La Fenetre de Paris announces a submission opportunity for poets. Poetry anthology Water: The Source of Life seeks submissions

Contributor Taylor Dibbert seeks reviewers for his new poetry book On the Rocks. Please email us at synchchaos@gmail.com if you’re interested.

Also, we will stop accepting submissions for November’s first issue on October 25th. You may still submit after that date, but your work will go into our second issue for the month.

Now, for this month’s second issue, Learning From History.

Sayani Mukherjee muses on the rise and fall of the Roman Empire.

Kelly Moyer’s film, created together with Hunter Sauvage and starring Robert P. Moyer and Annie, draws on ancient myth to understand the United States’ modern political situation. Abigail George analyzes the strengths and weaknesses of certain leadership styles illustrated by Donald Trump and several African leaders. Patricia Doyne speaks to the hubris of American political leadership. Andrew Brindle and Christina Chin’s tan-rengas explore society’s injustices and contradictions.

Ivan Pozzoni’s poetry declares his speaker’s independence of mind as an artist and offers critiques of government funds’ being taken from ordinary taxpayers to bail out large banks. Bill Tope’s short story celebrates the power of understanding and empathy for people at all social levels. Poet Eva Petropoulou Lianou interviews poet Til Kumari Sharma about the importance of gender equality, humanity and empathy, and living with solid morals. Til Kumari Sharma reviews Brenda Mohammed’s poetry collection Break the Silence, about ending drug addiction, domestic violence, and human trafficking. Nordona Norqulova describes strategies world governments use to combat terrorism. Til Kumari Sharma also expresses her hope for a world where women, children, and everyone is treated with respect.

Patrick Sweeney’s one-line senryus decenter the author as head of the universe. Mark Young contributes a fresh set of altered geographies. Baskin Cooper describes encounters slightly mysterious and askance. Christopher Bernard describes the frenzied, ghostly glamour of Cal Performances’ recent production of Red Carpet.

Brian Barbeito reflects on the wonder and spiritual curiosity he finds in natural landscapes. Su Yun’s collection of poetry from Chinese elementary school students reflects care for and admiration of the natural world and also a sense of whimsy and curiosity. Stephen Jarrell Williams’ short poems depict an escape from overcrowded cities back into nature. Vaxabdjonova Zarnigor discusses the chemical composition of chia seeds and their nutritional value. Nidia Garcia celebrates the natural environment and urges people to plant trees. Madina Abdisalomova reminds us that environmental care and stewardship is everyone’s responsibility.

Mahbub Alam extols the beauty of morning and nature in his Bangladeshi home. Jonathan Butcher’s poetry explores the different rooms in which we make our lives and the stories they could tell about us. J.T. Whitehead shows how external cleaning can parallel interior personal development. Srijani Dutta discusses her personal spiritual journey in prayer to the divine of at least a few faiths.

Alexandros Stamatoulakis announces his new novel The Lonely Warrior: In the Wings of the Condor, about a man discovering himself in the midst of a tumultuous modern environment. Chris Butler’s wry poetry explores long-lasting, but hopefully not implacable, truisms of the human condition. Ana Glendza speaks to the fear and insecurities that come with being human. Kavi Nielsen speaks to the experience of loneliness and rejection.

Noah Berlatsky satirizes faux-human tech support and our efforts to understand our whole world through technology. Timothee Bordenave outlines innovative ways to improve electricity transmission as Abdurofiyeva Taxmina Avazovna discusses treatments for cataracts.

Zarifaxon O’rinboyeva’s short story presents a woman overcoming poverty and grief to become a physician. Doug Hawley reflects on the ups and downs of summer jobs. Turdiyeva Guloyim’s poetic essay shares a complex emotional tapestry of childhood village memories. Rahmataliyeva Aidakhon highlights the importance of grasping folktales to understanding Uzbek heritage and culture. Madina Azamjon highlights the literary importance of Hamid Olimjon’s writing and how he drew on Uzbek folk culture for inspiration. Gulsanam Qurbonova extols the linguistic and cultural education she has received at her university. Ermatova Dilorom Bakhodirjonova explains the intertwined nature of Uzbek language and culture and the need to preserve both.

