Film review from Faleeha Hassan

Young Iraqi woman with a green headscarf and a dark colored blouse and brown hair and eyes.
Faleeha Hassan

“To Be Born a Woman in the Desert of Sacred Masculinity”

I never imagined, while watching the film “Naga” that many of its scenes would remain in my mind for so long. I usually forget details of films I watch, and only the story remains in my memory. However, I believe that the fact that all the details of “Naga” remain in my memory is due to the film’s strong connection to reality.

From the very first scene in “Naga” the viewer is driven to fear the lived reality: a man storms into a hospital in 1975 and commits a massacre, simply because a “male” doctor delivered his wife, who had a difficult delivery and nearly lost her life. It’s a terrifying moment, but it’s not a coincidence; it becomes the key to everything that follows in the film.

Although the rest of the story seems, on the surface, to be unrelated, the film focuses not on the events but on the mindset that produces them. From here, the threads of events begin to unravel. Between Past and Present: Identity Crisis and Inherited Norms

What  “Naga” masterfully creates goes far beyond a simple narrative through characters moving from point A to point B. Through the journey of its heroine, Sarah, the film reveals a society caught between eras, stuck in a state of cultural stagnation, where modernity struggles to break free from its entrenched traditional rules. The violent opening scene is not an isolated incident; it mirrors a complete generational and psychological crisis.

Although the camel appears later in the story, it is the film’s central symbol. The angry camel, who lost her young child to the recklessness of Sarah’s lover, Saad, embodies many things: the silent mother, the wounded community, and the unresolved collective trauma that strikes the wrong targets. Sarah, who runs away from her father’s house to attend a desert party, finds herself in a surreal confrontation with the ghosts of patriarchy. The camel is not her enemy, but her reflection. Both are victims of a reckless and arrogant masculinity, yet both are condemned as dangerous, brutal, and in need of self-control.

She confronts her fear of men, her shame about her femininity, and the fragility of emotional trust. In that brief period, she realizes the hollowness of her lover’s promises, the complexities of her seemingly gentle father, and, most importantly, the deep rage of a mother figure betrayed by society. The camel becomes a merciless, incurable, and furious mother.

In the final scene, we see Sarah running into the desert, pursued by the enraged camel. But the real pursuit is symbolic—she is escaping from memory, from inherited guilt, from societal control. But this is not an escape; it is a transition, as this pursuit symbolizes her liberation from the “unconscious” in which she was trapped. She may not defeat the camel, but she survives. This survival, this breathless emergence into the present, is victory. It’s not a neat ending, but a cry of “I’m still here.”

The true audacity of “Purity”  lies not in the cigarette or the lover’s encounter, the removal of the veil, or attending a mixed-gender party in a remote location, the risky dialogue, and the female escape on motorcycles, but in its exposure of internal divisions. The film dares to expose the psychological cost of a society that no longer functions.

It is a film daring in its cinematic language: the inverted opening shot, the raw chase scenes, the visual poetry of light and space, and the precise rendering of desert lighting, whose expressions convey everything, even silence.

The music blends horror and humor, defies linear construction, and even the few extended scenes (like the camel chase or the police chase) feel part of a wider, more emotionally chaotic world. In short, “Naga” is not just the story of a rebellious girl—it’s about a society suffocating under its weight, about mothers crushed and resurrected as monsters, about love betrayed, and about women punished not for their sins, but for their pursuit of life. The film is about pent-up anger, reluctant awakenings, and the urgent question of identity in a world that punishes femininity for its mere existence.

………..

Naga is a Saudi film, debuting on Netflix on December 7, 2023. The film is written and directed by Meshal Al-Jaser and stars Adwaa Badr and Yazeed Al-Majioul.

She is a poet, teacher, editor, writer, and playwright born in Najaf, Iraq, in 1967, who now lives in the United States. Faleeha was the first woman to write poetry for children in Iraq. She received her master’s degree in Arabic literature and has now published 27 books. Her poems have been translated into English, Turkmen, Bosnian, Indian, French, Italian, German, Kurdish, Spain, Korean, Greek, Serbia, Albanian, Pakistani, Romanian, Malayalam, Chinese, ODIA, Nepali and Macedonian. She is a Pulitzer Prize Nominee for 2018 and a Pushcart Prize Nominee for 2019.

Faleeha is a member of the International Writers and Artists Association, a winner of the Women of Excellence Inspiration award from SJ Magazine 2020, the winner of the Grand Jury Award (the Sahitto International Award for Literature 2021), a member of the Women of Excellence selection committees for 2023, a winner of a Women in the Arts award for 2023, a member of Who’s Who in America 2023, on the judging panel for the 2023 Sahitto Award, the winner of the HerStory Award from the Women’s Federation for World Peace New Jersey 2024, a Cultural Ambassador between Iraq and the USA since 2018, a Cultural Ambassador and worldwide literary advisor for PEN CRAFT Bangladesh.

