INVESTIGATION OF SOCIAL STATUS AND LANGUAGE IDENTITY IN UZBEKISTAN IN THE CASE OF A GROUP OF EFL TEACHERS
Abstract
This study investigates the language learning dynamics among two distinct groups of English as a Foreign Language (EFL) teachers in Navoi, Uzbekistan. The first group comprises five Uzbek EFL teachers who predominantly use Uzbek with significant code-switching into Russian, reflecting their higher socio-economic status and linguistic positioning. The second group includes six Tajik EFL teachers from rural villages with intermediate language proficiency and lower socio-economic status. The study explores how sociolinguistic factors such as language background, gender dynamics, and socio-economic status affect teaching practices, accent perceptions, and inter-group interactions. Findings reveal significant differences in language use and social positioning between the groups, highlighting the influence of socio-economic and linguistic factors on educational practices and learner identities.
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