Dongba culture is listed in the World Memory Heritage by UNESCO.UNESCO
The core inheritors of this civilization are called the wise men of Dongba.
This precious ancient civilization is very mysterious. For thousands of years, it has been following the principle of passing on men but not women.They can only be passed on to their sons in the Dongba family.
I am a Han, not a Naxi. But my appearance made the wise men of Dongba break the ancestral system of inheritance for thousands of years and made me the only female inheritor.
Over the past few years, I have been doing my best to help the inheritance and dissemination of this culture.
I founded a public welfare Dongba Cultural Academy in a thousand-year-old temple.
The pictures from the time that I have been with the wise men of Dongba in the past few years.
Here are fifteen poems by young Chinese teenagers. All of these poems have been approved for publication by the young poets themselves, their parents and teachers.
The collection is titled Youth & Poetry Project.
Launched jointly in the spring of 2025 by Chinese poet Su Yun and Greek poet EVA Petropoulou Lianou, the Youth & Poetry Project aims to boost international cultural exchanges through teenage poetry. Below are poems written by young Chinese writers, full of childlike innocence and unique philosophical insights peculiar to their age:
1.五月的风
毓秀小学 裴熙月（10岁）
五月的风
吹过农民的脸颊
滚烫的汗珠
闪烁着丰收的希望
五月的风
吹过环卫工人的扫把
扬起的尘土里
藏着城市干净的朝霞
1. Wind in May
Pei Xiyue (10), Yuxiu Primary School
The wind of May
brushes across farmers’ cheeks.
Those burning drops of sweat
sparkle with hopes of harvest.
The wind of May
blows over the sanitation workers’ brooms.
Within the raised dust
lies the clean morning glow of the whole city.
2.勤劳的春天
毓秀小学 宁静涵（10岁）
春天的勤劳
藏在暖暖的风里
它轻轻吹过
把花香送给大地
藏在小蜜蜂的翅膀里
嗡嗡唱着，采蜜不歇
藏在小鸟的歌声里
衔来树枝，搭起新房
藏在老黄牛的脚步里
低头耕开，一垄新泥
2. The Diligent Spring
Ning Jinghan (10), Yuxiu Primary School
The diligence of spring
hides in the warm wind.
It blows gently
and sends the fragrance of flowers to the earth.
It hides in the wings of little bees,
who buzz nonstop, gathering nectar all day long.
It hides in the songs of birds,
who carry twigs to build their new nests.
It hides in the footsteps of old oxen,
ploughing open rows of fresh soil.
3.我给月亮写诗
毓秀小学 柴舒畅（10岁）
我给月亮写了首诗
读给它听：
“月亮啊月亮……”
它边听边笑
笑着笑着
就弯了
3. I Write a Poem for the Moon
Chai Shuchang (10), Yuxiu Primary School
I wrote a poem for the moon,
and read it out to her:
“Dear Moon, my dear Moon……”
She listened and smiled,
smiling and smiling,
till she curved herself into a crescent.
4.雷雨
毓秀小学 原凯伦（10岁）
雷雨轰轰烈烈过后
小草喝饱了
太阳从云里跑出来
而它留下的水坑
成了孩子们的乐园
4. Thunderstorm
Yuan Kailun (10), Yuxiu Primary School
After the thunderstorm roared past,
the grass has drunk its fill.
The sun runs out from behind clouds,
and the puddles left by the rain
become paradise for children.
5.思念的翅膀
毓秀小学 辛婉怡（10岁）
思念的翅膀把我带到
时间的长河中
我看到了奶奶向我招手
等我跑过去
她已消失在苍穹
我摸着湿透的枕巾
把思念写进诗行
5. Wings of Yearning
Sin Wanyi (10), Yuxiu Primary School
The wings of longing carry me away
to the long river of time.
I see Grandma waving her hand to me.
Yet the moment I run toward her,
she fades away into the vast sky.
