CHALLENGES OF IMPLEMENTING THE COMMUNICATIVE APPROACH IN TEACHING ENGLISH IN UZBEKISTAN

Abstract

The communicative approach, widely recognized as Communicative Language Teaching (CLT), has become a dominant paradigm in English language education worldwide. It emphasizes the development of communicative competence, focusing on learners’ ability to use language effectively in real-life contexts. In Uzbekistan, substantial educational reforms have been introduced to enhance English language teaching, aligning national standards with international frameworks. Despite these efforts, the practical implementation of CLT remains limited and faces numerous challenges.

This study provides a comprehensive analysis of the barriers to effective CLT implementation in Uzbekistan. It explores pedagogical, institutional, sociocultural, and psychological factors that hinder the transition from traditional teacher-centered approaches to communicative, learner-centered methodologies. The research also examines the current state of English language education, identifies gaps between policy and practice, and evaluates the readiness of teachers and learners for communicative instruction.

Furthermore, the paper proposes strategic recommendations, including teacher professional development, curriculum reform, assessment redesign, and integration of digital technologies. The study concludes that while CLT has significant potential to improve language proficiency, its success in Uzbekistan depends on systemic changes and sustained support from all stakeholders.