Winter
The cold days have arrived,
A sharp wind began to blow,
Whistling through the streets,
Bringing news that winter is here.
In the winter season, from the sky,
The snow falls in swirling flakes.
That is why I love the winter
Very, very much.
The earth puts on a white carpet,
The trees fall into a deep sleep.
It looks so beautiful and bright,
As if sprinkled with silver dust.
Yusufjonova O‘g‘ilxon
Adriano Aragozzini: The Most Extraordinary Artist Manager in the World
Rome. It’s the last day of 2025, and Adriano Aragozzini, the most extraordinary impresario in the world, has dedicated his latest book to me, a bestseller not only in Italy, entitled: “Tonight who sings is me “(Questa sera canto io), 462 pages that you devour in a few hours.
Adriano has an irresistible personality, and his book reflects it, taking us on a journey around the world with Tina Turner, Domenico Modugno, Sammy Davis Jr., Patty Pravo, Ray Charles, Gino Paoli, Sarah Vaughan, Luigi Tenco, Gloria Gaynor, and the Sanremo Festival, which Aragozzini made popular worldwide.
In this adventurous panorama, film stars such as Gina Lollobrigida and my mentor Federico Fellini and Andy Warhol, who competed with Fellini for my image, stand out.
Aragozzini recounts with unusual sincerity the “splendors, miseries, passions, betrayals, secrets, and transgressions,” as written on the book cover, of celebrities who are part of the fabric of our history from the 1960s to today.
An important chapter of the book tells of a truly unique experience, also because the protagonist of the episode, which spans years, is a singular character: the singer Patty Pravo, brilliant and iconic in all her manifestations and often in conflict with Aragozzini’s plans to increase her fame.
Aragozzini introduces Patty Pravo to Federico Fellini, who offers her a role in his film “Casanova”: Casanova duels with a man, and with his sword, tearing his antagonist’s shirt. This action reveals a breast, the true sex of this person.
At that time, in 1975, Fellini was the most famous and well paid director in the world, and Patty Pravo the most special and famous singer in Italy.
A considerable chance for Patty Pravo to probably establish herself worldwide.
Do you think the artist said “yes”? Of course you do!
It was, instead, a firm “no” from Patty Pravo and a consequent disappointment for Aragozzini.
The reasons?
Patty Pravo has a rather masculine voice and an androgynous physique.
Perhaps, then, Fellini’s idea didn’t seem very original to Patty Pravo.
Aragozzini introduced Patty Pravo to Andy Warhol, who didn’t offer the artist a role in his film, as Fellini had done, but instead proposed that the diva be the protagonist of his film.
Do you think the artist said “yes”? Of course you think the diva said “yes” to Andy Warhol!
Andy Warhol talked and talked, and Patty Pravo remained quite silent.
Aragozzini was embarrassed.
Then Warhol, rather annoyed, left Patty Pravo’s apartment in Rome , and after the legendary Warhol’s departure, she performed magical rituals to ward off Warhol’s energy, which she perceived as negative.
Another great disappointment for Aragozzini, but one can’t judge: if you perceive negative vibrations from a person, it might not be a good idea to have a project in common with that person, since obstacles and conflicts could be anticipated.
However, Aragozzini did help Patty Pravo sell millions of records and increased her fame, which is a priority for an impresario.
And Aragozzini did this by launching songs that have made history and are themselves part of history and culture.
Aragozzini, an impresario who was skilled at creating significant synergies between Italian and international music stars, who made the Sanremo Festival, the Italian song festival, known throughout the world, and who, if he likes an artist, launches them internationally.
There’s great news regarding Aragozzini: a few days ago, he added a new and unique award to the thousands he has already received: the “Courage for Freedom Award” for his tenacity and courage in promoting artists who symbolize freedom and supporting musical institutions to the entire world.
The award is based on the principles of the hero of two worlds, Garibaldi, who fought for the freedom of many peoples and countries, including Italy and Rio Grande do Sul in Brazil.
Garibaldi was a hero, also a writer and poet.
The award originated in LA, during an exchange of ideas between me and the hero’s descendant, Francesco Garibaldi Hibbert and on that occasion, the multi-award-winning film “Anita” was also conceived, based on a sublime poem by Giuseppe Garibaldi about the premature death of his companion, the heroine Anita.
Francesco Garibaldi and Adriano Aragozzini, an honorary citizen of NYC thanks to me, have become great friends, and Aragozzini rightfully joins the award’s honorary committee, along with other distinguished recipients, including Michael Poryes, author of Hannah Montana, Moe Rock, founder of the Los Angeles Tribune, Elena Panarella, a renowned journalist for the widely read newspaper “Il Messaggero,” Ibrahim Shehata, president of the Egyptian “The Times International “ , Enrico Bernard, writer and screenwriter, and Victoria Wilder, daughter of the absolute Hollywood cinematic legend Billy Wilder, about whom I will share sensational news exclusively for Synchronized Chaos.