Mukhammadjonova Ugiloy celebrates her school and the sports and student leadership education she received there. Choriyeva Oynur outlines benefits of integrating technology into education. Abdirashidova Ozoda outlines the importance of encouraging and fostering creativity for preschool students. Nilufar Mo’ydinova discusses ways to encourage second language acquisition at an early age.

Anila Bukhari’s poetry celebrates the creative spirit surviving amid poverty and oppression. Taro Hokkyo’s prose poem details his protagonist’s escape from emotional and spiritual darkness to rise to the heights of creativity. Alan Catlin’s barman odyssey explores the roots of creative inspiration.

Emran Emon speaks to the recent Nobel Prize award for world literature and the value of writing. Abdusalimova Zukhraxon outlines strategies for teaching the Uzbek language to foreign students. Abdusaidova Jasmina Quvondiqovna shares some of her art and expresses her pride in her native Uzbekistan. Rustamboy Jumanazarova suggests ways to help young children learn to tell time. Qurbonova Madinaxon discusses the importance of games and play in children’s education. Hayotkhon Shermatova outlines issues with Uzbekistan’s educational system and how to address them. Azamova Kumushoy illustrates the importance of teaching language students how to analyze literary texts.

Duane Vorhees revels in erotic sensuality and the learnedness of ancient history. Perwaiz Shaharyar’s poem, translated to English and Italian by Maria Miraglia, celebrates the beauty of the positive aspects of many cultures’ concept of the feminine.

Ismoilova Gulmira celebrates the strength, thoughtfulness, creativity and resilience of Uzbek girls and young women. Abduqahhorova Gulhayo’s poem takes joy in the grace and kindness of young Uzbek girls. Svetlana Rostova finds beauty in everything, even ugliness, loss, and death.

Graciela Noemi Villaverde praises the creative insight of her dance teacher. Saparov Akbar outlines his personal quests and passions and his desire to educate himself and elevate his life. Mesfakus Salahin’s poetry celebrates the artistic inspiration that can come from romantic love.

J.J. Campbell details his middle-aged, disillusioned quest for love or maybe just a little break from reality. Donia Sahib speaks to spiritual and earthly love. Teresa Nocetti’s poem urges a loved one to invite her into their life. Eva Petropoulou Lianou shares a tale of lovers in search for one another.

Graciela Irene Rossetti’s poetry revels in tender gentleness. Mirta Liliana Ramirez expresses the pain of being shamed for who she is. Rezauddin Stalin speaks to partings and farewells. Umida Hamroyeva expresses her love and longing for a departed person.

Ahmed Miqdad speaks of the forgotten sufferings of ordinary people in Gaza. Fiza Amir’s poetry evokes the many personal losses and griefs of wartime. Jacques Fleury reviews Joy Behar’s play My First Ex-Husband, which explores marital and relationship issues in a way that is relatable for many people, married or single.

Mykyta Ryzhykh presents a protagonist who explores alternatives and then revels in his ordinary humanity. H. Mar. shares the joy of day-to-day human companionship.

We hope this issue provides artistic, emotional, and intellectual companionship to you as you peruse the various contributions.

this is for all of you
I mistook your hazy smiles for friendship.

how was I supposed to know you just wanted to run? I thought you were a mind-reader,
a savior,
a person who understood the deadly-slow inside-out gnawing
my heart’s being subjected to-

but now I realize
you’re just a breath, a moment, a memory I’ll touch on when I’m lonely
you were there once, twice, a flash, a fleeting breath, a whisper in the dark

but now you’re gone like the sun at night and I should’ve known
we’re all alone again

Interactive Methods for Increasing Preschool Children’s Interest in Learning the German Language

Abstract

The article analyzes the role and significance of interactive methods in developing preschool children’s interest in learning the German language. The effectiveness of methods such as games, songs, drawings, multimedia tools, and interactive activities in early language learning is scientifically substantiated. In addition, the paper outlines ways to develop children’s communicative skills through the use of modern educational technologies.

Keywords: German language, preschool education, interactive method, motivation, game technology, early language learning.

