Revealing the Sociolinguistic Environment: Investigation of the

Profiles of Business English Learners

Nargiza Djurayeva

and Abdulkhay Djuraev

English Language, International School of Finance Technology and Science, Tashkent, Uzbekistan

English Language Department, University of World Economy and Diplomacy, Tashkent, Uzbekistan

Keywords: Sociolinguistic Profile, Business English, Pedagogical Implication, Assessment Implication, Ethnicity, Social

Factor.

Abstract: This research paper examines the sociolinguistic profiles of students in a Business English course at

“International School of Finance Technology and Science” (ISFT) institute in Tashkent, Uzbekistan. It

analyzes social factors like ethnicity, gender dynamics, socioeconomic status, and the linguistic context of

English usage. The diverse student population, made up of young adults of Uzbek descent, provides a unique

opportunity to explore how these sociolinguistic variables affect language learning. The study's goal is to

discover language acquisition problems and opportunities in Business English education by categorizing

students into subgroups based on these variables. The paper also discusses pedagogical and assessment

implications based on these sociolinguistic profiles, with a focus on improving students' language proficiency

and adaptability in local and global settings. Additionally, drawing on insights from sociolinguistics,

education, and language acquisition theories, this study contributes to the ongoing discussion on language

education by highlighting the importance of considering social factors in effective pedagogical practices.

Ultimately, the research aims to create inclusive and fair learning environments that empower students to

navigate diverse sociocultural landscapes and succeed in an interconnected world.

1 INTRODUCTION

It is crucial to understand the sociolinguistic profiles

of language learners in order to create effective

teaching methods that meet their individual needs.

This study examines the sociolinguistic profiles of

students taking a Business English course at ISFT

institute in Tashkent, Uzbekistan. The student

population is diverse, consisting of young adults of

Uzbek descent, which allows for an exploration of

how different social factors intersect with language

learning. This study examines the ethnicity, gender

dynamics, socioeconomic backgrounds, and language

context of students in relation to their use of English.

The main objective of this research paper is to

categorize students into different groups based on

various social aspects and to use the information

provided while addressing social factors to facilitate

and enhance their learning process. The research

report consists of numerous sections which include:

- sociolinguistic profile of group learners;

- sociolinguistic profile of the learning context;

- sociolinguistic profile which involves

classifying students according to various

socioeconomic factors and analysing these

groups;

- sociolinguistic profile of the context where

English will be used;

- pedagogical implication;

- assessment implication.

The main objective of each section is to determine

the most effective pedagogical methodology and

assessment based on students' social factors, improve

their capacity to adapt to various societies when

learning English in the future, provide them with an

appropriate and convenient environment for language

learning, and, based on the results of research, test

this technique on them.

2 METHODOLOGY

This Business English (ESP) course at International

School of Finance Technology and Science (ISFT) in

International Business Administration faculty is

642

Djurayeva, N. and Djuraev, A.

Revealing the Sociolinguistic Environment: Investigation of the Proﬁles of Business English Learners.

DOI: 10.5220/0012908600003882

Paper published under CC license (CC BY-NC-ND 4.0)

In Proceedings of the 2nd Pamir Transboundary Conference for Sustainable Societies (PAMIR-2 2023), pages 642-651

ISBN: 978-989-758-723-8

comprised of students of Uzbek descent ranging in

age from 18 to 22, all of whom are currently enrolled.

ISFT, which is private international university, is

located in Tashkent. The students are the first year

students with major of International Business

Administration. Students in this age group are

typically considered to be young adults because they

are just entering the beginning stages of adulthood.

This indicates that they are at a crucial point in the

development of their language proficiency as well as

their communication abilities, both of which are

significant for their academic and professional

development (Muñoz, 2019).

Every week, class lasts for a total of three hours.

There are a total of twenty-five students enrolled in

this English language class, and their existing skill

levels in the language range from elementary to

intermediate.

Learners who are currently enrolled in a Business

English class most likely have specific linguistic

requirements and objectives connected to the

occupations they hope to pursue in the future. For

instance, Nasirova (2021) claims that students need to

acquire the language skills required to be able to

communicate in business, write professional emails,

and deliver speeches in English. As a result, it is

absolutely necessary to devise a curriculum that is

pertinent and appropriate to the occupations they will

pursue in the future. These students come from all

over Uzbekistan, including Andijan, Namangan,

Tashkent, Bukhara, and Samarkand to name among

others and their nationality and ethnicity background

are Uzbek. Therefore, it may be impossible to divide

these learners into subgroups according to this social

factor. When it comes to organizing language

education, it is vital to take into account the ethnic and

geographical diversity of this group. This is because

each region holds its own unique cultural traditions,

customs, and linguistic traits, and each region also has

its own set of traditions and customs. Since Uzbek is

the learners' native tongue, there is a chance that their

dialects and accents will sound very different from

one another (Khasanova, 2023). Despite this, there is

mutual intelligibility among the learners, as they

comprehend one another despite speaking distinct

dialects of the same language.

