzbek and Russian, reflecting their positionality and sociolinguistic dynamics. The second subgroup includes six rural Tajik EFL teachers whose dialectal Tajik and lower socioeconomic status impact their educational experiences and interactions. The research highlights how gender, ethnicity, and socioeconomic factors influence classroom practices and assessment outcomes. It also addresses the implications for teaching methodologies and assessment practices, emphasizing the need for culturally responsive and equitable educational approaches.
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References
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