I touch my soaked pillow,
and weave all my longing into lines of poetry.
6.梦
河北省石家庄市藁城区工业路小学 苏墨琰（11岁）
妈妈
不要再说
睡醒之后我的头发乱了
那是因为梦要找一个好去处
有时候
梦会迷路
脑袋便乱糟糟的
也有时候
它会变得很小
在发丝中偷偷蔓延
但是不管怎样
茂密的头发丛林里
它总是能悄悄溜走
见不到梦的真面目
6. Dream
Su Moyan (11), Gongye Road Primary School, Gaocheng District, Shijiazhuang City, Hebei Province
Mom,
don’t keep saying
my hair is messy after waking up.
It’s because my dreams are searching for a nice place to stay.
Sometimes,
dreams get lost,
leaving my head all tangled.
Other times,
they shrink tiny,
creeping quietly between strands of hair.
No matter what,
amid the thick jungle of hair,
they always slip away silently,
never letting me see their true faces.
7.衣兜里的秘密
河北省石家庄市藁城区工业路小学 苏墨琰（11岁）
妈妈洗衣服
掏开我的衣兜
一颗带来好运的金瓜子
三枚亮闪闪的游戏币
五粒同学送的酸酸糖
一叠小纸条也蹦了出来
上面写着
“啊”“呀”“唉”
它们轻轻松松
暴露了我的小秘密
7. Secrets in My Pocket
Su Moyan (11), Gongye Road Primary School, Gaocheng District, Shijiazhuang City, Hebei Province
Mom was washing clothes,
and emptied my pocket.
A golden melon seed that brings good luck,
three shiny game coins,
five sour candies given by classmates,
and a stack of small notes hopped out too.
On them were written:
“Ah”, “Wow”, “Sigh”.
With such ease,
they gave away all my little secrets.
8.床
河北省石家庄市藁城区工业路小学 苏墨琰（11岁）
一个小角落
一棵不起眼的枫树上
搭着一个鸟窝
阳光嫌冷
秋风嫌硬
小鸟嫌小
蚂蚁嫌高
只有一片
红枫叶不嫌弃
静静地躺在那里
8. The Bed
Su Moyan (11), Gongye Road Primary School, Gaocheng District, Shijiazhuang City, Hebei Province
In a quiet corner,
on an unremarkable maple tree,
perches a bird’s nest.
The sunlight finds it too chilly,
the autumn wind finds it too harsh,
the little birds find it too cramped,
the ants find it too high.
Only one red maple leaf does not mind,
lying there peacefully all alone.
9.光
河北省石家庄市藁城区贾市庄镇贯庄小学 顼铭泽（10岁）
冰最不喜欢的东西
是什么
当然就是光
光打在冰上
冰不堪重负
被打成了水
水被光照着变白了
就像冰
举着小白旗投降了
9. Light
Xu Mingze (10), Guanzhuang Primary School, Jiashizhuang Town, Gaocheng District, Shijiazhuang City, Hebei Province
What is ice’s least favorite thing?
It’s light, of course.
When light strikes ice,
the ice cannot bear the weight,
melting into water.
The water glows pale under the light,
just like ice
holding up a small white flag to surrender.
10.贪吃的雪
河北省石家庄市藁城区贾市庄镇贯庄小学 裴晨宇（10岁）
卖冰糖葫芦——
卖冰糖葫芦的来了
一会儿
孩子们都出来了
还有一个糖葫芦
雪飘下来
买下了最后一串
10. Greedy Snow
Pei Chenyu (10), Guanzhuang Primary School, Jiashizhuang Town, Gaocheng District, Shijiazhuang City, Hebei Province
Candied hawthorns for sale—
The hawthorn vendor has come.
Soon,
all the children run outside.
One last skewer remains.
Snowflakes drift down
and buy the final string of candied hawthorns.