As concerned ethnicity, in every country if the

person has particular dialects in their own mother

tongue, either with the pronunciation of vowels or

consonant sounds, this will also have an effect when

learning other foreign languages. Although everyone

in my target group belongs to Uzbek nationality,

students from Samarkand and Bukhara know and can

speak Tajik, and half of the group can communicate

in Russian. However, the ability to speak these

languages does not result in different accents in

English. Instead, the accent formed in their own

mother tongue is represented. For instance, there is a

student from Samarkand in this group; he pronounces

the sound [ i: ] in his own mother tongue more

vaguely by pronouncing [ ɪ ], which is distinct from

the actual pronunciation, that also sounds the same

way in English words. Fought (2011) states that an

accent is a way of pronouncing words that is unique

to a particular person, place, or country. A person's

accent is the way they say things. According to

Hofweber and Marinis (2023), these various

sociocultural circumstances and various uses of the

language in culturally different international

situations have led to the creation of the several world

accents of English.

A dialect, on the other hand, is a regional or social

variety of a language that can be recognized by its

pronunciation, grammar, or vocabulary. So, dialects

are much closer to the idea of language than accents

are. In fact, many scholars now use the word "variety"

instead of these two words because they have messy

meanings. As Wigdorowitz et al. (2022) state that the

word refers to variations in language, and it is used to

put together groups of languages in a more precise

way. In the above-mentioned case, the teacher should

not focus too much on the dialect and accept this

accent as normal, since these days discriminating

against people because of their accents or correcting

them in their pronunciation is not observed. Instead,

the instructor needs to pay attention to the learner's

other achievements in language learning and slowly

fix this pronunciation mistake by demonstrating

various videos and podcasts for the learner to listen to

without pointing out the learner's mistake too harshly.

All of the students' first language is vernecular

Uzbek, therefore, it is possible that they would

experience difficulties when learning English.

According to Wardhaugh and Fuller (2014), the term

"vernacular" in linguistics refers to the language a

person learns as a child and uses in regular, everyday

social interactions. These difficulties may be

connected to phonetics, grammar, vocabulary, or

even cultural differences. In addition, the amount of

past experience they have had learning the English

language may vary, which may have an effect on the

level of their proficiency (Ball & Ball, 2009).

For the target learners who are all Uzbek and

come from different parts of Uzbekistan, it may be

more important to talk about regional variety and

cultural differences than about race and ethnicity. It is

still significant to keep in mind that Uzbekistan is a

country with many different ethnic groups and a long

Revealing the Sociolinguistic Environment: Investigation of the Proﬁles of Business English Learners

643

history of cultural and language exchange. Ethnicity,

much like language, is a social construction; it is

formed and re-constructed in the course of everyday

interaction, and it shifts both across time and across

location (Fought, 2011). This means that learners'

experiences and identities may be shaped by their

ethnic backgrounds and where they come from. So,

teachers should be aware of how these things might

affect language learning and may need to change how

they teach to take into account the different

backgrounds and experiences of their students. For

example, teachers could use examples and tools that

reflect the learners' different backgrounds and

regions, or they could ask students to share their own

experiences and ideas about how to use and learn a

language.

There are eighteen male and seven female

students in the class which can be separated into two

subgroups. Since there are more men than women in

this case, the communication dynamics in the

classroom may change. In talks, male students

predominate and interrupt female students more

frequently, which could result in unequal

participation and possible linguistic hurdles.

Additionally, female students experience pressure to

use language more formally or respectfully in order

to comply to gender stereotypes. Mesthrie et. al

(2009) state that the interaction between female and

male speakers in a range of settings, from casual chats

to more official meetings, interviews, seminars, and

so on, has been the subject of significant language and

gender studies.

