The article examines methodological approaches to the integrative development of studentsʼ plurilingual and sociocultural competence in higher education in Uzbekistan. The research problem is determined by the need to clarify methodological links between the use of several linguistic resources, readiness for intercultural communication, and the ability to act appropriately in professional and academic discourse. The purpose of the article is to substantiate plurilingual repertoire, sociocultural sensitivity, mediation, reflection, and assessment criteria as components of a unified linguodidactic system. The study applies theoretical analysis, comparative interpretation, linguodidactic modelling, and conceptual synthesis of local and international scholarship. The findings show that Uzbek-Russian-English multilingualism can serve as a natural communicative resource for students when supported through cross-linguistic comparison, mediation tasks, authentic texts, translanguaging, project-based activities, and reflective assessment. The article discusses systemic, competence-based, intercultural, action-oriented, translanguaging, and reflective-diagnostic approaches. It concludes that these approaches help align foreign language education in Uzbekistan with studentsʼ professional, cultural, and communicative needs while treating the local multilingual reality as an educational resource.