TY - BOOK

T1 - Exploring the emotional dimension of Uzbek language decolonisation

T2 - insights from the experiences of learning Uzbek as a second language

AU - Tilyabaev, Kamil

PY - 2025/5/7

Y1 - 2025/5/7

N2 - In this thesis I aim to identify emotional experiences of learning Uzbek as a second language in post-Soviet Uzbekistan, the factors that shape them and affect the Uzbek language decolonisation. I also aim to address the following research gap: similarly to the global context, the acquisition of Uzbek as a second language and the language of majority by the representatives of this majority, its decolonisation and related emotions have been under-theorised or studied separately and never in combination. For that I have used Shao et al.’s (2020) and Zembylas’s (2022) conceptualisations to theorise the link between language acquisition and affective decolonisation. I have also interviewed former school and university learners and current teachers of Uzbek as a second language, and used narrative analysis, which helped me achieve the aims of this research. The study has identified positive and negative emotional experiences of learning Uzbek as a second language and factors shaping them. Out of these, only shame- and guilt-shaping factors have been shown to significantly affect the development of decolonial mind-sets in relation to Uzbek language. Thus, shame is shown to obstruct decolonisation by impeding decolonising solidarity. In contrast, guilt is shown to facilitate decolonisation by fostering decolonising solidarity. Both feelings are known to have the same effects on second language acquisition, hence bridging it with language decolonisation. Additionally, based on the research results, a few viable suggestions have been made to improve the attitude to Uzbek language as a school subject.

AB - In this thesis I aim to identify emotional experiences of learning Uzbek as a second language in post-Soviet Uzbekistan, the factors that shape them and affect the Uzbek language decolonisation. I also aim to address the following research gap: similarly to the global context, the acquisition of Uzbek as a second language and the language of majority by the representatives of this majority, its decolonisation and related emotions have been under-theorised or studied separately and never in combination. For that I have used Shao et al.’s (2020) and Zembylas’s (2022) conceptualisations to theorise the link between language acquisition and affective decolonisation. I have also interviewed former school and university learners and current teachers of Uzbek as a second language, and used narrative analysis, which helped me achieve the aims of this research. The study has identified positive and negative emotional experiences of learning Uzbek as a second language and factors shaping them. Out of these, only shame- and guilt-shaping factors have been shown to significantly affect the development of decolonial mind-sets in relation to Uzbek language. Thus, shame is shown to obstruct decolonisation by impeding decolonising solidarity. In contrast, guilt is shown to facilitate decolonisation by fostering decolonising solidarity. Both feelings are known to have the same effects on second language acquisition, hence bridging it with language decolonisation. Additionally, based on the research results, a few viable suggestions have been made to improve the attitude to Uzbek language as a school subject.

U2 - 10.17635/lancaster/thesis/2745

DO - 10.17635/lancaster/thesis/2745

M3 - Doctoral Thesis

PB - Lancaster University

ER -