The cinematic version of the “Courage for Freedom Award,” is named “Courage for Freedom Film Award ” and was assigned to Angela Alioto for “Kamilah the Miracle Filly,” to Emily Letran and Jenny Thai for “Book of Death,” awarded by Pope Francis, Pope Leo XIV, and the Dalai Lama, and to “Chrysalis,” on the life of Daniel Winn, which we will see starting in April 2026, masterfully directed by Jordan Robert Schulz.
A New Year Adventure
Once upon a time, in a small, snowy village nestled between towering mountains, there was a young girl named Mia who loved New Year’s more than anything. The village was known for its magical New Year celebrations, where the streets were decorated with thousands of sparkling lights, and the air was filled with the sweet scent of fresh pine trees.
One year, Mia heard an old legend about the “Midnight Star,” a mysterious star that only appeared on New Year’s Eve, guiding those who truly believed in the magic of the season to a hidden treasure. The treasure, according to the story, was not gold or jewels but something far more precious — a magical wish that could come true.
Mia decided to find the Midnight Star and discover the treasure for herself. As the clock ticked closer to midnight on New Year’s Eve, she bundled up in her warmest coat, grabbed a small lantern, and set out into the snowy night. The village was alive with music and laughter, but Mia’s heart was set on her adventure.
She walked through the village square, past the frozen fountain, and into the dense forest that bordered the village. The moonlight filtered through the trees, casting long shadows on the ground. Suddenly, Mia saw a flicker of light high above her. Could it be the Midnight Star?
Mia’s eyes sparkled with excitement as she followed the light, climbing up a steep hill. As she reached the top, she saw it — the Midnight Star, shining brightly in the sky. But just below it, there was something even more magical: a giant, glowing tree with silver leaves that shimmered like diamonds. Underneath the tree was a small wooden chest.
Mia approached the chest with awe. She had found it — the treasure! But as she opened it, she was surprised to find not gold or jewels, but a simple note written in elegant handwriting: “The true treasure is the joy and love you bring to others.”
Mia smiled, realizing that the real magic of New Year’s was not about getting something for herself, but about sharing happiness with those around her. She rushed back to the village, where she hugged her family, shared stories, and spread warmth and joy to everyone she met.
That night, as the clock struck midnight, the entire village gathered in the square, their faces glowing with joy and laughter. Mia looked up at the sky, and for a brief moment, she saw the Midnight Star twinkle brightly above the village, as if acknowledging her discovery.
From that year on, Mia carried the magic of the Midnight Star in her heart, always remembering that the greatest treasure of all was the love and kindness shared with others. And every New Year’s Eve, she would take a moment to look up at the sky, knowing that the Midnight Star would always guide her toward the true meaning of the holiday.
And so, the legend of the Midnight Star lived on, not just as a story, but as a reminder of the real magic that filled the world — the magic of love, kindness, and hope.
INNOVATIVE APPROACHES TO TEACHING NATIVE AND
FOREIGN LANGUAGES AND THE DEVELOPMENT OF INTERCULTURAL COMMUNICATION
Yusupov Otajon Ulugʻbek og‘li
Mirzo Ulug’bek Branch, National University of
Uzbekistan, Jizzakh, Uzbekistan Faculty of Applied Mathematics,
Software Engineering Program.
Abstract. This article analyzes innovative pedagogical approaches in
teaching native and foreign languages, including gamification, virtual and blended learning, flipped classroom techniques, as well as the practical aspects of developing intercultural communication competence. The effectiveness of these methods is examined through theoretical and practical perspectives.
Keywords: native language, foreign language, gamification, interactive method, flipped classroom, intercultural communication, digital education.
Introduction
Modern language teaching requires learners’ active participation, critical thinking, creativity, and the development of cultural competence. Traditional grammar- focused approaches are increasingly being replaced by interactive and digital
technologies. Therefore, teachers are expected not only to apply modern instructional methods but also to foster intercultural communication skills among learners.
Modern Approaches to Language Teaching
In contemporary language education, learner-centered instruction is prioritized. Traditional grammar-based teaching is being replaced by: Competency-based learning: learners must apply language skills in real situations. Critical thinking development: analyzing and evaluating new information. Contextual learning: using language in authentic, real-life scenarios. New technologies—mobile applications, virtual labs, and online tests—significantly increase teaching efficiency.
