UNDERSTANDING MULTILINGUAL LEARNERS: A SOCIOLINGUISTIC PROFILE OF SECONDARY ENGLISH STUDENTS

Abstract

This article presents a sociolinguistic profile of a group of multilingual secondary students studying English at a private language centre in Namangan, Uzbekistan. The learners come from diverse linguistic and cultural backgrounds, including Uzbek, Russian, and English-speaking families. Drawing on sociolinguistic theory and classroom research, the study explores how students’ language backgrounds, socioeconomic status, and future goals shape their English learning experiences. The paper further analyzes the sociolinguistic characteristics of their learning context and the environments where they will use English in the future. The pedagogical and assessment implications highlight the importance of recognizing multilingualism as a resource, promoting equitable and inclusive language practices, and preparing students for authentic, global English communication. Understanding learners’ sociolinguistic backgrounds enables teachers to design instruction and assessments that are both fair and meaningful, ensuring all students can thrive in a multilingual world.