CROSS-CULTURAL TEACHING OF RUSSIAN IN UZBEK SCHOOLS: A LINGUODIDACTIC FRAMEWORK AND INTERFERENCE ANALYSIS

This article explores the theoretical and methodological foundations of cross-cultural teaching of Russian as a foreign language (RFL) in Uzbek schools. The research examines linguistic worldview differences between Russian and Uzbek, analyzes graphic interference caused by script divergence, and evaluates the effectiveness of culturally adapted instructional materials. The study integrates linguodidactic principles, ontolinguistic findings, and interference theory. Experimental implementation of specialized coursebooks demonstrates measurable improvement in early-stage acquisition among Uzbek-speaking learners. The findings confirm that cross-cultural methodology significantly enhances linguistic competence and reduces structural interference when teaching Russian in a bilingual educational environment.

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