Keywords
Abstract
This article examines the enhancement of English language teaching methodology within multilingual educational environments, specifically focusing on the trilingual context of Uzbek-Russian-English. The research explores the integration of translingual pedagogical approaches, cross-linguistic transfer mechanisms, and the development of metalinguistic awareness in language acquisition processes. The study analyzes how the linguistic features of Uzbek and Russian can be strategically utilized to facilitate English language learning, while addressing interference phenomena and developing integrated teaching models. The findings suggest that a systematic approach to multilingual pedagogy, incorporating cognitive-comparative methods and strategic code-switching, significantly improves learning outcomes in English language acquisition.
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