Lucia runs in the forest, without stopping, her legs simply run automatically, she does not know exactly what she is running from, or what she is afraid of, the only thing she knows is that she must run, run as fast as she can, her feet are bare, full of dirt, her clothes are a semi-transparent white blanket covering her body, in the forest there is only darkness, but Lucia’s instincts are active.
At the end Lucia sees a pile of leaves and bushes in front of her, with thorns and roses, when she touched the bush with her finger, a thorn touched her, and a drop of blood fell to the ground, the thing that was chasing her gets even closer, and each time it seems to growl louder, and each time it seems to get bigger. Then Lucia prefers not to know what is chasing her and, closing her eyes with faith, she passes the bushes full of thorns and roses, getting wounds all over her body, while the semi-transparent blanket that covered her body was torn.
Lucia stopped, and opened her eyes, when she was perplexed by the paradise before her. Around there were trees, not just any trees, large trees full of fresh, green leaves, not like the trees in the forest all withered with purple leaves, the grass that touched his feet was soft, like the mane of a well-groomed horse, in the center there was a lake, with water as crystal clear as the crystals themselves, along with lotus flowers floating on the water.
Lucia notices that she no longer hears the thing that was chasing her, so Lucia takes off her semi-transparent blanket along with her other clothes, and walks slowly to the lake, when she submerges herself in the lake, and the wounds on her body due to the thorns heal completely, except for the wound on her finger, then Lucia lets her wavy black hair float through the water, as much as Lucia lets herself be carried away by the peace and tranquility in her mind, closing her eyes.
But Lucia wakes up to the alarm on her phone. “In the end it was just a dream,” Lucia thinks, but she doubts, because she felt it very real, the fear, the adrenaline, the fatigue, the pain and the tranquility she felt. But Lucia stops thinking about that and gets ready to go to work.
Lucia looks at her finger and notices that it has a scar, one that she had never noticed or had. Lucia thinks if the dream was real but then she thinks it was something else. Passing the door of her house going to work. While a dark and malevolent shadow begins to chase her.
Inspector of Egyptian antiquities at the Ministry of Tourism and Antiquities
Interview conducted by Eva Petropoulou Lianou
Good morning Doctor. It will be an honour to have you in our magazine.
Could you please tell us about yourself?
I work as an inspector of Egyptian antiquities at the Ministry of Tourism and Antiquities. I write critical articles in the fields of fiction and theater. I have published five books. Five new books will be published soon.
When did archaeology come to life for you? What inspired you?
Archaeology is the science of searching for the roots of man, just as myth was the childhood of history. The knowledge of how ancient man lived shows us how mankind has evolved over successive eras. He who has no past has no future.
What was the most important moment for you?
The most important moment in my life was the discovery of tombs of senior officials from the 21st dynasty in the archaeological area of Saqqara with the Tasik expedition headed by Czech Egyptologist Jaroslav Barta in 2008. My visit was also accompanied by an exhibition of the effects of pyramid builders in Tokyo 2015, one of the most beautiful moments in my life as well.
Why should people visit the museum?
Museums are houses of memory ..If you want to know the history of a whole civilization that was as important as the Egyptian Kings, you should visit the museum, but if you want to know its present, you should definitely visit this country.
What is your wish for 2026?
I hope that in 2026 I will travel, work and live in Greece. The state and the people are psychologically and socially closer to the Egyptian people.
You are an experience that shivers away from my outstretched hands. Dances upon my fingers, teasing me, “I am something you will never have.” Pulls on my arteries telling me, “you are nothing. Nothing at all.” Bruises the walls of my mind, tormenting me with its laughter, singing, yelling, crying– I am left with my blankets in the middle of the night, looking to the figure past the glass who says nothing, nothing at all.
without Shame
In the absence of my cramping hands, I run like a deer, no worries of headlights, no Shame in my freedom. I soak up sunlight like a sponge, much more than what is necessary, no Shame in my gluttony. I let words spill out like tiny waterfalls, no Shame in my impulsivity. Whether that be good or bad is not up to me; whether Shame be good or bad is not up to me. Still, I am guilt-ridden, I can only close my eyes and think of a world without Shame.
Burn freestyling, is every where a luck thats could cull… massacres
And I know you’re not bad,a boardroom risinga dragon trafficker
They do not exist
whatever my hell has come gor Texas
ready made us notoriety, cattle sunked workers spamming it flarf
Eat from my colostomy Pin laugh
Im sleeping when im able
Putting foot there on the tabloids
Hierarchical anonymous Botched a riot canal Betty boop with baddy bloops
No bs, aye. Derriere Mondays boombap ruts we
Don wannabe yr liver, we’re
A deliquescent celluloid
failing
To connect 4 dots….
raekwon in the crash converters
Without us
Brains brands
Sipping Junkie Workers
Walls tightening, the resigned looking
Overdriven glass windows shutter
Stock island’s tomb magazine sticks and stones
sticks,’s dead ears open up dr Cox
Drop off the shadow steaks away into the karma b4
The storm drain trooper role
Er merges dirty myer braggs billies on all fuzz
u best the drum, but justice
Creaks online, marketing a
Trauma Queen
Barney humble
Why dont u come on overpaid Valerie
Solaris?
Het on, eh? Soul-less, ill jostle” and without saying good byte , get in
Accuracy
Mass appeal, or oppressive material,?
That’s the soil test
This is the car seat head rest.
