Implementation of english into the multicultural and multilingual educative environment of Uzbekistan

The pandemic increasing prominence of English in the world and international recognition of this language as the most favorable and convenient for people to communicate in the world leads us to the requirement to more intensively introduce it into the educational sphere of Uzbekistan and to provide education not only in higher education and schooling, but in secondary professional education and from earlier years from preschool educational institutions. As a consequence of globalisation and integration, there has been a tremendous increase in intercultural communication in all spheres of our existence: there has been a diversity of situations of intercultural exchange, such as studies at school and university, internships of scholars, international conferences, joint ventures, tourism tours and exhibitions, etc. Therefore, proficiency in a foreign language is one of the conditions for successful adaptation in a community environment[1, p.562]. Since the twentieth century, the importance of English as one of the measures of human successfulness and education has been growing, which immediately leads to a stronger and more profound teaching of English. Students with a high level of English competency are more inclined to incorporate the most up-to-date standards of quality into their careers as they develop their academic careers[1 p.563,]. In this article, the present research provides an understanding of the possibility of introducing and exploring English as a mandatory language in the multilingual, bilingual and multicultural environment of Uzbekistan through the prism of tolerance and the specific cultural and moral features of the population of Uzbekistan, as well as contemporary development of education and tourism in the region. The article provides an insight into the opportunities for the introduction and study of English as a required language in the bilingual and polylingual, multicultural environment of Uzbekistan, as well as the possible models of learning English in the polylingual environment, the challenges and proposed solutions.