Communicative Methods. The Communicative Language Teaching
(CLT) method emphasizes speech and communication. Advantages include: Language practice in real-life contexts;
Interactive group and pair work;
Natural acquisition of language through meaningful use;
Role-plays, debates, and dialogues that develop communicative competence. CLT encourages learner autonomy and active participation.
CLIL Technology. Content and Language Integrated Learning (CLIL)
integrates subject teaching with a foreign language . For example, history, biology, or mathematics may be taught in English. Benefits:
Simultaneous acquisition of subject content and language skills;
Deep understanding of academic material;
Natural language learning within meaningful contexts.
CLIL programs are expanding across schools in Uzbekistan.
Blended Learning and the Flipped Classroom. Blended learning
combines offline and online formats. Advantages: Opportunities for independent study; Development of speaking skills through video lessons, tests, and virtual communication; Personalization of instruction based on learners’ needs. The flipped classroom model allows students to learn content at home and practice
in class through problem-solving and hands-on activities.
Gamification and Interactive Platforms. Gamification makes the
learning process more engaging through game-like elements . Platforms such as Duolingo, Quizlet, and Kahoot: Teach vocabulary and grammar; Provide visual progress tracking; Increase motivation through competitions and rewards.
Interactive and Psycholinguistic Methods. Interactive strategies—group projects, clusters, and role-plays—promote learner engagement. Psycholinguistic approaches emphasize memory, attention, motivation, and perception. Using short-term and long-term memory techniques enhances vocabulary retention.
Intercultural Communication Competence. Language and culture are
interconnected.
Developing intercultural competence includes:
Understanding cultural similarities and differences;
Strengthening empathy and tolerance;
Overcoming stereotypes;
Using language appropriately in international contexts. Virtual exchanges and cultural exchange programs deepen intercultural experience.
STEAM, PBL, and Cross-Disciplinary Integration STEAM and
Project-Based Learning (PBL) promote creative and research-oriented language learning . Examples include: Real-life tasks (restaurant role-play, job interviews, forums);
Multimedia and virtual project-based assignments that enhance intercultural understanding.
Teaching Language in Personal and Social Contexts. Learners’
language acquisition is influenced by personal interests, goals, and social environment Personal motivation: selecting materials aligned with learners’ needs improves efficiency. Social context: tasks simulate real roles (forums, interviews, events). Differentiated instruction: methods tailored to learners’ abilities. Teaching within a social context enhances communicative and intercultural competence.
Technology and Virtual Learning
Digital technologies have become essential tools in language teaching. Virtual labs: reinforce grammar, vocabulary, and speech through interactive tasks. Online simulations: practice real-life scenarios (restaurants, hotels, workplaces). AI and chatbots: support independent learning and error correction. These approaches develop independence, creativity, and practical skills.
Conclusion
Innovative pedagogical approaches—CLT, CLIL, Blended Learning, Flipped Classroom, gamification, interactive and psycholinguistic methods, and intercultural competence—play a crucial role in teaching native and foreign languages. These methods help students: Apply language in real-life situations; Enhance intercultural and global communication skills; Strengthen critical thinking, creativity, and social competencies. Alongside this, interdisciplinary
integration and project-based learning (STEAM, PBL) transform learners into independent, creative, and active participants. Modern approaches significantly improve the quality and effectiveness of language education.
References
CODE-SWITCHING AMONG UZBEK ENGLISH LEARNERS: REASONS AND FUNCTIONS
Saminjon Khakimov University of Business and Science Non-Governmental Educational Institution Philology and Language Teaching (English) K.XF 23-04 Phone number: +998 333696936 +998 943623669 Email: saminjon.khakimov@gmail.com ORCID: 0009-0006-1444-7331
Annotation: This article examines the phenomenon of code-switching among Uzbek learners of English and analyzes the major reasons and communicative functions behind it. Based on classroom observations and learner interviews, the study reveals that code-switching is not simply a sign of linguistic weakness but a strategic tool used for clarification, social bonding, topic shift, and emotional expression. The research emphasizes that code-switching plays an important pedagogical role in foreign-language learning environments, especially in multilingual societies like Uzbekistan.
Keywords: code-switching, bilingualism, Uzbek learners, English learning, sociolinguistics, communication strategies, multilingual education
In multilingual communities, switching between two or more languages during communication is a common linguistic practice. This phenomenon, known as code-switching, has been widely studied in sociolinguistics. For Uzbek learners of English, code-switching frequently appears in classrooms, social media communication, and informal conversations. Although it is often perceived as a barrier to language fluency, many researchers argue that it serves important communicative, psychological, and pedagogical functions. This article explores why Uzbek English learners code-switch and what functions it performs in their communication.
