DIFFERENCES IN UZBEK LANGUAGE TEACHING AND RUSSIAN LANGUAGE TEACHING

Abstract

This paper examines the pedagogical differences in teaching Uzbek and Russian languages, focusing on historical, cultural, and methodological contexts. The study reveals how Russian language teaching has evolved towards communicative and culturally integrated approaches, while Uzbek language instruction remains rooted in traditional frameworks influenced by national identity. Through a comparative literature review, the article highlights the importance of integrating sociolinguistic, political, and methodological perspectives to improve teaching effectiveness. The findings underscore the need for context-sensitive language education reforms that respond to modern educational demands in multilingual environments like Uzbekistan.