BILINGUAL INSTRUCTION IN THE ELEMENTARY EFL CLASSROOM

Abstract

This  article investigates the efficacy of Uzbek-English bilingual instruction in primary EFL classes as part of Uzbekistan's educational reform. It is based on fundamental theories of second language acquisition, including Cummins' interdependence theory, Krashen's input hypothesis, and sociocultural perspectives on scaffolding. The study looks at how bilingual and CLIL-based approaches combine subject and language acquisition to promote meaningful exposure to English. International study reveals that it has a favorable impact on vocabulary growth, listening comprehension, and communication ability. However, successful implementation requires teacher expertise, balanced first-language development, and methodological consistency. The article indicates that systematic and evidence-based bilingual strategies are required for long-term enhancement of English competence in elementary education.