Code-switching typically occurs when speakers alternate between languages depending on context, topic, or interlocutor. Scholars classify it into several types:
Inter-sentential switching — language shift between sentences.
Intra-sentential switching — switching within one sentence.
Tag-switching — insertion of discourse markers such as “ha”, “you know”, “aslida”.
Previous studies (Gumperz, Myers-Scotton, Poplack) show that code-switching is often systematic and purposeful, rather than random.
The study uses:
1. Classroom observation at secondary and vocational institutions in Fergana region.
2. Semi-structured interviews with 20 English learners aged 15–20.
3. Analysis of chat-based communication (with participants’ consent).
Qualitative analysis was applied to identify repeated patterns and motivations behind switching.
1. Reasons for Code-Switching
a. Lexical Gaps
Learners often lack vocabulary for certain concepts and naturally insert Uzbek words. Example: “Teacher, I don’t know this tushunchani in English.”
b. Ease of Expression
Some ideas feel more natural in L1 due to cultural closeness.
c. Learning Strategy
Learners intentionally mix languages to confirm understanding: “Past Simple o‘tgan zamon bo‘ladi, to‘g‘rimi?”
d. Classroom Norms
Teachers themselves switch languages to save time during explanation, influencing learners’ behavior.
e. Emotional Expression
Feelings such as surprise, humor, or frustration are often expressed in Uzbek even during English conversation.
f. Social Bonding
Switching helps maintain group identity and solidarity, especially among classmates and friends.
a. Clarification Function
Students switch to Uzbek to clarify grammar, meaning, or instructions.
b. Emphasis and Focus
Certain Uzbek words are used to highlight important information.
c. Identity Marking
Using Uzbek markers like “ha”, “xo‘p”, “baribir” creates a shared linguistic identity.
d. Topic Shift
Learners switch languages when changing from academic talk to everyday conversation.
e. Pedagogical Function
Code-switching helps teachers scaffold learning and reduce confusion during complex topics.
f. Affective Function
Use of mother tongue reduces anxiety and increases speaker confidence.
The findings indicate that code-switching among Uzbek English learners is a strategic communicative practice, not a sign of poor proficiency. Learners rely on both languages to negotiate meaning, express identity, and maintain social relations. In Uzbek classrooms, where English is learned as a foreign language, total exclusion of L1 may create unnecessary psychological pressure. Instead, structured and purposeful use of the mother tongue can support language acquisition.
Code-switching among Uzbek English learners serves multiple linguistic and social functions. Rather than discouraging it completely, educators should understand its pedagogical value and guide students toward more intentional and balanced usage. Future research may explore differences in code-switching patterns across age groups or proficiency levels.
REFERENCES
1. Gumperz, J. (1982). Discourse Strategies. Cambridge University Press.
2. Myers-Scotton, C. (1993). Social Motivations for Codeswitching. Oxford University Press.
3. Poplack, S. (1980). “Sometimes I’ll Start a Sentence in Spanish Y TERMINO EN ESPAÑOL.” Linguistics, 18(7–8), 581–618.
4. Auer, P. (1998). Code-Switching in Conversation. Routledge.
5. Matras, Y. (2009). Language Contact. Cambridge University Press.
6. Iskandarova, S. (2020). “Code-Switching Practices in Uzbek EFL Classrooms.” Uzbek Journal of Education Studies, 4(2), 45–51.
Saminjon Khakimov was born in Margilan, Fergana Region, Uzbekistan. He is a student of Philology and Language Teaching (English) at Namangan University of Business and Science. He works as a Head English Teacher and IELTS Instructor at a private educational center.
Post Accident
Bloodstained hair peels backglass shards at this velocity.
Wind of a
stranger’s comic bubbles
float towards me
as the boxcar finally stops.
I am jet lagged, metal in my mouth,
vertigo knocks on
the noggin and
blue, purple, and pink bruises
make a home for themself
on my charred skin.
Glass paper cuts on hands
sting me as I’m trapped in.
I am still in awe of the number
of patrons that stopped in
for a well being check
as they tow the remnants
under the overpass
and fish me out of the
driver’s seat
as I bob up for air
again.
Audacious Winter
Winter has just come back
Knocks the doors again
The walls have fallen
And the doors are opened
No doorsteps or locks
Just a piece of cloth
Covers my humanity.
You’re so audacious guest
Enters without permission
Violates all the rules
And even the soft young leaves
Turned to be brown and old.
Your clouds took the light of the day
And added the grey view in the surrounding.
To exacerbate my sadness and depression
They also took the heat of the sun
To make my children burn from the coldness inside a helpless tent.
Your water ran like a huge snake
Sneaking to our shaky tent
submerged my blankets and covers my heels
Where humanity fell under my feet.