This article provides a comparative analysis of the implementation of the translanguaging approach in primary education in Uzbekistan and neighboring countries. Translanguaging is a modern approach that allows students to exchange ideas, communicate, and consolidate knowledge using multiple language resources in an integrated manner. The study compares the experiences of Uzbekistan, Kazakhstan, Kyrgyzstan, and Tajikistan based on criteria such as language policy, curricula, teacher training, textbooks and methodological support, and factors for developing students' linguistic competence. The article first examines the state language policy and official documents on multilingualism of each country. Then, the role of the mother tongue and foreign languages ​​in primary education programs, the possibilities of organizing integrated lessons, and existing experiences are analyzed. It also provides a comparative review of teachers' methodological training, attitudes toward language transfer, and real-world applications. As a result, it is determined that the translanguaging approach in Uzbekistan plays an important role in developing multilingualism, increasing communicative competence, and approaching international standards while preserving national values. Comparison with the experience of neighboring countries serves as a scientific basis for eliminating existing problems and developing effective methodologies.

The acquisition of English speaking proficiency represents a multidimensional cognitive-linguistic process, wherein fluency, accuracy, and pragmatic appropriateness converge as core parameters. This paper delineates the intrinsic features underpinning the development of oral communicative competence, with emphasis on psycholinguistic mechanisms, contextual variability, and interactional dynamics. Anchored in contemporary pedagogical paradigms, including Communicative Language Teaching and Task-Based Instruction, the study critically evaluates methodological trajectories and their efficacy in fostering productive speech performance. Particular attention is given to extralinguistic impediments—such as affective filters and intercultural interference—that constrain oral output. The analysis concludes by offering evidence-based pedagogical insights aimed at optimizing the speaking skill acquisition process in ESL contexts.

This article analyzes the role of taxonomy in the process of developing pragmatic competence. In language teaching, not only grammatical knowledge but also the contextual and cultural aspects of communication are considered important. Pragmatic competence shapes students' ability to use language correctly and appropriately in different situations. The results of the study also show that through methodology based on taxonomy, a deeper understanding of pragmatics can be achieved. Based on this, the article includes both theoretical and practical recommendations for teachers.