Abstract
Inclusive education has become an important priority in many educational systems, including the educational reforms currently taking place in Uzbekistan. The increasing linguistic and cognitive diversity of learners in secondary schools requires teachers to apply flexible pedagogical approaches that address different learning needs. In English as a Foreign Language (EFL) classrooms, the presence of multilingual learners as well as students demonstrating characteristics associated with neurodiversity, such as attention deficit, dyslexia, or autism spectrum traits, creates additional challenges for teachers. Traditional teacher-centred approaches often fail to ensure equal participation and learning outcomes for all students. The present study investigates pedagogical strategies that support inclusive EFL teaching in multilingual Uzbek classrooms. The research was conducted in a public secondary school in Tashkent and was based on classroom observations, semi-structured teacher interviews, and analysis of teaching materials. Twelve English lessons across grades 7–9 were observed over a three-month period. Particular attention was given to teaching practices that facilitate the participation of learners who experience difficulties with reading, attention, or social interaction. The findings demonstrate that several pedagogical strategies contribute to improved engagement and learning outcomes in diverse classrooms. These include differentiated instruction, collaborative learning through pair and group work, the use of visual and multimedia materials, and the pedagogically controlled use of students’ first languages. The results also indicate that communicative teaching principles widely promoted in Uzbek methodology literature, particularly in the works of Jalolov, provide a productive foundation for inclusive teaching when combined with modern approaches such as Universal Design for Learning and translanguaging. However, the study also identifies significant barriers to effective inclusive practice. Teachers report insufficient professional training in working with neurodiverse learners, limited access to adapted teaching materials, and challenges associated with large class sizes. The article discusses the implications of these findings for classroom practice, teacher education programmes, and national educational policy. It is argued that strengthening teacher preparation and providing practical methodological support are essential steps toward developing inclusive EFL classrooms in Uzbekistan.References
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