NAVIGATING LINGUISTIC STRATIFICATION: SOCIOLINGUISTIC PROFILING AND EQUITY-ORIENTED PEDAGOGIES IN POST-SOVIET ENGLISH CLASSROOMS
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Sociolinguistics, multilingual education, linguistic hierarchy, post-Soviet context, Karakalpakstan, equity, critical pedagogyAbstrak
The current study offers a sociolinguistic case study of twelve teenage ELSs in Karakalpakstan, investigating the impact of segregation into Karakalpak-medium and Russian-medium school groups on learners' linguistic potential, self-confidence, motivation, and engagement in the classroom. The study demonstrates that learners in the Karakalpak-medium groups are disadvantaged, while learners in the Russian-medium groups enjoy linguistic and social capital. The study also provides learner profile data that illustrates the intersections of language medium with gender, ethnicity, and identity. The paper argues, based on these findings, that a critical approach to pedagogy that goes beyond essentializing categories of identity, drawing on narrative theory, is necessary to achieve linguistic justice in EFL teaching in Expanding Circle settings.
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