Poetry from Mahbub Alam

Middle aged South Asian man with reading glasses, short dark hair, and an orange and green and white collared shirt. He's standing in front of a lake with bushes and grass in the background.
Mahbub Alam

War Play and Prayers for the Dead

War is a play, a corporate business of the world

It brings destruction to the lives, civilization, humanity, economics

And what not?

As the rose is burnt in the heat wave

The lives like the roses burned, make us stumbled

On the way the stars fall down

You see, I see, we all see

breaking down our hearts the mangrove forest is firing.

The sound of cry reaches the sky

From above the sky the creator laughs at the play

We everyday are playing with ourselves

With the country people or with the people of the world

Killing mankind without any hesitation awaits a great punishment.

How sweet the scented the roses blowing in the morning breeze!

Would you please meet the dead faces to make the safe journey to heaven?

O the sweet scented flowers in the bushes you refresh us

to the sunny bright beginning of the day.

Please be the companion to our loving brothers, sisters, daughters and suns

Passing away from us.

Chapainawabganj, Bangladesh

03 July, 2025

Md. Mahbubul Alam is from Bangladesh. His writer name is Mahbub John in Bangladesh. He is a Senior Teacher (English) of Harimohan Government High School, Chapainawabganj, Bangladesh. Chapainawabganj is a district town of Bangladesh. He is an MA in English Literature from Rajshahi College under National University. He has published three books of poems in Bangla. He writes mainly poems but other branches of literature such as prose, article, essay etc. also have been published in national and local newspapers, magazines, little magazines. He has achieved three times the Best Teacher Certificate and Crest in National Education Week in the District Wise Competition in Chapainawabganj District. He has gained many literary awards from home and abroad. His English writings have been published in Synchronized Chaos for seven years.

Essay from O‘tkirava Sevinch

Young Central Asian woman in a white collared shirt and black pants standing in a public building on a carpet in front of a bunch of flags.

Learning Chinese in Uzbekistan: Innovative Methodological Approaches and Their Pedagogical Effectiveness

Abstract: This study focuses on analyzing the pedagogical approaches employed in the teaching of Chinese in Uzbekistan’s education system. Based on empirical research conducted at higher education institutions in Tashkent, Samarkand, and Bukhara, the effectiveness of various methodological strategies has been assessed. The findings reveal that a hybrid pedagogical model adapted to local contexts ensures the highest level of language acquisition.

Keywords: Chinese language, pedagogical innovation, teaching methodology, Uzbekistan, language competence

        In today’s globalized world, the demand for learning Chinese is increasing rapidly. The growing multifaceted cooperation between the Republic of Uzbekistan and the People’s Republic of China, large-scale projects under the “Belt and Road” initiative, and strengthening economic-trade relations have significantly boosted the demand for professionals proficient in Chinese.

Research in the field of teaching Chinese as a foreign language shows that instructors are seeking effective pedagogical solutions, highlighting the necessity of innovative and successful teaching models. Due to its morphological, syntactic, and phonetic differences from Uzbek, Chinese is considered a language that poses significant challenges when taught using traditional methods.

Modern Pedagogical Approaches: Contemporary research in Chinese language education emphasizes three interconnected areas: students, teachers, and the use of new technologies. These focus on learner-centered classrooms, autonomous learners, and the development of innovative teaching methods.

The cognitive-communicative approach plays a vital role in Chinese language instruction. It enhances students’ cognitive abilities while developing their skills in performing real communicative tasks. Pedagogical studies suggest that cognitive activity enables students to understand the internal structure of the language rather than merely memorize grammatical rules, thus fostering independent speech production.

Teaching Chinese involves pedagogical and psycholinguistic challenges, requiring teachers to select methodologies aligned with the unique characteristics of Mandarin. An integrative methodological approach allows the combination of various pedagogical technologies to enhance learning outcomes.

Role of Technology in Chinese Language Learning: The rapid development of digital technologies is transforming the education sector. The integration of information and communication technologies (ICT) in Chinese language instruction not only enhances teaching effectiveness but also significantly boosts student motivation.

