REINTRODUCING TRANSLANGUAGING IN PRIMARY EDUCATION IN UZBEKISTAN: A PEDAGOGICAL IMPERATIVE
Abstract
This study explores the reintroduction of translanguaging practices in Uzbekistan's primary education system. Translanguaging, the pedagogical approach that leverages students' full linguistic repertoires, has gained global recognition for its efficacy in multilingual classrooms. In Uzbekistan, where linguistic diversity is prominent, especially in urban centers, translanguaging offers a promising strategy to enhance learning outcomes. Through a qualitative analysis of existing literature, policy documents, and classroom practices, this paper examines the potential benefits and challenges of implementing translanguaging in Uzbek primary schools. Findings suggest that translanguaging can support cognitive development, cultural identity, and academic achievement. However, successful implementation requires teacher training, curriculum adjustments, and policy support. The study concludes with recommendations for integrating translanguaging into Uzbekistan's educational framework to foster inclusive and effective learning environments
Keywords
Translanguaging, multilingual education, primary education, Uzbekistan, language policy, pedagogy, linguistic diversity, teacher training.
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