11.黄昏
黄山头镇中心小学 张海童（11岁）
太阳顺着地平线下落
路上车来人往
我背着书包回家
买一根冰棍
很甜 很满足
鸟飞回巢穴
世界缓缓入眠
11. Dusk
Zhang Haitong (11), Huangshantou Town Central Primary School
The sun sinks along the horizon
Vehicles and pedestrians pass on the road
I head home with my schoolbag
Buy an ice stick
So sweet, so satisfying
Birds fly back to their nests
The whole world drifts off to sleep
12.夏日趣事
黄山头镇中心小学 黄震宇（10岁）
夏日趣事
就是一卷凉席
一根冰棒
一部电视剧
一个美好的心情
12. Joys of Summer
Huang Zhenyu (10), Huangshantou Town Central Primary School
The little joys of summer
are a roll of summer mat
an ice pop
an episode of TV series
and a peaceful happy mood
13.红
黄山头镇中心小学 何梓康（10岁）
这个世界离不开红
红色的太阳
红色的苹果
红色的怒火
13. Red
He Zikang (10), Huangshantou Town Central Primary School
The world cannot do without red
The sun is red
Apples are red
And anger also burns red
14.夜
黄山头镇中心小学 孙晓帆（10岁）
夜是宁静的，
因为，
每到夜里，
所有的生灵都会沉睡。
夜是美丽的，
因为，
月亮高高挂在天空，
星星还纷纷来给它点缀。
14. Night
Sun Xiaofan (10), Huangshantou Town Central Primary School
Night is quiet,
because
when night comes,
all creatures fall asleep.
Night is beautiful,
because
the moon hangs high in the sky,
countless stars come to decorate it.
15.光明
黄山头镇中心小学 罗夕（10岁）
光明可以赢过黑暗，
我们都喜欢光明。
整个世界都有光明，
光明无处不在。
15. Light
Luo Xi (10), Huangshantou Town Central Primary School
Life never forgives those who arrive too late; Time never turns its hands again. A single moment left behind Can echo through a lifetime of regret.
Do not wait for the perfect chance, For it was never meant to wait for you. Begin today with courage in your heart— Tomorrow is a promise never made.
The sun may rise with every dawn, Yet yesterday’s light will never return. Opportunity knocks but once; Not every soul will hear its call.
Let your dreams unfold their wings today, Do not let fear become your chain. For life remembers those who dared, But seldom waits for those who came too late.
PROBLEMS AND SOLUTIONS IN TEACHING ENGLISH TO UZBEK LEARNERS
Termiz Davlat Universiteti Xorijiy filologiya fakulteti Filologiya va tillarni o’qitish: ingliz tili ta’lim yo’nalishi talabasi Abdukarimova Farangiz
Annotatsiya
Mazkur maqolada Oʻzbekiston auditoriyasida ingliz tilini oʻqitish jarayonida uchraydigan asosiy muammolar va ularning samarali yechimlari tahlil qilinadi. Xususan, til muhiti yetishmasligi, grammatika va kommunikativ kompetensiya o‘rtasidagi nomutanosiblik, o‘quvchilarning motivatsiyasi, o‘qituvchilarning kasbiy tayyorgarligi hamda zamonaviy texnologiyalardan foydalanish bilan bog‘liq masalalar yoritiladi. Tadqiqot natijalari ingliz tilini o‘qitish samaradorligini oshirish uchun kommunikativ yondashuv, raqamli texnologiyalar va madaniyatlararo kompetensiyani rivojlantirish muhim ahamiyatga ega ekanligini ko‘rsatadi.
Kalit so‘zlar: English language teaching, EFL, Uzbek learners, communicative competence, language barriers, motivation, educational technology, language acquisition.
Abstract
This article examines the major challenges and possible solutions in teaching English to Uzbek learners. Particular attention is paid to the lack of an authentic language environment, the imbalance between grammatical knowledge and communicative competence, learner motivation, teacher professional development, and the integration of educational technologies. The study highlights that communicative approaches, technology-enhanced learning, and intercultural competence play a significant role in improving English language teaching effectiveness in Uzbekistan.
