This article explores the scientific and theoretical foundations for developing linguistic competence among primary school students, with a particular focus on the educational context of Uzbekistan. Through content analysis, classroom observation, and interviews with primary school teachers, the study reveals a gap between theoretical approaches and their practical implementation in Uzbek schools. The findings highlight the importance of communicative, student-centered, and integrative methods in fostering effective language acquisition. Recommendations are made for curriculum reform, teacher training, and the development of contextually appropriate teaching materials to enhance linguistic competence in primary education.

Linguistic competence, primary education, language acquisition

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