In Uzbek families, the bringing-up process of

boys and girls differs from each other and hence has

an effect on further stages of their lives: for instance,

when choosing their future job, having their own

position in society, learning a language, and overall

when contacting society. It is observed that the

dominance-based approach of Schilling (2011) is

widely implied in Uzbekistan, arising mostly from the

nature of boys; their role at home or in any

educational system is valued remarkably, since in

Uzbekistan these boys were brought up in a way that

male people have a stronger voice and power. This

assumption can be seen from the very beginning of

childhood and thus can be observed in the language

learning process as well. When learning their mother

tongue or any other foreign language, they are

confident, certain of the process of learning, do not

ask extra questions, and can make up their own minds

fluently without hesitation. Especially when

contacting the opposite gender, their feelings of

confidence boost even more; they feel the dominance

over them, and this is when men clearly represent the

dominance approach theory. As in other regions of

Uzbekistan, male learners in my group can also be

observed in this approach of study. However, in

addition to the dominance and deficit-based

approaches, sociolinguists are increasingly

supporting the difference-based approach, which is

rapidly taking the place of the initial two approaches.

In the era of globalization, the equality of male and

female rights is widely spread and can also be clearly

observed in Uzbekistan. This is demonstrated by the

fact that women play distinctive roles in society and

their families, which leads to a greater prevalence of

the difference approach than the deficiency approach

(Turaeva, 2015).

There is a significant disparity in gender among

learners in this class, which may have consequences

for sociolinguistics. Language use and

communication patterns can be influenced, according

to research, by the gender of an individual. There are

gender-specific norms and expectations for language

use in many different cultures (Schilling, 2011).

These can include the utilization of certain

vocabulary, intonation patterns, and nonverbal signs.

Additionally, the difference in gender has an

effect on the educational strategies employed in this

classroom. In order to adapt their teaching strategies,

the teacher needs to be aware of gender-based

disparities in communication styles. For instance,

studies have shown that male students may choose

more competitive and confrontational teaching

methods, whereas female students may do better in

collaborative and encouraging learning situations.

In conclusion, the gender imbalance may not be

directly related to the level of language proficiency

possessed by the students; rather, it may have

significant sociolinguistic implications for the

communication inside the classroom as well as the

learning results. The educator needs to be aware of

these potential inequalities and work toward making

the classroom an inclusive and equitable place for all

students, despite the fact that they may differ by

gender (Ismoil kizi 2024).

There are five faculties in ISFT institute and

International Business Administration is considered

to be the national faculty where all the subjects are

taught in Uzbek, except for Business English (ESP)

that is taught in English. There are also other faculties

that are taught completely in English: International

Applied Accounting and Finance, International

Business Administration and Management and

Managerial Accounting. For the admission of

university student needs to take entrance exam or

have an IELTS certificate with at least band score of

5.0. Overall, students study for four years in credit

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system. If they have less than 60 points in each of the

subjects, they cannot collect the credit. If they

graduate the term with honour, they can be awarded

with extra scholarship. This gives them huge

motivation to study. Students participate in various

local and international fair trades, conferences and

meetings, thus increasing the experience in their field

of study. Business English (ESP) is only taught in

first year. In the national faculty, students need to get

at least 85% on their Business English test or have an

IELTS band of 6.0 in order to transfer to other

faculties that are taught in English.

The Business English (ESP) program at ISFT

institute is the group's learning environment. The

curriculum is developed to help students improve

their language abilities for usage in work settings,

with a particular emphasis on business-related

vocabulary, grammar, and communication

techniques. Due to the topic matter, requiring for a

specific vocabulary and communication skills, the

course content is likely to be more formal than in a

general English class.

Since they are prepared for future jobs in business

or international relations, the students' language

learning objectives are probably more sophisticated

than those of students in a regular English class. To

ensure that the students are ready for these

circumstances, the teacher needs to include business-

related language and communication techniques into

the course content (Esseili, 2017). In addition to

practicing communication skills like negotiating,

presenting, and leading meetings, this may entail

teaching specific terms and phrases used in

professional contexts.

In order for learners to be successful in a global

business environment, it is likely that they will also

need to enhance their intercultural competency in

addition to their language skills. This requires having

a grasp of various cultural conventions, beliefs, and

communication styles as well as the ability to change

one's own communication style in accordance with

those differences. There is a possibility that the

instructor will need to incorporate intercultural

communication into the material covered in the class

and offer students the opportunity to engage in

conversation with people whose cultural upbringings

vary.

