GENDER PERSPECTIVES IN ENGLISH LANGUAGE CLASSROOMS OF UZBEKISTAN

Abstract

This article explores gender perspectives in English language classrooms of Uzbekistan, focusing on how gender dynamics influence classroom participation, teacher–student interaction, learning outcomes, and language identity formation. Drawing upon sociocultural and critical pedagogy frameworks, the study examines both teacher and learner attitudes toward gender roles, their representation in classroom discourse, and the implications for equitable and inclusive education. The findings highlight that while Uzbekistan’s educational system has made notable progress toward gender equality, subtle forms of gender bias still exist in teaching practices, classroom materials, and communicative patterns. The paper argues that gender-sensitive pedagogy is essential for promoting fairness, learner confidence, and authentic communicative competence in EFL settings.