SOCIOLINGUISTIC FACTORS AFFECTING ENGLISH LANGUAGE LEARNING IN A MULTILINGUAL CONTEXT

This study looks at sociolinguistic elements that affect multilingual pupils in Karakalpakstan's ability to learn English. The study emphasizes how language context, identity, and resource availability influence learners' academic English growth by concentrating on two learner subgroups with disparate linguistic and socioeconomic origins. The application of communicative, translanguaging, and scaffolded teaching strategies is emphasized by pedagogical implications.