FROM THE HISTORY OF TEACHING FOREIGN LANGUAGES IN UZBEKISTAN AFTER INDEPENDENCE: NORMATIVE-LEGAL BASIS, INSTITUTIONAL REFORMS AND METHODOLOGICAL UPDATES (1991–2024)

This article examines the history of foreign language teaching in Uzbekistan after independence (1991–2024) through a historical-pedagogical lens. It discusses the normative and legal framework, the evolution of curricula and standards, teacher training mechanisms, updates in textbooks and methodological support, and the impact of international cooperation on classroom practice. The paper traces the gradual expansion of foreign language instruction (primarily English) across general secondary, secondary specialized, and higher education, highlighting the introduction of competence-based approaches, improvements in assessment, and institutional models of in-service teacher development.