Keywords: English language teaching, EFL, Uzbek learners, communicative competence, language barriers, motivation, educational technology, language acquisition.
Аннотация
В данной статье рассматриваются основные проблемы и возможные решения в процессе преподавания английского языка узбекским учащимся. Особое внимание уделяется отсутствию естественной языковой среды, несоответствию между грамматическими знаниями и коммуникативной компетенцией, мотивации учащихся, профессиональному развитию преподавателей и использованию современных образовательных технологий. Результаты исследования показывают, что коммуникативный подход, цифровые технологии и развитие межкультурной компетенции способствуют повышению эффективности обучения английскому языку в Узбекистане.
Ключевые слова: преподавание английского языка, EFL, узбекские учащиеся, коммуникативная компетенция, языковые барьеры, мотивация, образовательные технологии, усвоение языка.
English has become one of the most important international languages in the modern world. It serves as a medium of communication in education, science, technology, business, and international relations. Consequently, the demand for English language proficiency has increased significantly in Uzbekistan during the last decade. Government reforms, international cooperation, and educational modernization have further emphasized the importance of English language learning.
Despite these positive developments, teaching English in the Uzbek context continues to face numerous challenges. Many students study English for several years yet struggle to communicate effectively in real-life situations. This issue suggests that successful language learning requires more than memorizing grammar rules and vocabulary. It involves the development of communicative competence, cultural awareness, and practical language skills.
The purpose of this article is to analyze the major difficulties encountered in teaching English to Uzbek learners and to propose practical solutions that can improve the quality of English language education.
Literature Review
Researchers have identified several factors that influence foreign language acquisition. Brown (2007) argues that motivation, exposure, and interaction are essential components of successful language learning. Similarly, Richards and Rodgers (2014) emphasize the importance of communicative language teaching, which focuses on meaningful interaction rather than isolated grammatical instruction.
In the context of Uzbekistan, recent studies indicate that many learners possess theoretical knowledge of English but experience difficulties in speaking and listening. This phenomenon is often associated with teacher-centered instruction, limited exposure to authentic English, and examination-oriented educational practices.
Krashen’s Input Hypothesis highlights the significance of comprehensible input in language acquisition. According to this theory, learners acquire language most effectively when they are exposed to meaningful and understandable language beyond their current level of competence. Therefore, creating opportunities for authentic communication is essential for improving English proficiency.
Contemporary research also stresses the role of technology in language learning. Digital platforms, online resources, language learning applications, and artificial intelligence tools provide learners with greater access to authentic language materials and interactive learning experiences.
Research Methodology
This study employs a qualitative research methodology based on descriptive and analytical approaches. Relevant academic literature, educational reports, and studies related to English language teaching in EFL contexts were reviewed and analyzed.
The research utilizes:
– Descriptive analysis to identify challenges in English language teaching.
– Comparative analysis to evaluate traditional and modern teaching methods.
– Content analysis of scholarly publications concerning EFL education.
– Interpretive analysis to assess the effectiveness of proposed solutions.
These methods allow for a comprehensive examination of the current state of English language teaching in Uzbekistan.
Lack of an Authentic Language Environment
One of the most significant challenges for Uzbek learners is the absence of a natural English-speaking environment. Unlike learners in English-speaking countries, Uzbek students have limited opportunities to use English outside the classroom.
As a result, learners often develop strong reading and grammar skills while remaining weak in speaking and listening. The limited exposure to authentic language restricts the development of fluency and confidence.
Educational institutions should encourage English-speaking clubs, debate societies, international exchange programs, online communication with native speakers, and extensive use of multimedia resources. Such activities create opportunities for authentic language practice.