The learning context may also provide difficulties

for the students, such as adjusting to a language

as coping with the challenging of learning a new

language while also studying business-related subject

matter. Learners from various parts of Uzbekistan

may experience additional problems as a result of

disparities in the dialects and accents they speak, in

addition to differences in their educational

backgrounds and possibilities.

3 DISCUSSIONS

This learner population is divided into three

subgroups based on regional characteristics. As noted

by Levis (2018) understanding regional dialects and

cultural norms is crucial for language learning.

• Capital city. The reason why Tashkent is chosen

as a subgroup is, firstly, majority of target learners

come from this city and are considered to be residents

of the capital. Secondly, since the university they are

studying is in Tashkent, most students from capital

prefer closer location. They comprise 60% of the

group.

• Eastern part of Uzbekistan. Another subgroup

consists of students from eastern part of Uzbekistan -

Fergana valley (Fergana, Andijan, Namangan). The

reason why this subgroup is formed

based on its precise location in the country is that

these regions have very similar dialects and customs.

These students make up 25% of all students in the

group.

• Western part of Uzbekistan. The remaining 15%

of students come from western part of Uzbekistan.

This region includes cities such as Samarkand,

Bukhara and Khiva. These areas also have very close

traditions and accents; most of them speak not only

Uzbek, but also Tadjik. Although their first language

is Uzbek, they can speak Tadjik.

As a nation with numerous varied regional

cultures, Uzbekistan, language use and learning can

be impacted by these cultural differences (). People

from the nation's capital, Tashkent, could speak and

have an accent that is more conventional than people

from rural locations. These pupils could have

different needs for developing their pronunciation

and accent understanding.

Above-mentioned subgroups focus on

Uzbekistan's geography and how English language

learners from different parts of the country could

encounter different challenges. An overview of the

country's regions and cultural variances will be given

in order to understand how regional and cultural

distinctions in the country may affect language

acquisition. Students from different locations could

face difficulties such dialect and accent variances, as

well as differences in educational background and

opportunity.

It is crucial to acknowledge and appreciate the

cultural and linguistic diversity of Uzbekistan when

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645

thinking about the subgroup of students who come

from different regions of the country. Language

diversity is a feature shared by many countries, and it

is commonly attributed to historical, social, and

cultural causes, according to Mesthrie et al. (2009).

Uzbekistan is divided into twelve regions, each of

which has distinct linguistic and cultural traits.

According to Deumert (2011), these regional

variables may include differences in dialect,

pronunciation, and vocabulary, which may affect how

language learners from different locations approach

the process.

The students in this target group are from several

Uzbek regions, each with its own distinct language

and cultural heritage. Mesthrie et al. (2009) contend

that learners from various cultural backgrounds may

have views, values, and communication styles that

influence their learning processes and have a

substantial impact on language learning. For instance,

there are regional variations in the food, clothes, and

religious customs of Uzbekistan. The learning

preferences and techniques of language learners may

also be influenced by these cultural differences.

According to Turaeva (2015), dialectal and accent

variations within a language might be difficult for

language learners. There are dialectal differences in

Uzbekistan between the various regions, such as the

Andijan dialect in the east and the Karakalpak dialect

in the west.

Overall, learners from different regions of

Uzbekistan may have particular challenges when

learning a new language, such as English. According

to Wardhaugh and Fuller (2014) students from areas

with few educational options may struggle with their

academic language and literacy skills. The confidence

and motivation of pupils may be negatively impacted

by communication difficulties caused by variances in

dialects and accents.

While dividing the target learners into subgroups

based on their socioeconomic status, some key

socioeconomic indicators were applied in the

following way:

• Income. On the basis of students’ families

income, we made distinctions among the students.

Three groups are identified for this factor: those

whose parents work in the private industry, such as

those who own a business; those who work in the

public sector; and students who support themselves

financially without the help of their parents. One third

of the students group have parents who work in the

public sector, which means their parents' income is

relatively less than for parents who work in private

one. The parents of six learners have their own

businesses, and one student in the group provides the

tuition fee himself.

• Home ownership. The other category is home

ownership by the student, which is directly connected

to the region where students come from. Most

students do not own their own house since they came

to Tashkent from other regions; thus, they rent a

house. Others, who come primarily from Tashkent,

live in their parents' houses. There are also two

students who are already married and have jobs,

which means they own the houses themselves.

• Occupation. The third factor that is also

considered a socioeconomic factor is the occupation

of the student. Since the students are young adults,

more than half of them have their own jobs, although

most of them are not capable of paying the tuition fee

themselves. There are therefore two different groups

of students with jobs: the ones who pay the tuition fee

and the ones whose parents do. Some of the students

do not work and spend their time only on studying.