INTRODUCTION

In today’s era of globalization, teaching foreign languages from an early age has become one of the strategic priorities of every national education system. Learning foreign languages, particularly German, at an early stage develops children’s intellectual potential, broadens their worldview, and nurtures respect for the culture of other nations. The Law of the Republic of Uzbekistan “On Preschool and School Education” and the “New Uzbekistan – Development Strategy 2030” set forth the task of gradually introducing foreign language teaching into the preschool education system.

Language learning at an early age is considered a natural process. Between the ages of 3 and 6, a child’s speech apparatus, auditory perception, phonemic hearing, and communicative ability are actively developing. During this period, a child can easily acquire not only their native language but also foreign languages. Therefore, to enhance the effectiveness of teaching German in preschool institutions, educators are required to make wide use of interactive methods.

Interactive methods ensure that children actively participate in the learning process, think independently, and enjoy the process of learning. Such an approach strengthens intrinsic motivation, sparks interest in language learning, and develops communication skills.

Therefore, this article explores interactive methods for increasing preschool children’s interest in learning German, their theoretical foundations, and practical application possibilities.

MAIN PART

1. Theoretical foundations of early foreign language learning

Language is one of the most important indicators of human thinking, and learning it at an early age lays the foundation not only for linguistic but also for cognitive development. Psychologists such as L. S. Vygotsky, J. Piaget, and E. Lenneberg have scientifically proven that children’s ability to acquire languages is most active between the ages of 2 and 6. During this stage, children tend to learn through play, songs, movement, and visualization.

Hence, teachers should organize the educational process considering children’s psycholinguistic characteristics. The most effective approach combines visual, auditory, and kinesthetic methods.

The German language, with its pronunciation system and phonetic richness, helps develop children’s articulation and sound culture. For example, pronouncing sounds like “ch”, “sch”, “ei”, “eu” in words helps improve speech development, positively influencing their pronunciation in their native language as well.

2. The content and types of interactive methods

Interactive methods are approaches in which learners actively participate, express their thoughts, and gain experience. In preschool education, the following interactive methods are considered the most effective:

1. Game-based technologies.

Play is the most natural and effective tool for language learning. Through games like “Find the Color,” “Choose the Animal,” or “What is this?”, children reinforce new words and learn to use them in context. For example, short expressions such as Was ist das? – Das ist ein Ball are easy to remember.

2. Teaching through songs and poems. German children’s songs (such as Alle meine Entchen, Guten Morgen!, Zehn kleine Fische) make lessons lively, improve pronunciation, and help develop a sense of rhythm. Repetition in songs aids vocabulary retention.

3. Role play.

Through situational activities such as “At the Store,” “At Home,” or “In the Garden,” children practice real communication scenarios. This method fosters confidence and active participation.

4. Using multimedia and interactive resources.

Modern technologies such as Wordwall, Kahoot, and LearningApps generate great interest among children. With visuals, sounds, videos, and animations, children learn through seeing, hearing, and movement simultaneously.

5. Creating a “language environment.”

Displaying German words, colorful posters, and organizing a “language corner” in the classroom allows children to experience the foreign language naturally.

6. Interactive lessons involving parents.

Activities like “Family Day” or “Language Game Day” engage parents alongside their children. This fosters a positive emotional atmosphere and strengthens children’s motivation.

3. The importance of play and emotional atmosphere

Emotional atmosphere plays a crucial role in language learning. Psychological studies show that when children experience joy, surprise, and excitement, they retain information more effectively. Therefore, using games, humor, and colorful visual materials in German lessons is essential.

For example, during “Let’s Sing Together” activities, children not only hear the words but also accompany them with gestures, which develops their motor skills.

Moreover, a teacher’s positive energy and encouraging words (“Sehr gut!” “Prima!” “Super!”) boost children’s self-confidence. Thus, the teacher not only teaches the language but also nurtures self-esteem and positive emotional development.

4. Practical experiences and observations

Observations conducted in several public and private preschools in Tashkent, Samarkand, and Namangan regions have shown that lessons using interactive methods engage children 30–40% more actively and double their vocabulary acquisition rate.

