Sociolinguistic Factors and Pedagogical Strategies in English Language Learning: A Case Study from Uzbekistan

Abstract

This thesis investigates the sociolinguistic dimensions influencing English language learning among
students at Seven Plus Academy, a private language center in Tashkent, Uzbekistan. The study explores how
regional dialects, socioeconomic backgrounds, cultural identities, and motivation shape learners’ acquisition
of English as a foreign language. Grounded in sociolinguistic theories by Labov (1972), Butler (1988), and
Fought (2011), the research provides insights into the interplay between linguistic diversity and second
language acquisition. It also highlights effective pedagogical strategies, emphasizing inclusivity and cultural
relevance. Findings suggest that integrating sociolinguistic awareness and technology-enhanced learning can
improve engagement and outcomes for diverse learners.