• Wealth. The students in this socioeconomics

course go to ISFT institute, a nearby private

university. This shows that they come from a

relatively privileged family because private education

is often more expensive than public education. It is

essential to mention, though, that not all students

attending the same university may have the same

socioeconomic background, hence socioeconomic

status might vary within this group. For instance,

while some students may qualify for financial help or

scholarships, others may have to pay for their

education out of pocket.

• Low socioeconomic level. Students from low

socioeconomic status who are enrolled in a business

English course at ISFT institute may make up this

subgroup. Many of these language learners

experience substantial problems as a result of their

socioeconomic situation. These challenges can

include restricted access to excellent educational

resources, restricted use of English outside of the

classroom, and restricted chances to use English in

authentic contexts. Additionally, because they may

have had unpleasant educational experiences in the

past or may not perceive the immediate employment

rewards of learning English, students from low

socioeconomic backgrounds may be less motivated

and confident in their ability to learn a language

(Rouabah, 2023).

Due to their poor socioeconomic level, some

pupils may have had limited access to educational

resources, including English language teaching. Their

ability to learn and use languages may be impacted by

this. Social and economic status allows us to identify

this category. Despite the fact that all of the students

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attend the same university, there may be variations in

their socioeconomic situations that have an impact on

how they learn languages. According to research,

students from poorer socioeconomic backgrounds

could have limited access to resources outside of the

classroom, such tutoring or materials for practicing

their language skills, which could impede their

language acquisition.

The teacher must be aware of the various levels of

English language competency and create activities

that can support students with lower levels of

proficiency in order to handle this social aspect. To

accommodate pupils who require extra support, the

teacher could, for instance, offer extra resources like

language labs or online language learning platforms.

Students that do this may be able to catch up to their

peers and develop more confidence in their language

skills.

A further indication that the students in this class

have a specific goal in mind for their language

learning is the fact that they decided to focus on

learning business English. They might regard having

fluent English as being crucial to their future

professional success, which would encourage them to

put greater effort into their language acquisition.

Rakhimov (2019) defines this knowledge is important

for pedagogical decision-making since it may affect

the kinds of activities and resources employed in the

classroom.

Furthermore, the educational possibilities and

background of learners from various geographic areas

may vary. According to Deumert (2011), societal

factors like socioeconomic position might affect how

easily students can access resources and chances for

education. In Uzbekistan, regional differences in

access to high-quality education may exist, with

urban populations typically having greater access to

educational opportunities and resources than rural

ones. This may affect how well-versed students are in

the language and their capacity to comprehend the

course topics. For instance, students from areas with

little access to educational resources may find it

difficult to complete academic writing or critical

thinking assignments.

The students in this group want to be employees

of different big companies in the future. Some of

them want to move to the USA for immigration

reasons. The third type of student is the one who

wants to transfer their education to foreign countries.

From these cases, we can conclude that students can

be categorized as World English learners.

Benmamoun and Bassiouney (2018) describe World

Englishes as a term for the different ways that English

is spoken in different parts of the world by people

from different cultures and in a wide range of social

and language settings. The World Englishes are the

result of these different social and cultural settings

and the different ways the language is used in

different foreign settings with various cultures.

According to Kachru (1990) World Englishes can be

seen in three division: the inner circle, the outer circle,

and the expanding circle. These three concentric rings

are used to depict how English spread. The type of

spread, the patterns of acquisition, and the functional

areas in which English is utilized among cultures and

languages are represented by these circles (Kachru,

1990). The goal of the study of world Englishes is to

identify the numerous varieties of English that are

used in various sociolinguistic contexts around the

world and to examine how sociolinguistic pasts

multicultural communities, and functional contexts

affect how English is used in various parts of the

world.

If we look through this theory on the example of

this target group, taking into account that Uzbekistan

is included in expanding circle of World Englishes,

these students are believed to be the learners who

study English of expanding circle. However, from

concluding above-mentioned target learners’ goals

and plans, we can tell that they will contact and

communicate with not only people from expanding

circle, but also with speakers from outer, or even

inner circle. They can reside with them or work with

them, which means while teaching them English, the

factors apart from regional ones need to be considered

as well. The concept, ideas and approaches of World

English that is spread worldwide should be implied.

