TESOL ASSIGNMENT: ENGLISH-ONLY IDEOLOGY & TRANSLANGUAGING IN UZBEK EFL CLASSROOMS
Keywords:
THEORETICAL FOUNDATION. 1. Sociocultural Theory (Vygotsky, 1978; Thurnbury, 2003; Ortega, 2009) Learning is socially mediated; L1 supports scaffolding, concept formation, and reduces cognitive load. Translanguaging aligns with this theory, allowing learners to use multiple languages strategically in collaborative contexts. Translanguaging Theory (García, 2009; Canagarajah, 2011; Li Wei, 2018) Translanguaging treats multilingual repertoires as integrated and dynamic. Strategic L1 use enhances comprehension, confidence, and identity affirmation.Abstract
In Uzbek EFL classrooms, the English-only ideology positions English as the
sole legitimate medium of instruction. Teachers often enforce strict “faqat inglizcha
gapiring” rules, assuming exclusive L2 exposure accelerates learning. However,
learners naturally draw on Uzbek, Russian, and English, forming complex multilingual
repertoires (Lippi-Green, 1997; Milroy & Milroy, 1999). Suppressing these resources
limits comprehension, participation, and identity expression (Canagarajah, 2011;
García & Wei, 2014). This issue is socially and educationally significant. English-only
policies reinforce linguistic hierarchies, privilege certain accents, and marginalize
learners who rely on L1 for comprehension. From an applied linguistics perspective,
this reflects intersections of language ideology, power, and identity (Wodak, 2006;
Baldauf, 2005; Kaplan & Baldauf, 2005). Investigating this clash is essential to
understand the interactions of learner identities, teacher beliefs, and classroom
practices in Uzbek EFL contexts.
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