Language policy in Turkmenistan: foreign languages learning and the role of sociocultural aspects

Abstract

In the context of globalization, language policy in Turkmenistan increasingly prioritizes foreign language proficiency to meet growing demands for specialists skilled in international communication. The study aims to identify the unique features of foreign language education in Turkmenistan and examine the initiatives fostering linguistic and intercultural competencies among students. Employing content analysis as the primary method, policy documents, educational frameworks, and curricula were reviewed to identify emerging trends in language education that support multilingualism and cultural understanding. The findings reveal a shift toward a holistic approach in language learning, with a curriculum focus on preparing students for real-world interactions through immersive, culturally enriched training. Professional domains, including law, trade, and journalism, show a growing commitment to developing intercultural skills, with innovative pedagogies such as simulated diplomatic exercises and global-standardized models like UN Security Council simulations, offering practical engagement for students. The discussion delves into the implications of Turkmenistan’s language education approach, underscoring the need for context-specific strategies in language education. The study concludes that Turkmenistan’s language policy could benefit from further incorporation of global perspectives and cultural sensitivity, preparing students for the demands of international careers. These findings contribute to a framework for refining language education policies to enhance linguistic, cultural, and professional readiness in a globalized world.