EARLY SECOND LANGUAGE LEARNING AND ACADEMIC ACHIEVEMENT: THE EXPERIENCE OF UZBEKISTAN’S EDUCATION SYSTEM
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Abstract
This article examines the relationship between early second language (L2) learning and academic achievement in the context of Uzbekistan’s education system. Drawing on second language acquisition (SLA) theory, contrastive linguistics, and recent reforms in Uzbekistan’s multilingual education policies, the study investigates how introducing English at primary school level affects cognitive development, literacy skills, and overall scholastic performance. Using a mixed-methods approach—standardized test data, classroom observations, and teacher interviews—the study finds that early exposure to English improves metalinguistic awareness, enhances problem-solving abilities, and positively correlates with academic outcomes in mathematics, science, and literacy. However, challenges remain, including teacher preparedness, limited resources, and risks of L1 attrition in Uzbek. The article argues that early bilingual education in Uzbekistan, if supported by proper pedagogical training and materials, has the potential to strengthen students’ global competitiveness while maintaining their cultural and linguistic heritage.
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