The advantages and disadvantages of expanding

circle, the aspects of it may not always be seen in

outer circle, or vice versa, some of them may be seen

in outer circle and not exist in expanding one. By

considering this fact, instructor needs to set a goal of

teaching English that is acknowledged and spread

worldwide.

In addition to this, these target learners' students

will enter the multicultural environment in the future,

and will be accepted as multilingual speaker by other

people there. However, being able to speak more than

one language is not the same thing as being a

multilingual person. Instead, multilingualism is a

complex sociolinguistic phenomenon that includes

the interaction of many social, cultural, and political

factors. Multilingualism is also seen as a key way for

different ethnic and language groups to live together

in peace. Deumert (2011) states that multilingualism

is not a problem; it is part of the answer for our future.

Respecting multilingualism is the only way to have

Revealing the Sociolinguistic Environment: Investigation of the Proﬁles of Business English Learners

647

social security, economic growth, tolerance, and work

together with other groups.

Overall, there are many different kinds of World

Englishes spoken and that people are actively using

different ways to talk to each other in order to deal

with differences in terms of forms, functions,

assumptions, and practices and to keep everyone on

the same page (Kachru, 1990). This point of view

takes a multifaceted view of standards, recognizes the

variety of languages that learners bring to educational

environments and communicative situations, and

supports functional sensitivity by respecting the

cultural backgrounds of people in these situations.

Based on the subgroup profiles and learning

situation, teachers can take into account a variety of

pedagogical implications for their language

education. Teachers might give students in subgroups

according to regional differences the chance to

practice listening to diverse accents and participate in

peer-to-peer communication activities to become

familiar with a variety of dialects.

For the students who are from urban regions and

have had more exposure to the English language, the

teachers may concentrate on assigning more

challenging activities and texts. This would enable

them to advance their current level of language

proficiency. To assist students become more familiar

with the language they are most likely to use in their

daily lives, teachers should also try to introduce

regional English that is common in metropolitan

areas. In urban areas, these English dialects are

typical (Kirkpatrick & Xu, 2002). They might also

encourage students to use English outside of the

classroom, for instance by establishing an English

club or planning neighborhood events that provide

kids the chance to hone their language skills outside

of the confines of the classroom.

Additionally, teachers may implement task-based

language teaching (TBLT) activities for the first

subgroup that focus on developing practical

communication skills unique to the region's dialects.

Students could be given the responsibility of

conducting an interview with a person from a

different region using their local accent to practice

their communication abilities. According to Moore

(2018), this approach can aid students in developing

their language abilities while also promoting

international awareness and communication.

Teachers may need to start with more basic

language abilities and proceed to more complicated

language structures over time with students, who

come from rural areas and have had less exposure to

English. They should also concentrate on including

more visuals and interactive activities to improve

understanding, since studies show that these kinds of

activities are particularly helpful for language

learners with lower skill levels. The use of Uzbek and

English by teachers to facilitate learning and help

pupils who would find it difficult to learn from

English-only instruction.

Moreover teachers can think about using project-

based learning (PBL) activities with the second

subgroup to let students work together on real-world,

career- or interest-related projects. Students might be

asked to draft a business plan for a startup in

Uzbekistan, for instance. With this method, students

can build critical thinking, problem-solving, and

cooperation abilities in addition to their language

proficiency (Deumert, 2011).

Teaching students from various regions of

Uzbekistan has pedagogical implications that include

acknowledging and valuing cultural and linguistic

diversity, incorporating instructional resources and

activities that reflect the learners' cultural

backgrounds, and giving learners chances to share

their experiences and knowledge. This suggests that

teachers should take into account the diverse

backgrounds of their pupils and foster an inclusive

environment in the classroom. Teachers should

encourage peer-to-peer learning and collaboration,

use authentic resources that reflect the learners'

geographic and cultural backgrounds, and incorporate

regional dialects and accents into speaking and

listening activities. These strategies can help to foster

cross-cultural understanding. It is crucial for teachers

to be aware of the diversity present in their classroom

and to modify their instruction to suit the needs of

certain students and groups of students. Thus, they

may develop a more welcoming and productive

learning atmosphere for all students.

In order to deliver effective instruction, the

instructor must take into account the unique

requirements and difficulties of the students. To take

into consideration various learning styles and cultural

backgrounds, this could involve using a variety of

instructional strategies, resources, and exercises. For

students who are having difficulty with the language

or subject matter, the teacher may additionally need

to offer supplemental materials or one-to-one

tutoring. The instructor can deliver effective

instruction that promotes the students' language

acquisition and gets them ready for future professions

in business or international relations by having a

thorough awareness of the particular learning context

and needs of the students. Teachers might include

activities that help pupils understand and respect one

another's accents and cultures. This can be done by

encouraging empathy and understanding among

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students from various backgrounds through group

discussions and realistic resources (Kumaravadivelu,

2002).

