“People are trapped in history and history is trapped in them.”
James Baldwin
In this issue, we explore how people are influenced by their times and cultures, and how they learn from and engage with the thoughts of their forebears. Also, we acknowledge the wealth of wisdom and life lessons carried within each person due to the events through which they have lived.
Amit Shankar Saha writes of then and now, memory and future, remembrance and forgetting, universal human questions. Duane Vorhees’ poetry evokes change, thought, aging, and the creative process.
Stephen Jarrell Williams speaks to memory and the human experience. Eva Lianou Petropoulou speaks to artists and authors’ learning from and being inspired by each other throughout the ages. Writer Rizal Tanjung offers up an existential analysis of Eva Petropoulou Lianou’s poetry.
Giorgos Pratzigos interviews Konstantinos Fais on his artwork and advocacy for rediscovering Hercules and ancient Greek virtues. Muxlisa Khaytbayeva records her grandfather Jumaboy Allaberganov’s memories of knowing famed Uzbek author Omonboy Matjonov as a young adult and discusses Matjonov’s contributions to culture. Shukurilloyeva Lazzatoy Shamsodovna relates her scholarly and personal journey to understanding and illuminating Russian writer Alexandr Faynberg’s poetic legacy and its influence on Uzbek culture.
Kuziyeva Shakhrizoda highlights the Uzbek government’s investment in the nation’s youth and the incredible potential of their young adults. Otaboyeva Khushniya outlines how the psychology of early childhood can inform education. Su Yun collects and translates the work of Chinese elementary school students.O’tkirava Sevinch outlines strategies for learning Mandarin Chinese as a second language and for teaching the language in Uzbek schools. Olimboyeva Dilaferuz outlines verb conjugation rules in the Uzbek language.
Mashhura Farhodovna Joraqulova’s short story encourages students from low-income families to persevere with their education. Sevara Kuchkarova outlines strategies to motivate students to complete work at school. Rashidova Shaxrizoda Zarshidovna honors the life and work of a woman who mentored many of the girls at her school. Dilbar Aminova advocates for a balanced approach to screentime in young children’s lives. Shahnoza Ochildiyeva reflects on the value of her journalism education at an Uzbek university. Xo’jamiyorova Gulmira Abdusalomovna highlights the role of emerging and young poets in Uzbekistan’s national destiny.
Duane Vorhees compares the poetry of Phillis Wheatley and Nikki Giovanni as part of a broader comment on changing Black consciousness in the United States.
Cherise Barasch writes with respect for the hardworking people she observes digging into the earth in the heat. Yongbo Ma brings a poetic and scientific perspective to fog. Sayani Mukherjee contemplates peaceful natural scenes in a reverie. Priyanka Neogi compares accepting life’s changes to living through different seasons and times of day. David Sapp reflects on the transcendent experience of seeing a peacock. Dilnoza Islamova looks to nature’s beauty as an invitation to spiritual faith and practice. Maki Starfield sends up elegant reflections on weather and fruits in Thailand as Maja Milojkovic meditates on sunflowers, existence, and perseverance.
Brian Barbeito lets his mind wander to cosmological and existential places while walking near birds by a lake. Orinbayeva Dilfuza rejoices in the beauty of nature at springtime as Dilobar Maxmarejabova shares the emotional significance of tulips in her life. Don Bormon revels in the fun of rain at school. Mark Young renders up more of his fanciful “geographical” maps of Australian regions. Mathematics is a language we use to describe nature, and Timothee Bordenave discusses how his geometric studies inform his artwork. Mesfakus Salahin speaks to drought in Bangladesh in a meditation on accepting life and nature’s cycles.
Bruce Mundhenke urges humanity to turn away from hate towards love and acceptance. Vo Thi Nhu Mai illuminates the beauty and communicative power of the craft of poetry.
Leslie Lisbona sends up a childhood memory of having fun dancing to and figuring out rap lyrics. Marjona Baxtiyorovna Jorayeva celebrates sports and their fandoms and their power to bring enjoyment and bring people together.
Kholmurodova outlines strategies to bring digital access and economic opportunities to the world’s rural women. Rakhimov Rakhmatullo outlines challenges and solutions for logistics technologies. Sa’dia Alisher outlines some benefits, problems, and challenges from modern digital technologies. Gulnora Rakhimjonovna Khomidova explores the educational potential of artificial intelligence.
Dr. Jernail S. Anand relates how, regardless of the tools we use to craft our work, restraint and discipline can serve as a creative force. Dr. Debabrata Maji highlights the power of perseverance and devotion. Azemina Krehic compares the care she has for her poetic works to the process of washing her clothes on a line. Hassan Mistura speaks to the journey of developing a healthy self concept. Surayyo Nosirova reminds us to let go of the illusion of more control than we have and to stay open to change.
Grant Guy offers up stage directions for absurdist theater, an artistic reaction to periods of rapid social change. Ahmed Miqdad speaks to the absurd persistence of normal life amid wartime. Mykyta Ryzhykh, in a similar vein, evokes the quest for queer love and sensuality among bombs and bullets.
Pat Doyne laments violent immigration enforcement overreach in Los Angeles. Otabayeva Khusniya reveals the deeply humane vision of Erkin Vahidov’s work Rebellion of Souls, a tribute to the memory of Nasrul Islam and other artists who died as a result of unjust persecution. Chimezie Ihekuna shares some of life’s paradoxes and urges nations and groups of people to move away from war as a solution to issues. Mahbub Alam also puts out a call for peace, remembering the many people lost to war. Boboqulova Durdona laments the many civilian deaths in Gaza as Stephen House highlights war’s effects on ordinary people, especially children.