Virtual learning environments hold particular importance in Chinese education. Through modern virtual platforms, students can engage in real-time communication with native Chinese speakers and develop practical language skills—experiences that are difficult to replicate with traditional textbooks.

Multimedia learning materials cater to the needs of learners with visual, auditory, and kinesthetic learning styles. Interactive video lessons, animations, and audiovisual content simplify the teaching of complex phonetic features of Chinese, such as its tonal system.

Mobile learning technologies offer flexible learning opportunities via smartphone and tablet applications, allowing students to study anytime and anywhere. This approach is especially beneficial for adult learners and working professionals.

Digital Game-Based Learning (DGBL) is considered one of the most effective approaches in language education. Studies by Sandberg et al. (2011), Hung et al. (2014), and Yu & Tsuei (2023) confirm its effectiveness. This method leverages students’ psychological traits, such as competitiveness and intrinsic motivation, by incorporating them into the learning process through games.

Gamification and Chinese Character Acquisition: Research indicates that Chinese language learners, particularly children aged 6–12, benefit significantly from mnemonic and gamified techniques when learning Chinese characters. Games that promote visual memory and logical thinking facilitate easier and more engaging acquisition of complex characters.

According to Prensky (2007), DGBL positively affects students’ academic performance, vocabulary retention, focus, and self-confidence.

Cultural Approach and Project-Based Learning: The deep interconnection between Chinese language and culture necessitates a culture-oriented approach in instruction. As language serves as both a communication tool and a cultural carrier, familiarizing students with various aspects of Chinese culture is essential.

Ancient Chinese literature, philosophical doctrines, and traditional arts provide rich pedagogical content, helping students not only learn the language but also understand the worldview, values, and lifestyle of the Chinese people. This comprehensive approach fosters increased interest and deep motivation.

Topics related to China’s socio-economic development—such as its technological advancements and modern urban life—allow learners to study Chinese in a contemporary context.

Developing intercultural communication skills is vital, as miscommunication and cultural differences may arise during interactions. Educators must instill communicative strategies to help students navigate such challenges.

Project-Based Learning (PBL) enhances practical skills and real-life application of theoretical knowledge. Research, creative, and professional projects in Chinese culture, history, literature, business, and legal contexts deepen students’ understanding and competence.

Individualized and Adaptive Learning: Given the diversity in learners’ abilities and styles, personalized approaches are essential. Visual, auditory, kinesthetic, and reading/writing-based learners benefit from differentiated materials tailored to their preferences.

Adaptive learning technologies, powered by AI, track student progress and offer customized learning trajectories. These systems identify strengths and weaknesses, delivering individualized exercises and assessments.

Mentor-student relationships, wherein experienced teachers provide tailored guidance, play a critical role in enhancing student outcomes.

Assessment Methods: Innovative assessment practices are crucial for evaluating learning effectiveness. Traditional methods often fail to capture students’ actual language abilities.

Formative assessment enables continuous monitoring and feedback, allowing instructors to adjust teaching strategies as needed. Portfolio assessment, self-assessment, and peer assessment increase learner engagement.

Summative assessment consolidates learning outcomes and supports certification. Modern approaches include performance-based, authentic, and competency-based assessments, which reflect real-world language use.

Technology-based assessments—such as computer tests, audiovisual tools, and AI-driven speech analysis—offer reliable and objective measurement of language skills.

Teacher Training and Professional Development: Preparing qualified Chinese language teachers is essential. They must possess not only language knowledge but also pedagogical skills, cultural competence, and technological literacy.

Comprehensive teacher training should cover linguistics, pedagogical psychology, methodology, and cultural studies. ICT proficiency is also a key component.

Collaboration with China in organizing professional development programs, participation in language and culture courses, and exposure to modern teaching practices significantly improve teacher qualifications.

Continuous professional development is necessary to keep pace with changes in language, culture, educational technologies, and standards. International Experiences: Global experiences in teaching Chinese offer valuable insights for Uzbekistan.

Adapting international practices to local contexts is a strategic necessity.

European Union countries emphasize harmonized language standards and technology integration. Meanwhile, East Asian countries such as Japan, South Korea, and Singapore offer successful models in applying innovative methods.

