Methodological conditions for the integrative development of plurilingual and socio-cultural competence in Uzbekistan’s higher education

Abstract

This article examines the methodological conditions for the integrative development of students’ plurilingual and socio-cultural competence in Uzbekistan’s higher education. The study focuses on the Uzbek-Russian-English multilingual environment, where learners bring to the classroom accumulated language experience, cultural representations and communicative habits shaped by everyday and academic interaction. The article argues that this experience should be deliberately used as a didactic resource through cross-linguistic comparison, mediation tasks, authentic texts, reflective activities and criterion-based assessment. The views of local scholars on foreign language methodology, multilingual didactics and sociolinguistic competence are analysed in relation to the Council of Europe’s approaches to plurilingual and intercultural education. The author proposes a compact methodological framework that connects diagnosis of learners’ language repertoires, context-sensitive content selection, task design and assessment indicators. The paper concludes that language teaching in social-humanitarian fields becomes more effective when linguistic, cultural and methodological components are functionally coordinated and consistently implemented within classroom practice.