For instance, during the “Language and Culture Week”, children easily learned expressions such as “Ich bin Anna,” “Ich habe eine Katze.” Through drawing, singing, and role-playing, they actively participated in communication.

Additionally, classrooms with a “Picture Vocabulary Wall” (Bildwörterwand) helped children memorize words more effectively by seeing them daily. Such visual methods strengthen visual memory.

CONCLUSION

In conclusion, increasing preschool children’s interest in learning German requires using interactive methods that suit their age, psychological, and linguistic characteristics. Lessons that integrate play, music, movement, and emotional engagement encourage active learning.

The most effective approaches in teaching German include:

1. Organizing lessons through play and ensuring children’s active participation.

2. Using songs, pictures, and multimedia to make lessons engaging.

3. Creating a “language environment” and involving parents in the learning process.

4. Applying an individual approach and motivation system for each child.

The application of interactive methods enables children to enjoy learning foreign languages, express their thoughts, retain new knowledge, and develop independent learning skills.

Thus, teaching German at an early age through interactive methods is a key factor in improving the quality of preschool education, developing children’s communicative competence, and preparing them for successful future language learning.

REFERENCES

1. Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Harvard University Press.

2. Piaget, J. (1962). Play, Dreams and Imitation in Childhood. W. W. Norton & Company.

3. Lenneberg, E. H. (1967). Biological Foundations of Language. Wiley.

4. Cameron, L. (2001). Teaching Languages to Young Learners. Cambridge University Press.

5. Brewster, J., Ellis, G., & Girard, D. (2002). The Primary English Teacher’s Guide. Pearson Education.

6. Pinter, A. (2017). Teaching Young Language Learners. Oxford University Press.

7. Harmer, J. (2015). The Practice of English Language Teaching (5th ed.). Pearson Education.

8. Wright, A., Betteridge, D., & Buckby, M. (2006). Games for Language Learning (3rd ed.). Cambridge University Press.

9. Rixon, S. (2013). British Council Survey of Policy and Practice in Primary English Language Teaching Worldwide. British Council.

10. Ellis, R., & Shintani, N. (2014). Exploring Language Pedagogy through Second Language Acquisition Research. Routledge.

Nilufar Mo‘ydinova was born in Qo‘shtepa district, Fergana region, Republic of Uzbekistan. A graduate of the Uzbekistan State University of World Languages, she works as a manager at “Fair Print” Typography Service. Her articles have appeared in Bekajon, Kenya Times, The Diaspora Times Global, and Synchaos. Member of the International Writers’ Association of Argentina (Grupo de Trabajo de Escritores Internacionales – Argentina), holder of international certificates, Global Ambassador for Peace, and participant in international anthologies and conferences.

Formation of creativity and thinking in preschool children

Abstract

This article analyzes the theoretical foundations of the process of forming creativity and thinking in preschool children, pedagogical conditions, and advanced approaches used in world practice. The importance of play activities, art, fiction, modern information technologies, and parental cooperation in the development of creative thinking in children is highlighted.

Keywords:

creativity, thinking, preschool education, innovative methods, STEAM, creative environment, world experience.

Input

In the context of today’s globalization, the development of human capital, the formation of a broad-minded and creative personality is one of the priorities of state policy. In particular, the preschool period is a decisive stage in the personal development of a child, in which the formation of creativity and thinking directly affects the effectiveness of future education and social activity.

According to the scientific views of psychologists J. Piaget, L.S. Vygotsky, E. Torrens, the period from 3 to 6 years is considered the period of active formation of a child’s thinking and imagination. During this period, the child not only acquires knowledge, but also forms their own views, strives for independent thinking. Therefore, ensuring the development of creative thinking in the preschool education system is one of the most pressing tasks of modern pedagogy.

Main part

The concepts of creativity and thinking are interpreted differently in pedagogical and psychological literature. Creativity allows a child to create something new,

if there is an ability to freely express one’s ideas, then thinking is its ability to comprehend reality, draw logical conclusions, and

means the activity of finding solutions in problematic situations. In preschool age, these two processes develop harmoniously.

