Author: DavlatovaБ Mukhsina Yendir kizi
Annotation: This article provides a detailed analysis of the theoretical and practical aspects of using translanguaging strategies in primary school. Translanguaging is considered an effective pedagogical approach that enables pupils to make use of both their mother tongue and additional language resources in parallel. In the process of primary education, the application of such strategies plays an important role in developing literacy, enhancing reading and writing skills, deepening subject comprehension, strengthening logical thinking, and improving communicative competence. At the same time, the article analyzes the effectiveness of translanguaging strategies based on scientific sources and practical experience, emphasizing their positive aspects in the context of Uzbekistan — in particular, encouraging free thinking among pupils in a multilingual environment, reducing psychological barriers in the learning process, and strengthening linguistic identity. However, a number of challenges are also observed in the practical implementation of translanguaging. These include insufficient methodological preparation of teachers, lack of specialized textbooks and teaching aids, diverse parental attitudes toward this approach, and certain limitations in the management of multilingualism within educational policy. The article concludes with recommendations for the effective integration of translanguaging strategies into the primary education system: involving teachers in special professional development courses, creating modern teaching and learning resources, conducting awareness-raising activities with parents, and integrating translanguaging with innovative educational technologies. As a result, translanguaging is recognized as an important methodological approach that can significantly contribute to improving the quality and effectiveness of primary education.
Keywords: translanguaging, primary education, educational strategies, effectiveness, challenges, literacy, communicative competence, multilingualism, linguistic identity, methodological preparation, innovative approach.
Pages in journal: 499 - 504
