This article examines indirect translation strategies to enhance multilingual competence in Uzbek college English textbooks, suggesting effective design methods.
In light of distinctive multilingual environment of Uzbekistan, this article examines the use of indirect translation concepts into the process of creating English language textbooks for college students. Students frequently navigate English (L3) through the conceptual and linguistic frameworks of Uzbek (L1) and Russian (L2) in the setting of Uzbek education, which naturally fosters indirect translation processes. The study contends that textbook designers should proactively use this “inter-linguistic bridge” to foster multilingual competency rather than seeing it as a barrier. It offers a paradigm for textbook design that supports cross-cultural pragmatics and is in line with the National Curriculum by investigating the pedagogical possibilities of pivot explanations and cultural mediation.
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Nilufar Madrakhimova (2026) studied this question.
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