This paper presents a sociolinguistic profile of learners studying at a prestigious economics-oriented specialized school in Tashkent, Uzbekistan. The study examines how social class, ethnicity, language background, gender, and regional identity influence learners’ educational experiences and language development. The learners are divided into two main subgroups: Russian-speaking multilingual learners from urban upper-class families and Uzbek-speaking multilingual learners from regional middle-class families. The analysis highlights the role of bilingualism and multilingualism in shaping communication styles, motivation, classroom interaction, and academic achievement. In addition, the paper discusses the influence of dialects, gender expectations, and cultural identity on language learning practices. The learning environment is described as an English for Academic Purposes (EAP) context that combines online and offline teaching approaches. Pedagogical implications emphasize the importance of culturally responsive materials, intercultural communication activities, collaborative learning, and inclusive classroom strategies. Relevant sociolinguistic literature is also reviewed to support the analysis of ethnicity, gender, and language variation in educational settings.
Roziya Bahodir kizi Ismailova (Sat,) studied this question.