EXPLORING PEDAGOGY AND ITS IMPACT ON SOCIOLOGY: TECHNIQUES OF TEACHING FOREIGN LANGUAGES FOR ELEMENTARY SCHOOL PUPILS IN UZBEKISTAN

Abstract

This article explores the challenges faced by English language educators in Uzbekistan and proposes strategies to address them within the context of pedagogy and sociology. It begins by defining pedagogy as the art and science of teaching and sociology as the study of society and social behavior. The relationship between these disciplines is examined, highlighting how teaching techniques influence societal perceptions and values. The role of pedagogy in shaping socialization is discussed, emphasizing its significance in fostering critical thinking and cultural understanding. Additionally, the impact of pedagogy on elementary school language education is explored, with a focus on enriching linguistic and sociocultural development through diverse teaching methods. The article then identifies challenges encountered by English language teachers in Uzbekistan, such as resource limitations, language proficiency issues, outdated teaching methods, and large class sizes. Proposed methodologies to overcome these challenges include continuous professional development, integration of technology, adoption of communicative language teaching, facilitation of small group dynamics, and cultural immersion. The study outcomes, based on data collected from 150 teachers, reveal significant deficiencies in teaching resources, language proficiency, and support for differentiated instruction. Finally, the article concludes by emphasizing the importance of collaborative efforts among policymakers, educational institutions, and stakeholders to address these challenges and advance English language education in Uzbekistan.
Key words: