TEACHING THE UZBEKISTAN LANGUAGE ON THE BASIS OF A DIFFERENTIAL APPROACH IN NON-PHILOLOGICAL DIRECTIONS

Abstract

This article examines the theoretical and methodological foundations of teaching Uzbek in non-philological fields using a differentiated approach. It emphasizes the importance of considering students’ professional orientation, level of preparedness, and individual needs during language instruction. The paper analyzes both foreign and local scholarly views and highlights practical strategies such as flexible grouping, tiered assignments, and project-based learning. Special attention is given to the integration of the 4C model (creativity, critical thinking, communication, and collaboration) into language teaching. The study offers evidence-based recommendations for improving the effectiveness of Uzbek language instruction through differentiation, especially in professionally oriented educational settings. At the same time, the study identifies certain methodological and organizational challenges in implementing the differentiated approach and explores possible solutions to overcome them.