Language Attitudes of High School Students in a Multilingual Classroom: An Ethnographic Study in a Remote Village School in Khiva, Uzbekistan

The researcher explored the language attitudes of high school students in a remote village in Khiva, Uzbekistan in a multilingual classroom. The research focused on the understanding of the attitudes towards Uzbek, German, Russian and English language among high school students. Students have feelings and opinions about these languages. They might think one is more important, more "cool," or easier to learn. This study observed how students use these languages in school, considering their motivation and engagement. Using Dell Hymes' SPEAKING framework, the researcher analyzed: (S) the setting and scene where interactions take place, (P) the participants involved, (E) the ends or goals of communication, (A) the act sequence of conversational flow, (K) the key or tone of communication, (I) the instrumentalities or language varieties used, (N) the norms governing the interaction, and (G) the genres of communication observed. Data collection included participant observations, casual interactions, and document analysis while ensuring ethical considerations. School Director, Head of English Department and local partner teacher received comprehensive information about the study's goals, methodology, and the right to confidentiality and voluntary participation of the students. This research aimed to analyze how the interplay of language attitudes towards Uzbek, German, Russian, and English among students, impact their motivation and engagement in each of the four languages. Additionally, the study explored how these findings could inform the development of more effective and culturally responsive multilingual education programs in remote school villages in Uzbekistan.

Language Attitude, Multilingual Classroom, Motivation, Engagement, Interplay

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