Overemphasis on Grammar
Traditional language instruction frequently prioritizes grammatical accuracy over communicative competence. While grammar is important, excessive focus on rules often reduces opportunities for meaningful communication.
Many students can complete grammar exercises successfully but struggle to participate in conversations.
Proposed Solution
Teachers should adopt Communicative Language Teaching (CLT) approaches that integrate grammar into real-life communication activities. Role plays, discussions, presentations, and collaborative projects can help learners use language more naturally.
Learner Motivation
Motivation significantly influences language learning outcomes. Some students perceive English as merely a compulsory academic subject rather than a practical skill for future success.
Low motivation often leads to limited participation and poor learning performance.
Proposed Solution
Teachers should connect learning materials with students’ interests, career goals, and real-life experiences. The use of interactive activities, project-based learning, and authentic materials can increase learner engagement.
Teacher Professional Development
The quality of English language education largely depends on teacher competence. Some educators may face difficulties adapting to modern teaching methodologies and technological innovations.
Proposed Solution
Continuous professional development programs, workshops, international training opportunities, and online certification courses should be provided to help teachers improve their pedagogical and technological skills.
Integration of Educational Technology
Although technology offers numerous opportunities for language learning, its implementation remains uneven across educational institutions.
Schools and universities should integrate digital learning platforms, language learning applications, virtual classrooms, artificial intelligence tools, and online assessment systems into English language education.
Teaching English to Uzbek learners presents both challenges and opportunities. The major obstacles include the lack of an authentic language environment, excessive emphasis on grammar, limited learner motivation, insufficient teacher professional development, and uneven integration of educational technologies.
Addressing these challenges requires a shift toward communicative teaching methods, increased use of digital technologies, continuous teacher training, and greater opportunities for authentic language use. By implementing these strategies, educational institutions can significantly improve English language learning outcomes and better prepare students for participation in a globalized world.
References
1. Brown, H. D. (2007). Principles of Language Learning and Teaching. Pearson Education.
2. Richards, J. C., & Rodgers, T. S. (2014). Approaches and Methods in Language Teaching. Cambridge University Press.
3. Krashen, S. D. (1985). The Input Hypothesis: Issues and Implications. Longman.
4. Harmer, J. (2015). The Practice of English Language Teaching. Pearson.
5. Byram, M. (2021). Teaching and Assessing Intercultural Communicative Competence Revisited. Multilingual Matters.
6. Baker, W. (2021). Culture and Identity through English as a Lingua Franca. De Gruyter.
7. Nation, I. S. P. (2018). Learning Vocabulary in Another Language. Cambridge University Press.
8. Thornbury, S. (2017). How to Teach Speaking. Pearson Education.
“Earth provides enough to satisfy every man’s needs, but not every man’s greed.”
— Mahatma Gandhi
Have you ever thought about how deeply human nature is intertwined with the natural world? Why is it that the sight of clear, flowing water soothes a person’s nerves, while the noise of the city can sometimes feel overwhelming?
Recently, a post by a blogger caught my attention. The caption read: “North and South Korea were a single nation until 1946. After World War II, the country was divided into two parts. Between these two nations, there lies a piece of land left entirely untouched by both sides. If either side crosses into it, war will break out.”
When I saw that place, I was truly amazed. Though untouched by human hands, it is astoundingly beautiful. This brings up a question: while we strive to build beautiful and comfortable places, why fail to understand that we are destroying nature’s original beauty and joy? The tranquility and peace of mind we so desperately seek have already been created for us, yet we are ruining them with our own hands.
As modern society advances day by day, we are destroying nature at the exact same pace. Nature is being ruined simply to feed human desires. For instance, you used to live just fine before the invention of things you now claim you “cannot live without.” Coal-fired power plants produce an average of 7 million tons of harmful gases each year. Consider the immense damage this inflicts on nature—the very air we ourselves breathe. Yet, better, eco-friendly ways to produce energy exist. We simply refuse to stop using coal power plants out of greed, because they yield more energy compared to other sources. In pursuit of our own profit, we are losing both nature and our health. In truth, clean air is the cure for many ailments. Nature gives us its all, and in return, we are destroying its vibrant wildlife and breath-taking charm.
