A MULTIMETHOD PERSPECTIVE ON ENGLISH LANGUAGE TEACHING: METHODOLOGICAL ANALYSIS OF TEXTBOOKS FOR GRADES 8–9 IN UZBEKISTAN

The contemporary teaching of English requires methodological flexibility because learners differ in their linguistic backgrounds, learning needs, cognitive characteristics, and communicative purposes. Within this context, a multimethod approach provides a framework for combining and coordinating different language teaching methods rather than relying exclusively on a single methodological model. This article examines the theoretical and pedagogical foundations of the multimethod approach and demonstrates its potential through a methodological analysis of English language textbooks for Grades 8–9 used in Uzbekistan. Particular attention is given to the interaction of Communicative Language Teaching (CLT), Task-Based Learning (TBL), Content and Language Integrated Learning (CLIL), and Project-Based Learning (PBL), as well as the integration of language skills, intercultural learning, assessment, supplementary resources, and local contextual adaptation. The textbook analysis is organized according to seven methodological criteria: learning objectives and competencies, integration of language skills, methodological approaches, intercultural content, assessment, resources and supplementary materials, and adaptation to the local educational context. The analysis demonstrates that textbook materials provide opportunities for methodological integration through communicative, task-oriented, content-related, and project-based activities. At the same time, the analysis identifies areas requiring stronger methodological support, particularly practical assessment procedures, teacher guidance, and adaptation of digital resources to local school conditions. The study argues that textbooks can serve as an important medium for implementing a multimethod approach when different methodological elements are purposefully coordinated rather than presented as isolated techniques.