The role of game activity in the formation of creativity is invaluable. Role-playing games enrich the child’s social experience.

allows you to try out roles and find creative solutions. Construction-games and constructors allow a child to develop spatial thinking and engineering skills.

develops their abilities. In the “Kodomo Challenge” program, used in Japan, children encounter problem situations through play,

to independently find a solution.

Art activity is also an important means of developing creativity. Through drawing, handicrafts, music, and singing, the child develops their own

expresses feelings, enriches imagination. According to UNESCO, the widespread use of artistic activities in preschool children

develops their aesthetic taste and intellectual potential. Also, methods of reading and compiling fairy tales, figurative thinking of the child.

and is an effective tool for enriching speech.

In addition, national values and traditional games also play an important role in the development of creativity. For example, folk tales

singing national songs and playing folk games broadens a child’s worldview and strengthens their national self-awareness.

Handicraft activities – carpet weaving, making items from clay, and the use of national ornaments not only develop the child’s creative abilities,

but also develops patience and fine motor skills.

The STEAM (Science, Technology, Engineering, Arts, Mathematics) approach is of great importance in the modern educational process. USA, Finland

and STEAM projects in preschool institutions in South Korea allow children to experience simple experiences, technological activities, and creativity.

through assignments, they learn new approaches. STEAM elements are also being gradually introduced in Uzbekistan, and this creativity

serves as an effective tool for developing thinking.

Information technologies are another effective tool for supporting creative thinking. Interactive programs, virtual constructors and

educational cartoons arouse children’s interest, directing them to create something new. However, excessive technology addiction is a child’s

), it should be used in moderation.

In the formation of creative thinking, the cooperation of parents and educators is of great importance. Creating a creative atmosphere in the family, free for the child

asking questions and supporting their interests stimulates independent thinking in the child. The teacher is creative in the lessons.

By applying assignments and valuing the child’s thoughts, they reveal their abilities. Parents and children in the experience of Israel

joint participation in classes and joint implementation of creative activities yielded good results.

From a psychological point of view, creating an environment that encourages creativity is very

is important. Search for news without fear of mistakes

If they have the opportunity, they can freely demonstrate their abilities. Therefore, educators and parents should not allow the child to make mistakes.

Instead of punishing them, they should teach them to accept it as an experiment. This approach increases the child’s self-confidence and creativity.

directs.

Also, various international pedagogical approaches – Montessori, Reggio Emilia, Waldorf systems – are aimed at developing the creative abilities of children.

is widely used in development. For example, in the Montessori method, the child is given freedom and chooses activities according to their interests.

In the Reggio Emilia approach, creative forms of expression are widely used based on the principle that “a child is the owner of a hundred languages.” In the Waldorf method, art

and nature, creative abilities are developed.

As practical recommendations, it is possible to organize small projects for the development of creative thinking in children. For example, family album

creation, staging small performances, observing natural phenomena and discussing the results, conducting simple experiments – all of this

increases the child’s creative interests. At the same time, creative tasks allow the child to make independent decisions, work in a group.

strengthens their skills and social activity.

In general, the formation of creativity and thinking is a multifaceted process, in which games, art, national values, modern technologies,

high effectiveness is achieved only through the harmonious application of parental and educator cooperation, as well as international pedagogical experience.

Conclusion

The formation of creativity and thinking in preschool children is of great importance in their personal, intellectual, and social development. Studies show that children raised in a creative environment are characterized by high academic performance, independent thinking, and a striving for innovation later in school.

Despite the fact that significant reforms are being carried out in the preschool education system of Uzbekistan, the study and implementation of world experience will further improve the process. In particular, important tasks include increasing the methodological literacy of educators, the widespread introduction of STEAM approaches, promoting the creation of a creative environment in family education, and providing preschool educational institutions with modern didactic tools.

Thus, the development of creativity and thinking in preschool age not only increases the effectiveness of the educational process, but also serves to strengthen the intellectual and innovative potential of society.

References

1. Decree of the President of the Republic of Uzbekistan “On Measures for the Fundamental Improvement of the Preschool Education System.” – Тошкент, 2017.

