INTEGRATIVE DEVELOPMENT OF STUDENTS’ MULTILINGUAL AND SOCIO-CULTURAL COMPETENCIES IN THE CONTEXT OF UZBEKISTAN’S EDUCATION SYSTEM
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Abstract:
This study explores the integrative development of students’ multilingual and socio-cultural competencies within Uzbekistan’s education system. It emphasizes the growing demand for graduates who can operate confidently in Uzbek as the state language, Russian as a lingua franca, and English as the language of international cooperation. By situating language learning within intercultural contexts, the research highlights the dual importance of linguistic proficiency and cultural adaptability in preparing globally competitive citizens. The article analyzes strategies such as Content and Language Integrated Learning (CLIL), English-Medium Instruction (EMI), translanguaging, and project-based approaches, all of which link language acquisition to real-life communication and identity building. The role of modern technologies, including digital platforms, virtual exchange programs, artificial intelligence, and virtual reality, is examined as a catalyst for intercultural engagement. Drawing on policy reforms and institutional practices, the paper concludes with recommendations for embedding plurilingual and intercultural education into curricula at all levels.
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