ADAPTING INTERNATIONAL TESOL METHODOLOGIES TO THE SOCIO-CULTURAL CONTEXT OF UZBEKISTAN'S EDUCATIONAL SYSTEM

Abstract

This article examines the adaptation of international Teaching English to Speakers of Other Languages (TESOL) methodologies to the sociocultural context of Uzbekistan’s educational system. It focuses on the application of communicative, task-based, and learner-centred approaches in English language teaching, highlighting their role in developing learners’ communicative competence and improving learning outcomes. Particular attention is given to the influence of cultural values, multilingual backgrounds, educational traditions, and classroom conditions on teaching practices. The article also discusses the importance of adapting curricula, instructional materials, and assessment strategies to learners’ needs. It emphasises that the effective integration of international TESOL methodologies requires a balanced approach that combines modern pedagogical principles with local educational realities, supports teacher professional development, and promotes meaningful, inclusive, and culturally responsive English language learning.