Despite the fact that many strategies, activities,

and approaches were stated above, it can be relied on

Kumaravadivelu’s (2006) idea - "There is no best

method". Because every learner is unique and has

different needs. Therefore, the notion that there is just

one effective teaching method must be abandoned.

In addition to above-mentioned approaches and

methods, it is advisable to utilize Kumaravadivelu’s

(2006) "PPP" theory. This rule is considered to be

created in post-method conditions and divided into

three parts: practicality, particularity, and possibility.

Practicality tries to break up the fixed roles of

theorists and doers by allowing and encouraging

teachers to think from their practice and do what they

theorize. To make this approach suitable, particularly

for the group I am currently instructing, it is necessary

to practice the business English-related words or

context taken from the theory provided in real life. In

order to achieve this, with learners we may visit

popular companies or stimulate the real-life

environment in practice. In addition, learners may

watch the authentic videos that are related to Business

English and then be asked to act out the same situation

during class. Particularity wants to help move

forward a context-sensitive, location-specific

education that is based on a true understanding of

local linguistic, social, cultural, and political

particularities (Kumaravadivelu, 2006). Implying the

particularity approach to my group of learners is quite

easy, as their course is ESP and the specific topics

chosen by the course book are very unique to the

learners. The topics are all based on the needs,

desires, characters, and above-mentioned

socioeconomic factors of the students, and a suitable

lesson plan or activity can be chosen accordingly.

Possibility tries to use the socio-political awareness

that students bring to the classroom so that it can also

act as an impulse for identity development and social

change.

Critical pedagogy can also be applied to my target

learners’ group, as it is a way of teaching where

students are urged to question the meaning of widely

held beliefs or worldviews and to come up with their

own ideas about what they are learning and how they

think. The goal of this method is to let students figure

out their own meanings as they learn. Teachers should

help students do this instead of forcing their own

values and meanings on them. In critical pedagogy,

teachers are viewed as transformative intellectuals

who help students manage the hidden curriculum by

focusing on things like democracy, justice, freedom,

equality, and equity (Canagarajah, 1999). So, there is

a dialectic connection between teachers and students

because topics that are covered in the curriculum are

usually being negotiated and thought about. Hence, it

is essential to talk about economic, social, political,

and cultural reproduction because universities are

regarded as places where beliefs, power, wealth, and

dominance occur. Moreover, in second language

teaching, the post-method era has been praised, but

only a few teachers have been able to use the

principles of critical pedagogy that tries to bring up

socio-political problems to free teachers and students

from ideas that are based on power. According to

Canagarajah (1999), critical pedagogy is used in the

real world by using a participatory method to talk

about socio-political topics on the agenda.

Overall, the linguistic and cultural diversity of this

group of learners presents a chance to build a dynamic

and engaging learning environment that appreciates

diversity and encourages cross-cultural

understanding. This opportunity was made possible

by the fact that this group of learners is comprised of

students from a variety of regions. The pedagogical

methodologies that are utilized in this program are

able to assist learners in the development of their

language skills while also developing a sense of

community and belonging on account of their learner-

centered approach, which takes into account the

learners' histories, aspirations, and interests.

Language Assessment Implications

It is essential to approach language assessment from

a sociolinguistic point of view, taking into account the

background and traits of the learners. According to

Kramsch (2009), sociolinguistic competence should

also be taken into consideration when evaluating

language proficiency. It is crucial for the instructor to

consider how these elements could affect language

assessment given the diversity of the learners in terms

of their regional backgrounds, socioeconomic

statuses, and linguistic backgrounds. For instance,

learners from various geographical areas may have

varied dialects and accents, which may have an

impact on how well they perform on speaking and

listening tests. It is vital that the instructor be aware

of these variations and refrains from punishing

students for having a certain geographical or cultural

background. Similar to how students from lower

socioeconomic origins might not have had the same

access to educational opportunities as students from

better socioeconomic backgrounds, this could have an

impact on how well they perform in subjects like

grammar and vocabulary. This may need to be taken

into account by the teacher when evaluating the

students' linguistic skills. Additionally, as research

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649

has indicated that men and women may have distinct

language learning processes and communication

styles, gender may also be a factor in language

evaluation. These potential disparities may need the

teacher to be aware of them and modify the

assessment activities to take them into perspective.