2. State Program of Preschool Education “Ilk Kadam.” – Tashkent: Ministry of Preschool Education, 2018.

3. Vygotsky, L.S. Imagination and Creativity in Childhood. – Moscow: Prosveshcheniye, 1991.

Piaget, J. The Language and Thought of the Child. New York: Routledge, 2005.

5. Torrance, E.P. *Creativity: Prospects for the Twenty-First Century*. Westport, 1993.

Gardner, H. Frames of Mind: The Theory of Multiple Intelligences. New York: Basic Books, 2011.

7. Runco, M.A., & Acar, S. Divergent Thinking as an Indicator of Creative Potential. Creativity Research Journal, 2012, 24 (1).

8. Sawyer, R.K. Explaining Creativity: The Science of Human Innovation. – Oxford University Press, 2012.

Craft, A. Creativity in Education. London: Continuum, 2005.

Edwards, C., Gandini, L., & Forman, G. The Hundred Languages of Children: The Reggio Emilia Approach. – Тошкент, 2012.

Robinson, K. Out of Our Minds: Learning to be Creative. – Тошкент, 2021.

12. UNESCO. Arts Education for the Development of the Whole Child. – Тошкент, 2019.

13. Ministry of Preschool Education of the Republic of Uzbekistan. Innovative approaches in preschool education. – Тошкент, 2021.

14. Kim, K.H. The Creativity Crisis: The Decrease in Creative Thinking Scores on the Torrance Tests of Creative Thinking. Creativity Research Journal.

15. Decree of the President of the Republic of Uzbekistan “On the Development Strategy of New Uzbekistan for 2022-2026.” – Тошкент, 2022.

Abdirashidova Ozoda, Born in Chiraqchi district of Kashkadarya region, studied at the Pedagogical Faculty of Karshi State University, majoring in Preschool Education. Ambassador and member of international organizations. Holder of international certificates.

Modern Pedagogical and Informational Technologies in Teaching Foreign Languages

Annotation

This article looks at how modern pedagogical and information technologies influence the process of teaching foreign languages. It explains the ways in which technology makes language lessons more interesting, interactive, and focused on students’ needs. The study draws attention to computer-assisted instruction, various multimedia tools, and online educational platforms that encourage students to work more independently and collaborate with others. It also discusses both the benefits and the difficulties that may arise when technology is integrated into language education.

Keywords: pedagogy, technology, language learning, multimedia, modern education, communication, collaboration, modern pedagogical technology, informational technology, the advantages of technology, the disadvantages of technology.

Introduction 

In recent years, the use of modern technologies in education has noticeably changed the way foreign languages are taught. Many teachers now rely on digital tools, multimedia resources, and interactive platforms to make their lessons more lively, practical, and engaging for students. Pedagogy is usually understood as both an art and a science of teaching that considers students’ social, emotional, and developmental needs. It focuses on how knowledge is shared and how teachers and learners interact in the classroom. Since education is shaped by the culture and values of each society, teaching methods and approaches often differ from place to place.Today, more educators are paying serious attention to the use of new technologies in teaching. It is not just about adding technical devices but also about introducing fresh methods and more active approaches to learning. The main purpose of using modern tools in language education is to improve the overall quality of teaching, help students communicate more confidently, and give them more real opportunities to use the language in practice.

Main Body

Pedagogy is often understood as the actual practice of teaching in which the teacher’s personal approach, methods, and strategies strongly influence how students learn. Good teaching is not limited to delivering information; it also involves understanding how people learn, taking students’ interests into account, and creating a supportive environment. The aims of pedagogy can vary widely — some focus on helping students think critically and develop intellectually, while others aim to give them practical or professional skills. Modern technology has brought major changes to the way people gain knowledge. One of its biggest advantages is that learning is no longer tied to a single place or fixed schedule. Today, a simple computer with an internet connection is enough to access educational materials, attend online lessons, and communicate with teachers or classmates from different locations. Homes, offices, and even public spaces can now serve as virtual classrooms. The term “multimedia” has become well known in the digital world. It generally means using different forms of content together — text, images, audio, video, and animation. Common examples include audio systems, video platforms, and interactive software. The internet has turned into a powerful space that allows people to share ideas and resources through e-mail, discussion forums, web pages, and even real-time voice or video calls. In education, multimedia is especially valuable because it connects different types of media into one learning environment. This makes it easier for students to find, understand, and apply information in a way that fits their personal learning styles and goals.

