“A SOCIOLINGUISTIC PROFILE OF UNIVERSITY EFL LEARNERS IN TASHKENT, UZBEKISTAN”

Abstrak

This paper presents a sociolinguistic profile of first-year philology students at a University in Tashkent. It investigates how learners’ linguistic backgrounds, socioeconomic status, gender, and motivations influence their English learning experiences. Based on classroom observations and learner profiles, the study shows how multilingualism and diversity shape classroom dynamics and teaching practices. The findings indicate that students’ English learning is strongly connected to their personal aspirations—such as careers in business or education—and that inclusive, differentiated instruction supports their growth. The research also reveals that gender and societal expectations subtly affect learners’ confidence and participation. The study argues that teachers should advocate for linguistic equity by recognizing diverse English varieties and rejecting standardized norms. Integrating communicative and task-based methods with fair assessment, the paper underscores the importance of creating classrooms where every learner can develop linguistic competence, confidence, and agency in a globalized context.