Confucius Institutes, established worldwide by China, serve as effective platforms for language and culture education. Their practices can be adapted for use in Uzbekistan.

Future Prospects: The future of Chinese language education lies in advanced technologies—particularly AI, machine learning, and virtual/augmented reality.

AI-powered systems can personalize instruction and provide real-time feedback. Immersive VR environments enable students to explore virtual Chinese cities and interact with simulated native speakers.

Blockchain technology can secure certification and assessment systems, ensuring transparency and verifiability.

Neuro-education technologies, though still emerging, promise to enhance language acquisition by aligning instruction with cognitive functions.

Conclusion: Innovative methodological approaches and modern pedagogical technologies must be actively employed in Chinese language education in Uzbekistan. Learner-centered strategies—such as cognitive-communicative models, game-based learning, project-based instruction, personalized approaches, and cultural integration—can significantly improve motivation and outcomes.

The wide integration of ICT, particularly virtual learning platforms, multimedia, and mobile technologies, enhances teaching quality. However, technology should be seen as a means, not an end.

Teacher preparation and continuous professional development remain key to improving the overall quality of Chinese language instruction. Adopting global best practices, while tailoring them to local needs, will shape the future of Chinese language education in Uzbekistan.

References

1. Bao, D., & Du, X. (2015). Implementation of task-based language teaching in Chinese as a foreign language: Benefits and challenges. Language, Culture and Curriculum, 28(3), 291-310.

2. Chen, L., & Zhang, W. (2019). Digital game-based learning for Chinese character learning: A systematic review. Educational Technology Research and Development, 67(4), 901-925.

3. Hung, H. T., Yang, J. C., Hwang, G. J., Chu, H. C., & Wang, C. C. (2014). A scoping review of research on digital game-based language learning. Computers & Education, 74, 67-82.

4. Li, D., & Cutting, J. (2011). Rote learning in Chinese culture: Reflecting active Confucian-heritage pedagogy. In Cultural and Social Factors in Language Learning (pp. 165-184). Multilingual Matters.

5. Liu, M., & Evans, M. A. (2016). Investigating English language learners’ digital multimodal composing practices. Language Learning & Technology, 20(2), 50-69.

6. Prensky, M. (2007). Digital game-based learning. Paragon House.

7. Sandberg, J., Maris, M., & De Geus, K. (2011). Mobile Englis learning: An evidence-based study with fifth graders. Computers & Education, 57(1), 1334-1347.

8. Sun, Y., Wang, H., & Liu, J. (2022). Collaborative problem-solving in game-based learning environments: Effects on learning outcomes and motivation. Educational Technology Research and Development, 70(2), 445-465.

9. Wang, S., & Vasquez, C. (2012). Web 2.0 and second language learning: What does the research tell us? CALICO Journal, 29(3), 412-430.

10. Yeung, A. S., Jin, P., & Sweller, J. (2011). Cognitive load and learner expertise effects on teaching effectiveness in second language contexts. Educational Psychology Review, 23(4), 519-541

O‘tkirava Sevinch was born on June 15, 2004, in Ghazira neighborhood, Jomboy district, Samarkand region, Uzbekistan. She is currently a fourth-year student at Samarkand State Institute of Foreign Languages, majoring in Chinese language.

In the spring semester of the 2024–2025 academic year, she was awarded a prestigious scholarship from the Embassy of China, granting her the opportunity to study in China for one year. In May, she successfully obtained the HSK Level 4 (B2) Chinese Proficiency Certificate.

On June 1–2, 2025, she participated as a translator at the Uzbekistan–China Education Forum held in Samarkand region.