Life in Misprint
Today tonite we heart The while of social relations. It’s Time Files itself away. Breakers; theyre petty, money, too Avant Garde, vacant? Fake rent i pay as a myers worker – mic drop division Moonshine as a diva of hyacinths Illuminating Hunk Sour by Rob-it Lo-fi,w/ us typecast off from the cliffite face Book: john wolffinden. Hooker, line and thinker. Bitch Coin was invented for me perso- Nally; im, like, a barf-tub, i always rude the best, but yr tangs barbiturates, rocking considerates – fitzy collapsey, the ingrate gatsby. Fossil Foolsly, amex predators, burying ground floor flat pack up grade the Refu gee, u, late coupletism, don’t have to leave in sin, or st All sign waves hit The sure Dotted “Line!”/ on / the same night, you Smashed as his Oppo-tunity Clash,, sharp the Engels brace let / B predicate Lake, unctuous lady Of Veronica Forest Thompson: string theories off, poetic: art if ice. Coveted in malt risky Business,,6,7 history’sinr Holden, mean While, curls, klatch u in the White Open, rhodes,!!! The ghost between.
Thee, Svery Path
It hade nothing to do with me, but i couldnt helpp.wondering what it would be like[ly] I thought it must be the worst thing in the worl.
The first time i saw a cadaver i were carrying ]out] that cadaver dully along in the middle of the surrounding hullabaloo [a cab over date, a cat over there, yawning like an audience] I use [scribd] the liipsticks ]missing apodtrophs is rippling,,an (ah, come in) [Friendstuff} ] (up, eye 2 stream of conscientiousness these annexed dreams delivered with anagogic awkwardness (key moshing ridge auctioned ([repetition]ooft) ghood sir) cut the plastic (cool) starfish [circu$] hortel [pillzon3™] rooms : [avoilable? Then, of course, ]: a round; the new york shky… bored as … yachts , hell [fish] skiing j[Z]ealous fingers nasty good [position lief] mo[U]rnin her(0] fashion [failire fasvism) conscious (nest) breath [less] of flesh air [raids the house oft] Sin, that electricity [stint] leaves the musk of story boss with fake eyelashes and giddy jewellery.
I [flitted] fitted the lid on my typewriter and clipped [for it is a bullet or a vehicle; a ballet] it shut.
They imported blonde angles excited about his corn[y×π] eyes trying to vet good marks. Nothing looked terrific, smug, corseted. The night felt wise and cynical [my might is tampered by this cubicle], but my bones of intuition looked silver, floored me; whiskey.
Never managed to get anything. [Get anything] I know hem all. My dream tasted wonderful. He kept waiting for dt to stay something huuman.
The drinks arrived, just like jungle grass [jingling undergarments]>>. I drrragged his e inyes burst
[Tap] –
Out laughing; i wannnabr 2 [en]famous as heil’s bails. Squeeze dusk. What bleached dance thought of [god] anything? If there’s anything i look dow upon, its a, man [heresay it aint so so],
gL ass mouth snapping, begat to think at last
Taste made me feel […so] powerful and god like a high had. No
Body paid any notice [an y? not ice]. Perfect , , green bills
Wilted away the night
[Hills]
*
[Purt]Platters of starving New York. My eye, the richest, most expensive of them. [OW L] I never felt. I made a point of eating. Reduce, welcome the prettiest wheeze. This banquet is just small. Uh Mirror dizzy forkful to your mouth (eating pennies). One bowl was an empty chair. Do something inchoate with a certain arrogance. You are original, wit, a poet; horrible, lumpy, and immaculate [concept: ions, icons] pale[stoned], sensible like caviar, confident; Sunday. Woolworths. Beauty, i dont know, went to a special school. n [Or something] Bizarre. I felt very low.
Morning couldn’t hide much longer [hours for less pay. (Day). ] i didnt. Mad was what i wanted to do. Hideous effort dragged me to class [analysis], [them] flatteRED.
I thought it was quite ingenious of me. Scared and depressed; intellectual maturity, rickety old, making blue flames and clouds of another voice [vice
It was a mosquito in the distance. I was writing, like, [the school of] resent me. I thin[Ned] Air.
Bzzz. Money trumpets lilac wise. ‘Dont let the wicked city get you.’ [wine] The thought hit with a hiss, in technicolour. A lot[tery] of very [read] trees rolling sway for miles and miles [Davis] in every [needs] directoon.
The shadow, puking the screen. ‘i feel hell.’
‘so do i; ill come back[stage???] with you.’
Excuse me excuse me excise me
The cab driver seemed to know what we were doing. I thought i would die, it was so far. The sickness glittering, it didnt seem to be summer anymore. I could feel my bones, the big white hotel.
The words bungled out thick as vomit. Cry the night. The ice went on. The door shut again. Love.
‘ll sleep now The tenderness of sand [thtough the hourglass] was empty. I had a vision. avocado pear after avocado pear…
off with ] The hole [inne] me Poison. Ha! Sue the pure ]st] Sick daisies – birthed ‘out laughing, have my soup if you want! [Every rosé has its storm.] They put 12 in the trap by mistake. L and I stuffed down so many hotdogs while we were waiting for the reign to stop]
Texas Fontanella has published widely over the years in an array of internationally recognised journals, and has participated in art exhibitions in the past, from America to Argentina to Germany and France, and of course in their home city Sydney, a city they love. They are eager to find, and figure out funding for a new art exhibition, for they’ve material enough for several. Any leads on this avenue internationally would be greatly appreciated.
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.
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
Richards, J. & Rodgers, T. Approaches and Methods in Language Teaching. Cambridge, 2017.
Marsh, D. CLIL: Theory and Practice. Oxford, 2012.
Safarova, D. Modern Methods in Language Teaching. Tashkent, 2021.
Harmer, J. The Practice of English Language Teaching. London, 2015.
Dornyei, Z. Motivation in Language Learning. New York, 2018.
Byram, M. Teaching and Assessing Intercultural Communicative Competence. London, 2020.