Traditional pedagogy is often based on the idea that the teacher is the central source of knowledge, while students passively receive information. This model, which Paulo Freire called the “banking concept of education,” positions learners as empty vessels to be filled.

In contrast, modern educational theories highlight learner-centered methods in which students play an active role, and teachers act more as guides or facilitators than as sole authorities in the classroom. With the arrival of technology, communication and cooperation between learners have reached a new level. Digital tools used in today’s classrooms allow students to collaborate on group assignments, share their perspectives, and support one another through peer learning. These tools also help teachers address the varied needs of their students more effectively and offer personalized support. Technological platforms connect learners with educators and peers across the world, exposing them to different cultures and authentic language use. This global interaction not only strengthens language skills but also deepens cultural awareness and respect for diversity. However, technology alone does not guarantee better learning outcomes. Its effectiveness depends on how well teachers integrate it into their lessons. Having digital resources is not enough; they need to be used creatively to build interactive and meaningful learning experiences. The traditional “chalk and talk” method, where the teacher speaks and students simply listen, is becoming less effective in modern language classrooms. In contrast, technology-enhanced learning encourages students to participate actively, think critically, and learn independently. Even without being technology experts, teachers can experiment with various digital resources to make their lessons more dynamic and efficient. The fast growth of digital tools has made English language learning more flexible and student-centered. Multimedia resources such as educational videos, podcasts, e-books, and online platforms provide learners with rich opportunities to build vocabulary, improve grammar and pronunciation, and explore cultural contexts. These materials expose students to authentic language use, helping them develop a deeper understanding of how language functions in real life—not just in textbooks. As a result, lessons become more practical, meaningful, and enjoyable. Technology transforms classrooms from passive learning spaces into active environments where students take ownership of their learning. They explore information independently, work on interactive projects, and build essential skills like creativity, problem-solving, and critical thinking—abilities that are vital for success in the 21st century.

Furthermore, technology allows teachers to apply fresh teaching strategies that promote active communication, stimulate motivation, and support students’ independence in learning. One of the greatest strengths of educational technology lies in its ability to enhance teachers’ professional credibility while increasing students’ interest in the subject. The younger generation has grown up in a fully digital world — fast internet, smartphones, and online communication are part of their everyday lives. When educators skillfully incorporate technology into their lessons, students tend to view them as competent, modern, and in touch with current trends. This perception builds respect and strengthens the teacher-student relationship. Even a single digital tool, if used purposefully, can completely change the atmosphere of a lesson and create a deeper learning experience. Multimedia content and interactive online activities make classes more dynamic and memorable, helping students remain engaged throughout the learning process. Studies have shown that students may retain only around 5% of the material presented through traditional lectures alone. In contrast, when learning involves group collaboration and interactive technology, retention can rise sharply — sometimes reaching 80% or even 95%. This clearly demonstrates how technology not only increases engagement but also improves understanding and long-term memory. Beyond its impact on engagement, modern technology makes classrooms better reflect real-world conditions.

Education should prepare learners to thrive in a technology-driven society rather than simply preserve the methods of the past. While traditional knowledge is still important, it must be balanced with the skills needed for the digital future. By integrating modern tools, teachers can connect past learning traditions with new innovations, giving students both a strong foundation and the adaptability to face future challenges.