Essay from Dilbar Aminova

Tashkent Medical Academy, Urganch Branch

Faculty of Pediatrics, 1st-year student

Department: Pediatrics

SCIENTIFIC ARTICLE

Topic:

“The Impact of Digital Devices on Early Childhood Development: A Focus on Speech, Behavior, and Nervous System”

Author: Dilbar Aminova Kholmurod kizi ,1st-year student, Pediatrics Department

Scientific advisor: Gozal Sherzodovna

THE IMPACT OF DIGITAL DEVICES ON EARLY CHILDHOOD DEVELOPMENT: A FOCUS ON SPEECH, BEHAVIOR, AND NERVOUS SYSTEM

Introduction

Nowadays, digital technologies have become an inseparable part of our lives. Children are exposed to smartphones, tablets, and television screens at a very early age. This situation raises concern among both parents and healthcare professionals. Excessive use of digital devices can negatively affect a child’s natural development. In particular, these tools strongly influence a child’s rapidly developing speech, mental state, and nervous system. This article analyzes these issues in detail.

Main Part

1. Effects on Speech Development

Speech development is one of the most important processes in early childhood. A child begins acquiring language basics during the first three years of life. During this period, the child should interact with parents and the environment, hear sounds, repeat them, and learn new words.

Digital devices hinder active participation in this process. According to statistics, children who spend more than 2 hours per day watching TV or using a phone are three times more likely to experience speech delays. Visual images on the screen may attract attention but cannot replace real communication.

2. Impact on Behavior and Social Development

Addiction to gadgets changes the emotional state of young children. They often become irritable, more capricious, and emotionally distant from parents. When a phone or tablet is taken away, children may show aggression, cry, or scream.

Such children may face difficulties in socializing, playing with peers, or participating in group activities. This can later lead to problems with adaptation in school and other social environments.

3. Effect on Nervous System and Sleep

The central nervous system of young children is still developing. Bright light, sound, and moving images from screens overstimulate the nervous system.

As a result, children may suffer from sleep disorders, decreased vision, reduced attention, chronic fatigue, and headaches. Studies have shown that using screens at night reduces melatonin production, which affects sleep quality and prevents proper body restoration.

Solutions and Recommendations

It is recommended not to expose children under 2 years of age to phones, tablets, or television at all.

For children aged 2–5, screen time should not exceed 1 hour per day.

Parents should engage in live communication with their children, draw pictures together, read books, listen to music, and spend time outdoors.

Avoid using digital devices to distract or soothe the child.

Parents should be good role models and limit their own screen time in front of children.

Conclusion

Although digital devices offer convenience, we must seriously consider their effects on the health of young children. Issues like speech delay, behavioral problems, irritability, and sleep disturbances hinder healthy development.

Every parent and pediatrician should understand the proper use of digital tools according to a child’s age. Only with conscious and responsible approaches can we raise a healthy, mentally, and emotionally stable generation.

References:

1. WHO Guidelines on Physical Activity, Sedentary Behaviour and Sleep for Children Under 5 Years (2019)

2. Christakis D.A. et al. (2004). Early Television Exposure and Subsequent Attentional Problems in Children. Pediatrics

3. UNICEF. The State of the World’s Children 2023

4. Methodical recommendations of the Ministry of Health of the Republic of Uzbekistan on Pediatrics

5. Modern Pediatrics Textbooks and Journals, 2022–2024

Poetry from Hassan Mistura

No Patience For Self Doubt 

The first time my inner voice spoke she whispered.

Her voice was soft, kind and convincing.

She said, “Not yet.”

And I listened I blew at that tiny flame inside of me and it went out. 

The second time my inner voice spoke,

she brought with her a friend 

She introduced him as Anxiety.

His voice was stern, domineering, unyielding.

When he spoke, my hands shook

Beads of sweat gathered on my forehead, and my heart pounded violently.

He said, “You will fail.” And I believed him. 

Then, self-doubt held my hand and cooed,”

You’ll fail now, but not next time.” 

I liked her gentler voice.

So I nodded and waited 

Only, next time, she brought a friend, Fear,

Then anotherPerfectionism,

Then another Comparison,

Then another…Until I lost count. 

Now, she doesn’t even speak anymore

I no longer need convincing.

There’s no flame left to snuff out, no sprouting seed to kill.

I’m an accessory in a room,

clapping for those who never had patience for self doubt. 

Poetry from Dilnoza Islamova

Young Central Asian woman with straight dark hair and brown eyes and a light tan blouse seated on a blue couch

My Friend

A world wrapped in beauty,

Nature’s gift is endless and free.