Looking at it from another perspective, let us assume the average human lifetime is 100 years. What kind of environment are we leaving behind for future generations once we are gone? Will we become the reason our descendants see the animals we once knew only in pictures? You can easily live without items and clothing crafted from the skins, wings, or bones of the animals you admire. I urge you not to sacrifice animals for short-lived trends that barely last five years at most. I would like to direct your attention to a popular proverb: “A good person leaves behind a garden, while a bad person leaves a stain.”
In conclusion, imagine what nature would be like without humankind. The food chain among animals would simply continue undisturbed. Now, try to imagine ourselves without nature—it is almost beyond imagination, isn’t it? That is because all our needs are enveloped by nature. I believe that when there are boundaries in everything, it becomes all the more beautiful. Let us not allow our greed to flourish under the guise of “need.” Whenever I think about the future, I hope that future generations will not have to wait in line for hours just to see a single animal, or queue up to relax in a lush, tree-covered space. If a single person fights against greed, it may yield no grand result or merely master their own desires. However, if every person in society fights against it together, we can achieve truly great things.
Excerpt 1: The Solo Founder’s Kite: Flying Alone in Business (From Section 1.1: The Death of Institutional Scale)
“In the deeply evolved landscape of contemporary global macroeconomics, traditional assumptions regarding corporate scale, human capital density, and structural longevity are facing critical systemic failure. For past generations, industrial and commercial dominance was directly measured by organizational volume—the size of a company’s physical real estate footprint, the complexity of its vertical internal hierarchy, and the sheer headcount of its full-time labor force.
However, the emergence of hyper-connected communication networks, decentralized programmatic software, and automated data processing matrices has fundamentally flipped the dynamics of leverage. Today, massive corporate overhead, deep bureaucratic structures, and consensus-driven decision cycles function not as competitive fortresses, but as structural weights that actively compress profit margins and severely slow operational velocity. The modern economic landscape secretly favors a completely different species of corporate architect: the Solo Founder. This architectural evolution represents a permanent paradigm shift in how global enterprise value is created, distributed, and sustained over long-term financial horizons.”
***
Excerpt 2: The Maverick Strategy: Strategic Entrepreneurship and Leadership (From Introduction: The Maverick Mindset)
“The global macroeconomic landscape does not reward standard compliance; it rewards calculated disruption. In the contemporary theater of corporate operations, the historic boundaries separating traditional industries are dissolving at an unprecedented velocity, rendering classic business rulebooks obsolete. The vast majority of economic participants enter markets by mimicking existing commercial archetypes, implement marketing frameworks copied directly from immediate competitors, and quantify success by how seamlessly they blend into the prevailing ecosystem. This standard behavior creates an environment of intense, margin-depleting competition.
However, there exists a distinct, elite cadre of independent strategic thinkers who fundamentally refuse to accept the constraints of traditional commercial design. These individuals are the Mavericks. In the realm of high-impact venture creation, a true Maverick is a deeply disciplined, hyper-analytical systems architect—an individual who possesses the cognitive autonomy to peer through historic industrial illusions and recognize hidden structural inefficiencies that the establishment has failed to address due to long-term bureaucratic inertia.”
***
Author Bio: Safwan Ahmed is an independent entrepreneur, author, and business strategist specializing in business architecture and digital problem-solving. Based in Sylhet, Bangladesh, he successfully manages traditional physical enterprises while providing advanced technical consulting and online troubleshooting to help modern businesses scale. Alongside his business operations, Safwan actively writes to codify his real-world frameworks, offering visionary builders hyper-analytical insights to eliminate structural friction and maximize business velocity.