She is also honored to be appointed as a 2024 Peace Ambassador by the Universal Peace Federation and to be a member of The Founding Mothers Global Women’s Congress 2024. You may email Faleeha Hassan at d.fh88@yahoo.com

Essay from Olimova Shahina Botirjon qizi 

Methods of teaching foreign languages

Olimova Shahina Botirjon qizi 

 Uzbekistan State World languages university.

 Abstract. Foreign language teaching has developed in past few years as a result of the advancement of new digital and technological devices  as well as  the interaction of artificial intelligence. This article explores several both  contemporary and traditional methods and approaches to teach international students, such as analysis of Grammar Translation method and Communicative language approach.Each approach and method is analyzed in terms of theoretical basis, effectiveness and practical implementation. Additionally, this article emphasizes on both advantages and disadvantages associated with these methods, taking account on students autonomy, current trends in learning language. 

Key words: interactive methods, student-centred, intercultural competence, pedagogical practices, teacher-centred, student interaction.

Introduction. Foreign language education is crucial in today’s fast-pasted world, where multilingualism is seen as a main concept of both personal and professional success. Language acquisition is a complex process, and educators should be devised with multiple and interactive methods to navigate students. Over the years, teachers have tested numerous methods to find most suitable and applicable approaches to teach students. This article provides suitable and interactive methods of teaching foreign languages and examines their principles and practical implementations. 

Methodology. 1.Grammar Translation Method. 

Grammar Translation Method is commonly used in traditional classroom, teachers teach grammar rules through using both native and foreign language. This method is mostly appropriate for beginner and elementary students because they are in primary stage in learning language. Grammar Translation Method is not new, it has been used by teachers for many years. It was called Classical Method since it was first used in teaching classical languages: Latin and Greek. In 20th century, the method was used for the purpose of aiming students to read and comprehend the text in foreign language. It was supposed that through teaching grammar rules of target language students become more familiar with grammar of both native language and foreign language, that this familiarity could enhance their both reading and writing skills.  

Positive sides of GTM:

  1. Enhances reading and writing skills. GTM is very effective for overall understanding of texts, especially in literature. Students will be able to interpret various level of complex grammar sentences without any difficulty.
  2. Expands vocabulary source. During learning foreign language with GTM, students come across different words and find their meaning if they don’t understand. It helps to learn meaning of new words both in native and target language. 
  3. Easy application. GTM does not require any special equipment and atmosphere for teaching. Teachers could use this method in large classroom without difficulty. 
  4. Increase analytical thinking. During the lesson, students learn to analyze different structures, that helps to enhance their cognitive and problem-solving skills. 

Negative sides of GMT:

  1. Lack of speaking practice. GTM is mainly focuses on grammatical rules, that is why students rarely practice speaking and they can not communicate in real-life situations. 
  2. Overemphasis on Grammar. Students practice grammar too much, it makes the lesson boring as well as limits the development of practical skills: listening and speaking. 
  3. Decrease student’s motivation. Students can not see any improvement in their practical skills, such as speaking, because of it they may lost their interest in learning language. During the real life, students want to show their knowledge with speaking in foreign language, however if they only learn grammar rules, they may not capable of communicating. 
  4. Communicative language teaching. CLT aims broadly to make communicative competence the goal of language teaching. This approach mainly focuses on speaking and real-life communication skills in target language. Students need to know how to speak fluently and efficiently in front of people and how to use language for both educational and practical purposes. CLT introduces language functions and practical applications of target language. The teacher facilitates communication in classroom, the role of teacher is to create situations that force students to apply language in speaking.  CLT can be used with authentic materials, language games, role-plays, stories, scrambled sentences. 

Positive sides of CLA:

  1. Student-centred learning. CLT gives an opportunity to show student’s own potential and speaking skills. Learners actively participate in debates, discussions, role-plays and through these activities they will practice speaking. 
  2. Integration of skills. During CLT approach, students do tasks which are devoted to listening, reading, writing and speaking skills. This helps them to learn all skills together, increase general knowledge in target language. 
  3. Makes learning environment engaging and interactive. Through teaching with CLT, teachers motivate to be engaged in lesson with using different tasks, such as role-plays. While participating in role-play, students try to adapt to scene and communicate with their classmates. Besides, students do roles, as well as dress for the scene. It makes the lesson more captivating and students learn to how to communicate in different situations. 

Negative sides of CLT:

  1. Difficulty in large classroom. Teachers could not do any special tasks in large classroom, because of limited time. CLT tasks requires more time and teachers may not manage the time. 
  2. Requires skilled and trained teachers. For using CLT teachers should have good communication skills, and they need to be well-trained. In CLT, students focus on communication skill, but teachers should correct their mistakes carefully without interrupting student’s speech. This require both experience and knowledge.
  3. Not all levels are ready for CLT. Some students, especially, beginners and elementary group students could not able to speak fluently. They do not have enough vocabulary source and confident to speak. Teachers may face difficulty in attracting all students to lesson.

