OFFICIAL LABEL, ACTUAL PRACTICE: ALIGNING THE DECLARED AND ACTUAL LANGUAGES OF INSTRUCTION IN UZBEKISTAN'S RUSSIAN-MEDIUM CLASSES
Independent researcher, Fergana State University
Annotatsiya
This article examines the relationship between the officially declared language of instruction and actual language practices in Russian-medium classes in Uzbekistan. It focuses on the use of Russian and Uzbek during subject teaching, classroom interaction, explanation of terminology, and communication between teachers and students. The study aims to identify potential differences between institutional language designations and everyday classroom practices and to explore the pedagogical, linguistic, and institutional factors that may influence teachers’ language choices. The research framework combines document analysis, classroom observation, teacher interviews, and student questionnaires to provide a comprehensive understanding of multilingual classroom communication. Particular attention is given to the distinction between the officially designated language of instruction and the use of additional languages to support students’ comprehension and participation. The study may contribute to the development of context-sensitive approaches to language policy implementation, teacher professional development, and educational monitoring in Uzbekistan.
Kalit so'zlar: language of instruction, Russian-medium education, multilingualism, classroom interaction, language policy, Uzbekistan, translanguaging.