Abstract
This article examines how politeness strategies are realized in teacher–student interaction in Uzbek and English educational contexts. The aim is to compare pragmatic choices in directives, feedback, and repair, and to explain how institutional roles shape linguistic forms. The methodology integrates discourse-pragmatic analysis of classroom talk with a contrastive framework. Scientific novelty lies in linking culturally grounded norms of respect to interactional micro-mechanisms that influence learning climate and participation.