My friend, tell me — why so silent?

You were created, undoubtedly, to be.

Be grateful, stand in prayer,

Recite remembrance and blessings each day.

To our Lord, a thousand times,

Send endless praise without delay.

Have you never stopped to ponder

The reason why you were born here?

Strive for the gardens of Paradise —

Now is the time to act sincere.

I am Dilnoza Islamova, born on February 21, 2008, in the Tortkul district of the Republic of Karakalpakstan. I am currently a school student. I have actively participated in numerous projects organized both at school and on social media platforms, and I continue to be involved in such activities to this day.

During my time at school, I have taken part in various academic olympiads, competitions, and creative projects, demonstrating my knowledge and talent. I have a particular interest in literature, English, and computer science. Additionally, I actively engage in social media initiatives that aim to promote positive thinking, spirituality, and a love of knowledge among young people.

In the future, I aspire to work tirelessly on improving myself and to become a highly qualified specialist who contributes to the development of my country and the well-being of its people.

Poetry from Alan Catlin

Inspired by the photos of Eugene Meatyard

Abstraction: chalk with nails

lying one against the other

amid layers of dust

settled beneath eraser clapped,

chalk marked

board,

both nail and chalk

ten penny sized,

one blunt & reused many times,

the others hard & permanent,

unscathed

& a child’s hand nearby

poised to choose

one or the other

Boy wearing white mask beneath broken mirror

hung at adult height

for easy viewing

what is no longer there

The boy’s horror mask

conceals what he might be

feeling,

creates the suggestion that

something might lie

beneath

or within:

the boy and the image

of the boy

wearing a white mask beneath a broken mirror

in a marked

for demolition

home

Two boys, one seeing through a hole in the wall

the other

in profile

in another ruined room

The peeling wallpaper,

the dropped ceiling

where someone fell through,

random piles of dust and debris

broken shards of glass

for trapping the sun’s last light

Boy holding shard of glass before face

When a mirror breaks

where do all

the images it once

contained go?

Are they set free to wander as memories

or is their liberation a kind of

banishment?

A punishment for trusting

such an inconstant medium

as glass?

Only the boy holding a shard

of glass before his face

knows

Boy with two rubber masks climbing rock

one covering his face,

as he climbs

the rock wall,

finger tips grasping

the next hold,

right leg testing where

the left one should go,

the other mask

hanging from a belt loop

in his pants,

its features drawn,

deflated,

as the empty eyes sockets,

nose holes,

the downturned mouth,

with no words left to express

Romance for Ambrose Bierce #3

after Gene Meatyard

Deliberately placed about

the outdoor scene are

painted numbers like

evidence cards for forensic

reasons like markers at a crime scene

randomly spaced on these

rude wooden viewing stands,

bleachers for outdoor events

children dressed for this late Fall

afternoon’s entrainment

wearing sweaters, corduroy pants,

jackets, turtlenecks relaxing,

waiting for second half, quarter,

next event, whatever follows once

shadows lengthen, their grotesque

rubber masks visible after dark

when nothing else is.

Poetry from Maki Starfield

水心詩篇

  1. 言葉のささやき(スコールとの共鳴)

言葉がささやく

スコールの音に混じって、

タイ語が空気を切り裂く前に

既にそこに存在している、と。

市場のドリアンの香りを超えて、

言葉は染みついた足跡を残していく。

言葉がささやく

聞け、雨宿りの軒下で、と。

ここにあったものは

オーブン並みの暑さの残響だ。

静寂を得よ、

托鉢の時間に静かにあれ。

言葉を受け取り、「サワディー・クラップ」と言ってみよ。

言葉を超えて、言葉はひとつの傷

そこからチャオプラヤーが流れ続ける。

言葉がささやく

アロイ、マイ・アロイ、アロイ、 マイ・アロイ。

言葉がささやく

ナムチャイ。

言葉がささやく

来て、一緒に話そう、 触れ合おう、来て。

言葉がささやく

「プート・タイ・マイ・ダイ」と。

2.ここにも

スントーンプーに捧げる

この胸の奥で震えるものは何なのか、

あなたという名前のない存在に

どのような言葉を捧げればよいのか?