Muslima Olimova reflects on surviving an unhappy marriage and urges families to welcome young brides and for women to carefully consider before marrying. J.J. Campbell speaks to the lingering effects of trauma on people and the tension between hope and disillusionment. Dr. Bindu Madhavi speaks to the inner battles many of us fight as Mirta Liliana Ramirez evokes the pain of loneliness.
Doug Hawley’s short story presents several characters representing a mix of lawful and roguish motives and actions. Taylor Dibbert’s poem lampoons the worldliness of a priest and the devotion it still inspires. Sarvinoz Sobirjonova Abdusharifova depicts the dual nature of humanity: kindness and cruelty.
Kelly Moyer uses vegetable humor to convey and navigate the experience of chronic illness. Alan Catlin frames evocative images with words, plumbing the imagined photos for meaning.
Mark Blickley, a combat veteran who finished education later in life, reflects on what he gained as a person and an artist from popular literature and reminds the “literary” crowd not to so easily dismiss popular writers.
Like many others, I have many interests, But let me tell you just one of them. Sitting in front of the television screen, Watching football—that’s my favorite hobby.
The kings of football: Ronaldo, Messi, And I’m also a fan of Neymar Junior. When Marcelo strikes with his amazing shots, My eyes light up with joy and delight.
Running on a lush green field with the ball— It’s not easy, facing tough rivals. When luck is on your side, you score a goal, But if it’s not, you might not even touch the ball.
Some win, and others lose the match, Often, the final minutes decide it all. We share in the winners’ celebration, And stand by the losers with hearts full of empathy.
It’s not easy for those who lose either, For behind them stands an entire nation. Sometimes, we must admit who earned victory, Sometimes, defeat teaches more to a man.
I mentioned the world’s most famous players, Spoke of the greats and their shining names. But truly, let us never forget The footballers of my own Uzbekistan.
They have skill, courage, and speed, Win or lose in every game they play. No matter the outcome, behind them always Stands the hopeful Uzbek crowd watching with pride.
We have “Jaloliddin,” we have “Abbosjon,” Carried in every Uzbek’s heartfelt prayer. May your feet never grow tired on the pitch— You are tomorrow’s world champions!
Marjona Baxtiyorovna Jo‘rayeva was born on October 18, 2003, in Termiz district, Surkhandarya region. She studied at School No. 6 in her district from 2010 to 2021. From grades 5 to 11, she actively participated in the “Knowledge Competitions” and “Subject Olympiads” in the subject of Uzbek Language and Literature, winning first place in district-level rounds and becoming a winner at the regional level. She graduated from school with an honors diploma and a gold medal In 2022, she was admitted to the Uzbek Language and Literature program at the Faculty of Philology of Termiz State Pedagogical Institute on a state scholarship. Currently, she is a third-year student at the institute and also serves as the coordinator of the “Mushoira” (Poetry) Club. In addition, she works as a teacher of Uzbek language and literature at the specialized School No. 12 in Termiz district. She is a member of the Democratic Party of Uzbekistan “Milliy Tiklanish” (National Revival). She has a good command of both English and Turkish languages and holds a B2 level certificate in Turkish.
In a remote village, in an old brick house, lived a mother and her two children.
The mother’s name was Guzal, and her children’s names were Oysha and Komil. Their father had left for the city in search of work several years ago and never sent any letters after that.
Every morning, Guzal would take her weaving tool and weave adras cloth, and in the evening, she would become a mother — telling stories to her children. They lacked material things, but their hearts were full of hope.
One day, Oysha came home from school crying. “Mom,” she said, “The teacher said: ‘It’s good to dream, but consider your reality.’ But I was dreaming of becoming a pilot…”
Guzal hugged her daughter tightly. “My dear,” she said, “On the day you truly dream, even the sky won’t be able to stop you. Just never stop believing.”
From that day on, Guzal read books to her children every night. They couldn’t afford to buy books, but the old books in the village library were like treasures to them.
Years passed, and Komil became a doctor. And Oysha — yes, she really became a pilot.
The first time she flew over their village, she waved at her mother from the plane. And her mother stood on the ground, in a large flower garden, holding her weaving tool.
There was such a smile on her face — as if the whole world was smiling back at her.
Mashhura Farhodovna Jo‘raqulova Born on May 16, 2004, in Termez, Surkhandarya region. She is a 4th-year student at the Termez State Pedagogical University, specializing in Foreign Language and Literature.
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.
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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.
Reverie
A perfectly new morning
The hidden hydrangeas hide in the blush
A soulful symphonic trodden path
For full of nectar the heaven drank
The river runs deep ahead
Porcelain touches lose my vision
Yet the morning is beaten against
The sweeping currents of adversity
Proclivity for the blissful hippocrane
I hear a Byzantine reverie
Enter the summer breeze breeding of beads
For the first touch of dropped waterfall.
Moss
Dewdrops around my clock table
A newly refurbished watch
The steel clean peel the orangy desk
The rumination stales around
A heavy buzzkeep silence
The opulence of tall heavy strain
Straight out of the hillsides
The air mists a blue hour
My peonies are hung around
The bonnets are wet dried
My nestled dropped homeskill
To myriad ways the honey touch smile
And kill the open ended questions
Before they end before the red postbox
It stays around
Whatever we try to ponder on
As the river slithers around
My new desked moss.