The main goal of this assessment implication part

of the research paper is to create the most suitable

assessment type based on the unique features and

interests of the learner described in the learner profile.

Here, teachers should mainly pay attention to the

following factors:

Formative Assessment

First is formative assessment, which makes it easy for

the student to both learn and be assessed at the same

time. The learners gradually write various formative

assessments, where in each of the steps they fix

particular mistakes made in previous assignments,

which goes on in this way until the final summative

assessment. Imposing formative assessments on this

group of learners is one of the most effective

approaches. The purpose of formative assessment is

to monitor student learning and provide constant

input that instructors and students may utilize to

enhance their teaching and learning, respectively.

Specifically, formative assessments assist students in

identifying their strengths and weaknesses and

identifying areas that require improvement (Dixson &

Worrell, 2016).

Give Feedback

The next step is to give feedback to students in order

to show them the instructor's attention. The feedback-

giving process can be seen in two different types:

teacher feedback or peer feedback. Both of them need

to be integrated one by one so that they can be useful

for the student. Teacher's feedback can give

information about how learners are acquiring

knowledge of language and how well they are

learning the material, so that they can work on their

mistakes. Peer feedback is considered less stressful;

the students will not be very worried about their peers

judging them or giving feedback about them.

According to Lenski et al. (2006), specific feedback

provides clear direction on how to develop,

encourages action, does not overwhelm students, and

does not make them feel judged. It assists them in

identifying specific methods to change, in listening

with an orientation toward learning, and in pushing

themselves to improve.

Teacher Created Assessments

The next factor when creating the assessments is that

for them to be suitable for the particular group, the

teacher needs to make graded assessments in a

context that does not discriminate the students or

judge them in any way, mainly based on the students'

individual social factors. Even the given examples

and names in the assessment need to show fairness

and equality among the learners.

Fairness and Equity

A fair assessment ought to provide consistent results

regardless of the individual and cultural differences

of exam-takers. It is also essential that tests maintain,

preserve, and accurately illustrate the knowledge of

diverse groups (Puspawati, 2014). The teacher should

not discriminate any of the students, and when

assessing the learner, the assessment needs to be

rubric-based, which is considered to be one of the

most reliable and fair types of assessment. It can be

helpful for both teachers and students since it is very

understandable and is able to clearly show the

mistakes that students made regarding each rubric

4 CONCLUSIONS

To summarize, this research paper highlights the

importance of understanding the sociolinguistic

profiles of Business English learners at ISFT institute

in Tashkent, Uzbekistan. Through the consideration

of several aspects such as gender, ethnicity,

socioeconomic status, and linguistic context, we have

been able to obtain important insights into the unique

backgrounds of our students and how they affect their

language learning. Moreover, our analysis has

revealed various challenges and opportunities for

language acquisition in the context of Business

English education. Differences in dialects, accents,

educational backgrounds, and opportunities show that

a one-size-fits-all approach to language instruction is

inadequate. Instead, teaching methods and

assessment strategies should be tailored to meet the

specific needs and circumstances of the students.

Teachers may promote a sense of belonging and

deliver meaningful learning experiences by

embracing the cultural and linguistic variety of their

student community.

Looking ahead, it is crucial for educators to

continue considering social factors in language

instruction and adapt their teaching practices

accordingly. Hence, we can make sure that all

students have the chance to realise their full potential

in terms of learning the English language and

interacting with a variety of sociocultural contexts by

putting their needs first and fostering a supportive

learning environment. Additionally, this research

highlights the significance of a student-centered

approach in teaching Business English. It emphasizes

the need to acknowledge and accommodate the

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diverse sociolinguistic backgrounds of learners.

Therefore, education scholars should establish

inclusive and productive learning environments by

adapting their techniques to the specific needs and

backgrounds of their pupils.

In addition, for students who come from urban

areas and have more exposure to English, engaging

activities and exposure to regional English dialects

can improve their language skills and make the

learning more relevant to their daily lives. On the

other hand, learners from rural backgrounds may

benefit from structured instruction and visual aids to

bridge language gaps and enhance comprehension. In

conclusion, by emphasising the importance of

sociolinguistic elements in influencing the learning

process, this research adds to the larger conversation

on language education. All students will benefit from

a more inclusive and equitable education system if

these factors are acknowledged and addressed.

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