SOCIOLINGUISTIC PROFILE RESERCH PAPER: COMPUTER PROGRAMMING STUDENTS AT TASHKENT PEDAGOGICAL TECHNICAL.
Keywords:
Keywords: sociolinguistics · English for Specific Purposes · language ideology · Global Englishes · translanguaging · raciolinguistic ideologies · EFL · UzbekistanAbstract
Annotation: This paper presents a sociolinguistic profile of Group 102, a class
of 14 first-year Computer Programming students at Tashkent Pedagogical Technical
(TPT) in Uzbekistan. The profile examines learner backgrounds across three
dimensions — regional origin, gender, and ethnic and linguistic identity — and situates
these within the multilingual context of Tashkent and the English-using futures for
which students are being prepared. Drawing on frameworks from World Englishes,
Global Englishes, raciolinguistic theory, standard language ideology, and
translanguaging, the paper identifies two overlapping subgroups whose differential
access to English creates meaningful instructional challenges. Pedagogical
implications address differentiated instruction, the strategic use of translanguaging, and
the disruption of standard language ideologies that disadvantage regional, multilingual,
and female learners. Assessment implications focus on analytic rubric design, the risks
of raciolinguistic bias in evaluation, and advocacy for contextually appropriate
assessment in English for Specific Purposes (ESP) settings.
References
References
1. Bayley, R., & Villarreal, D. (2018). Cultural attitudes toward language variation
and dialects. In J. I. Liontas (Ed.), The TESOL encyclopedia of English language
teaching. John Wiley & Sons.
2. Bucholtz, M., & Hall, K. (2005). Identity and interaction: A sociocultural linguistic
approach. Discourse Studies, 7(4–5), 585–614.
3. Calder, T. (2020). Language and gender. In J. K. Chambers & N. Schilling (Eds.),
The handbook of language variation and change. Wiley Blackwell.
4. Fought, C. (2011). Language and ethnicity. In R. Mesthrie (Ed.), The Cambridge
handbook of sociolinguistics(pp. 238–257). Cambridge University Press.
5. Kachru, B. B. (1990). World Englishes and applied linguistics. World Englishes,
9(1), 3–20.
6. Lippi-Green, R. (2004). Language ideology and language prejudice. In E. Finegan
& J. R. Rickford (Eds.), Language in the USA: Themes for the twenty-first
century(pp. 289–304). Cambridge University Press.
7. Rosa, J., & Flores, N. (2017). Unsettling race and language: Toward a
raciolinguistic perspective. Language in Society, 46(5), 621–647.
8. Selvi, A. F. (2019). Incorporating Global Englishes in K–12 classrooms. In L. C.
de Oliveira (Ed.), The handbook of TESOL in K–12(pp. 83–99). John Wiley &
Sons.
9. Tirvassen, R. (2018). Sociolinguistics and the narrative turn: Researching
language and society in contexts of change and transition. BRILL.
10. Wardhaugh, R., & Fuller, J. M. (2014). An introduction to sociolinguistics(7th ed.).
John Wiley & Sons.
