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Abstract
This article examines the role of multilingual scaffolding and translanguaging in supporting low-proficiency learners in medical English courses in Uzbekistan. Given the linguistic diversity among students—often balancing Uzbek, Russian, and English—the paper proposes classroom practices that value students’ full linguistic repertoire. Drawing on the theories of Cummins, García, and Swain, it argues for practical, inclusive strategies like dual-language glossaries, bilingual summaries, and translanguaging journals. Such practices can enhance comprehension, confidence, and competence in medical communication.
References
1. Cummins, J. (1979). Cognitive/academic language proficiency, linguistic interdependence, the optimum age question and some other matters. Working Papers on Bilingualism.
2. García, O. (2009). Bilingual Education in the 21st Century: A Global Perspective. Wiley-Blackwell.
3. Swain, M. (1985). Communicative competence: Some roles of comprehensible input and comprehensible output in its development. In S. Gass & C. Madden (Eds.), Input in Second Language Acquisition.
4. Clegg, J. (2007). Multilingualism and the Curriculum. International Journal of Multilingualism.
5. Norton, B. (2013). Identity and Language Learning: Extending the Conversation. Multilingual Matters.
This work is licensed under a Creative Commons Attribution 4.0 International License.