Result and discussion. A total of 40 students participated in the study and were divided into two groups: a group trained using Communicative Language Teaching (CLT) and a group trained using the traditional (Grammar-Translation Method). Data were collected through questionnaires, observations, and tests. According to the results of the questionnaire, 70% of the participants considered the CLT method to be more effective, while 30% of the students preferred the traditional method. Students who studied using the CLT method were more active in the lesson and actively participated in group discussions. The results of the observation showed that in the class where CLT was used, students tried to express their thoughts freely, and about 60% of them actively participated in oral communication. At the same time, 20% of the students made grammatical errors, but this did not significantly hinder their communicative activities. On both written and oral tests, students in the CLT group scored an average of 86%, while students in the traditional group scored an average of 62%. This difference suggests that the CLT approach is more focused on the practical application of students’ knowledge.

Conclusion. The results of this study showed that the Grammar Translation Method (GTM) and Communicative Language Teaching (CLT) approaches have their own advantages and disadvantages. The GTM method is effective in in-depth study of grammar rules, written translation, and understanding of language structure. However, this method does not provide sufficient opportunities for developing speaking and listening comprehension skills. CLT, on the other hand, is characterized by involving students in real communication, developing their oral speech, and increasing their communicative competence. According to the results of the study, the CLT method increases students’ activity and develops their ability to use the language practically. At the same time, grammatical accuracy can sometimes take second place in this method. In general, both methods have their place, with GTM being effective in strengthening grammar and academic knowledge, and CLT in developing communicative skills. Therefore, it is advisable to combine these two approaches in the educational process.. .

Poetry from Soumen Roy

O Poetry 

*********

O Poetry, hold me in your arms this moment, 

Quench my soul with eternal peace,

There where silence sang the song of bliss, 

Over the turmoil and suppressed agony,

 There, where you wore the stole of Buddha, 

And the butterflies flutter in glee, 

My newly awakened eyes blossomed with the beauty of spring,

once again 

Let it sing the song of eternity.

Poetry from Ananya Guha

Strange Signs

Walking on these roads

the stones look weather beaten

ruins of ancient civilisation

the monoliths stagger as if 

carrying a burden of centuries

All the time the hills watch 

roaming movements of a world

where the plot thickens 

The hills, the trees and rivers

meditate on a stark world 

where at night the bird prays

and a whole century opens

into abyss of ages, the whistling wind

makes a foray into houses and nests

Man and animal are at peace 

Only the hills brood over strange

signs.

Open letter from Nilavronill

An Open Letter To All Poets

28th March 2026. Is there any significance at all, being alive today?

Today too many innocent people will be killed in the war zones, too many had already lost their precious life, no matter how strong and abysmal their belief was on the almighty God! 

Humanity thrives not on love and compassions, but on technological advancement of the killing machines with lethal and brutal powers.

Humanity cannot save innocent people but can witness genocidal massacres without even feeling any shame or remorse. Humanity seldom bears the responsibility to uphold peace and prosperity, but more often remains complicit in the crime against humanity. 

Yes, it is not even any assumption. It is the basic fact, practical truth that we, working with words and emotions; writers and poets alike have failed measurably. We have failed to promote love and compassion. We have failed to awaken true sense of humanity, the indispensable dignity of being human. We have failed to spread harmony and empathy. Our words didn’t make any difference, didn’t overcome the power of nuclear bombs, hypersonic missiles, deadly aircraft carriers. Our words didn’t withstand the greed of the power brokers around the globe. We, working with words and emotions remained too naïve to see through our incompetency, our vulnerability, our weaknesses! We remained too insignificant to bring any radical change to the present world order. The world order of Genocide, massacres, and abysmal injustices. We remained buried under our incompetent words, our worthless emotions and our ineffective will. Too feeble to make any impact at all. 

Poem from Rev. Dr. Jitender Singh

A SOUL BIGGER THAN BORDERS

(International Poet & Author Rev. Dr. Jitender Singh, India)

The world is carved by borders drawn by restless hands,
Yet no line can divide what the silent soul understands.
Languages may differ, and colors may divide,
Yet one ancient echo lives quietly inside.
Some rise with the East, some fade in the West,
Yet one breath of eternity dwells in every chest.
Hatred builds its walls, rigid, fearful, and tall,
But love, like light, still rises—unconquered by all.
We name the Divine in a thousand different ways,
Yet one unseen Light ignites all inner flames.
The body may be bound by the lines we design,
But the soul was born free—untouched by space and time.

Poetry from David Kokoette

THE WAILING OF A BROKEN SOUL 

I walked alone, from the day 

I set my feet on the path of truth 

Betrayals and temptations accompanied me

The pain of life made me weary and thirsty 

Weary from it’s trials and tribulations 

Yet still, i walked 

It felt like i was walking on a hot sand

A sand burning with coal and brimstone 

Like I was tied upside down to a pole

And plunged down into a volcano 

To be eaten up by the burning larvae 

Yet still, i walked 

I walked along the halls of agony

Echoes of misfortune honked 

Like a horn from a train 

Evil besieged me

Like a young married woman 

Who turned widow at dawn 

Yet still, i walked