Nevertheless, despite the clear benefits of integrating technology into the learning process, several obstacles remain. Many experienced teachers who have relied on traditional teaching methods for years often struggle to adjust to new digital tools. This challenge typically stems from limited training opportunities, a lack of technical expertise, or even resistance to change. When educators lack confidence in using technology, they tend to avoid it in their teaching, which prevents them from fully realizing its potential to enhance learning.To address this issue, continuous professional development programs and targeted workshops are essential. These initiatives can help teachers build digital competence, develop new teaching strategies, and become more comfortable incorporating technology into everyday classroom activities. Another concern is the excessive dependence on technological tools. When both students and teachers rely too heavily on digital platforms, essential skills such as creativity, critical thinking, and problem-solving can weaken. Learners may concentrate more on using the tools themselves rather than engaging deeply with the subject matter. For this reason, it is crucial to maintain a healthy balance between traditional teaching methods and modern digital approaches. Technology should act as a supportive tool that complements human interaction, not one that replaces it. Technical difficulties also continue to pose challenges. Poor or unstable internet connections, outdated hardware, and software malfunctions can interrupt the learning flow and reduce focus in the classroom. These disruptions not only consume valuable time but can also negatively affect students’ motivation and concentration. In some schools, particularly in developing regions, limited access to modern equipment makes the use of educational technology even more difficult. Despite these challenges, the positive impact of technology in education remains significant. When used purposefully and strategically, digital tools can make the teaching process more dynamic, interactive, and inclusive. They encourage student collaboration and allow for personalized learning experiences, enabling each learner to progress at a pace that matches their abilities and interests.

Conclusion

The integration of modern pedagogical and informational technologies has played a key role in transforming foreign language education. By making the learning process more engaging and student-oriented, these tools create an environment that encourages active participation and meaningful communication. Learners not only strengthen their language skills but also gain exposure to authentic materials and develop the ability to apply classroom knowledge to real-life situations. Although certain obstacles—such as technical limitations, insufficient teacher training, and access inequality—remain, the overall benefits of technology in language teaching are clear and impactful. When pedagogy and technology are effectively combined, they foster a flexible, interactive, and creative educational atmosphere. This approach equips students with the skills and confidence they need to thrive in a rapidly changing, globalized world.

References

Freire, P. (1970). Pedagogy of the Oppressed. New York: Continuum.

Richards, J. C., & Rodgers, T. S. (2014). Approaches and Methods in Language Teaching. Cambridge: Cambridge University Press.

Warschauer, M., & Healey, D. (1998). ‘Computers and Language Learning: An Overview.’ Language Teaching, 31(2), 57–71.

Dudeney, G., & Hockly, N. (2012). How to Teach English with Technology. Pearson Education Limited.

Chapelle, C. A. (2003). English Language Learning and Technology. Amsterdam: John Benjamins Publishing Company.

Azizova F.S. (2022). Methods and principles in teaching foreign languages.Tashkent: “Ilm-ziyo-zakovat”

Choriyeva Oynur was born in Muborak district of the Republic of Uzbekistan. She is a student at the Faculty of English Philology of the Uzbekistan State World Languages University.

Language is the mirror of the nation

The greatest and most sacred wealth of every nation is its language. Language is the heart, thought, and spirit of a nation. Wherever there is a language, there is a nation. That is why our ancestors did not say in vain that “Language is the mirror of the nation.”

Through language, a person expresses their feelings, dreams, and thoughts. Language embodies the culture, history, values, and worldview of a people. If a nation loses its language, it loses its identity, its national identity. Therefore, loving and cherishing our native language is the most sacred duty of each of us.

Today, the Uzbek language has a high status as the state language in the Republic of Uzbekistan. Thanks to independence, the prestige of our language has increased, and it is freely used in all spheres. Our native language continues to flourish in schools, universities, the press, and the internet. But we must not limit ourselves to this – it is also our duty to keep it clean, rich, and expressive, to use each word correctly.

Language is not only a means of communication, but also the national pride, values, and historical memory of the people. Through the works of such great writers as Alisher Navoi, Abdulla Kadiri, Erkin Vakhidov, Zulfiya, we see how beautiful and attractive our language is. Their legacy allows us to feel our native language even more deeply.

In conclusion, preserving the language is preserving the nation. If every person respects and cherishes their language, that nation will never disappear. Let us cherish our mother tongue, because it is a mirror of our history, culture, and future.

Ermatova Dilorom Bakhodirjonovna was born on May 3, 1998, in the Asaka district of Andijan region. I work as a nurse at Maternity Complex No. 1 in Asaka.

I am interested in many things. I also enjoy drawing, knitting toys and clothes from threads, making things from cardboard from various materials, and sewing. Sometimes I write poems. I will not stop learning and working on myself.