タイの夕暮れ、甘い喜びの記憶

マンゴスチンの香りが風に舞い

エメラルドの海が永遠を歌う――

かすかな霊的な予感が

蝶のように心に舞い降りて

あなたの面影の前で

私は静寂の祈りとなる。

私の瞳に映る黄昏の光

唇に残る塩の味わい

股間に宿る生命の熱

手のひらに宿る大地の温もり…

そして心は、愛しい人よ

心はどこに隠れているのか?

ここにも、そこにも、あそこにも

あなたの存在が波紋のように広がり

すべての場所に、すべての瞬間に

あなたの唇の記憶が

やわらかく触れてくる。

バンコクの朝の詩篇(スコールの祝福)

i) 既にここに

朝、そしてバンコクは 既にここにある。

私たちは一緒に到着した アソーク駅に

日本の少女たち

その名は「ナムチャイ」と「カムホーン」。

ii) スコールの歌

疲れることなく

朝の混沌を讃え、

スコールの音が

都市の眠りを引き裂く

天然のエアコンの祝福として。

iii) ただ

ただ菩提樹のたてがみが

光と闇の間に引かれた線をぼかす

ただ心がその境界を曖昧にする

マンゴスチンとドリアンの間を。

iv) 顔

静かで熱い風が肌を撫で、

夜明けの光が葉に優しく横たわる

バンコクは

ゆっくりと、目覚めていく。

至る所で

人々の姿が現れる。

v) 通して

窓辺のバナナの木、

ノート、ペン、光の火花。

花と緑のカーテンを通して、

トゥクトゥクの音、

街の人々の「アロイ!」という声。

1. Whispers of Words (Resonance with the Squall)

Words whisper—

blending into the sound of the squall,

already existing

before Thai slices through the air.

Beyond the durian scent of the market,

words leave behind a trace,

a stain of footsteps.

Words whisper—

“Listen, beneath the eaves of shelter.”

What was here

was the lingering echo

of oven-like heat.

Seek silence,

be still at the hour of alms.

Receive the word and try saying:

“Sawasdee krap.”

Beyond words,

words are a wound

from which the Chao Phraya keeps flowing.

Words whisper—

“Aroi, mai aroi, aroi, mai aroi.”

Words whisper—

“Namjai.”

Words whisper—

“Come, let’s speak,

let’s touch,

come.”

Words whisper—

“Puut Thai mai dai.”

2. Here, Too

*Dedicated to Sunthorn Phu*

What trembles deep within this chest—

what words can I offer

to your nameless presence?

A Thai twilight,

memories of sweet joy.

The scent of mangosteen dances in the wind,

an emerald sea sings of forever—

A faint spiritual premonition

descends like a butterfly into my heart.

Before the trace of you,

I become a prayer of silence.

The twilight reflected in my eyes,

the taste of salt lingering on my lips,

the heat of life dwelling at my loins,

the warmth of earth resting in my palms…

And still, my heart—

my dear,

where does the heart hide?

Here, there, and beyond,

your presence ripples out like rings on water.

In every place, in every moment,

the memory of your lips

gently touches me.

**Morning Psalms of Bangkok (Blessings of the Squall)**

i) Already Here

Morning—

and Bangkok is already here.

We arrived together

at Asoke Station.

Two Japanese girls:

Namjai and Khamhon by name.

ii) Song of the Squall

Tirelessly,

it praises the morning’s chaos—

the squall’s sound

tears through the city’s sleep

as a blessing,

nature’s air conditioner.

iii)Simply

Simply,

the mane of the bodhi tree

softens the line between light and shadow.

Simply,

the heart blurs the boundary

between mangosteen and durian.

iv) Faces

A quiet, hot wind brushes the skin.

Dawn’s light gently lies on the leaves.

Bangkok

slowly,

begins to awaken.

Everywhere—

faces begin to appear.

v) Through

By the window,

a banana tree,

a notebook, a pen,

and sparks of light.

Through curtains

of flowers and green,

the sound of tuk-tuks,

and voices in the street

shouting, “Aroi!”