USING CULTURAL CONTENT TO ENHANCE ENGLISH LANGUAGE LEARNING

                                  Shosura Khusenova Toshtemir qizi

          Student of Karshi state university, the faculty of English philology

                                                                  husaynovashosura@gmail.com

ABSTRACT

Understanding the culture and background of a language is part of learning it; it goes beyond studying its grammar and vocabulary. The inclusion of cultural material in English language instruction gives students a greater grasp of the language and its cultural intricacies enabling them to communicate more effectively and sensitively from a variety of cultural perspectives. The article starts by emphasizing the value of cultural material in language instruction and how it helps students become more linguistically and culturally competent. It stresses how cultural understanding helps learners grasp the subtleties of language, such idiomatic phrases, social customs, and cultural allusions, which are crucial for efficient communication. It also  addresses several methods and tactics to include cultural content in English language classes, including the use of real resources, cultural exchange projects, and multimedia resources. Additionally, incorporating cultural activities, such as role-plays, debates, and discussions, encourages learners to engage actively with the language and cultural concepts. Teachers must use a learner-centered approach when integrating cultural material into language training. The interests, backgrounds, and ability levels of the students should be taken into consideration by teachers when selecting pertinent resources and activities that connect to the learners’ experiences.  The importance of technology in accessing cultural information for language acquisition is also emphasized in the paper. The availability of internet resources makes it simpler for students to obtain authentic materials from many countries that speak English. This makes it possible for the classroom to hold a wider variety of cultural events.

Key words:  communication barriers, miscommunication, etiquette, conventions, metaphors, wordplay, misunderstanding,  pedagogy, sociocultural effects, target culture

INTRODUCTION

Nowadays, majority of the people around the world consider English as a lingua franca, and they are learning it. However, those learners sometimes  complain to have inefficient level in English despite putting more effort to learn. Many linguists and scholars claim that one of the main reasons for this is learning the language outside the context  and cultural features.  Neglecting  cultural aspects  while teaching English might result in misunderstandings, cultural insensitivity, insufficient language competency, restricted access to authentic materials, decreased intercultural competence, and a weaker relationship to the language being learnt. For the purpose of promoting successful communication, cultural sensitivity, and a well-rounded language learning experience, cultural training must be incorporated into English language teaching.

Language learners are highly likely to face these challenges because of absence in cultural competence in a foreign language:

1. Lack of Context: Language is employed in contexts that are determined by culture. Learners may find it difficult to understand the meaning, usage, and connotations of words, phrases, and idiomatic expressions without having a thorough understanding of the cultural context. Without understanding the origins and meanings of expressions like “break a leg” and “raining cats and dogs,” for instance, they may be difficult to understand.

2. Miscommunication: Communication techniques are influenced by cultural conventions and beliefs. Learning how to express oneself and understand others may be difficult for students who are not aware of these cultural quirks. If cultural differences are not taken into consideration, miscommunications may result because of differences in directness, politeness, and nonverbal indications.

3. Understanding Humor: Cultural metaphors and comic idioms in English can make it difficult for learners to understand humor, which has a strong cultural foundation. Because jokes, slang, and wordplay sometimes need cultural background, it can be challenging for language learners to completely understand and engage in humorous dialogues.

4. Social Integration: Learning a language involves assimilating into the culture of the target language as well as developing linguistic abilities. Learners may find it difficult to deal with social situations, form relationships, and interact with others in English-speaking societies without knowledge of cultural norms, conventions, and social etiquette.

If cultural values are not taught when teaching English, these are just a few examples for unwanted results to arise.

Here are some strategies you can use to incorporate cultural elements into your English language lessons:

METHODS

Cultural awareness should be integrated into the curriculum in a way that encourages critical thinking and encourages students to question assumptions about culture.

Introduce authentic materials: Use authentic materials such as newspapers, magazines, books, movies, TV shows, and music from English-speaking countries. These materials expose students to the language as it is actually used in real-life situations and provide insights into the culture.

Discuss cultural topics: Include them into your lessons. Explore the festivals, customs, traditions, and cultural occasions observed in countries that speak English. This can be accomplished through presentations, group projects, or in-class debates. Encourage pupils to also discuss their particular cultural experiences.

Teach idioms and expressions: Idioms and phrases should be taught since they are an important component of any language and frequently indicate a society’s cultural values and views. Idioms and phrases should have their origins and meanings explained to pupils, who should then be encouraged to use them correctly.

Comparative analysis: Comparative analysis: Compare and analyze aspects of the native cultures of the pupils with those of English-speaking people. The comparisons are not meant to undermine any of the cultures being studied, but rather to enhance the learning process and to inform students that although certain aspects of culture are becoming more worldwide, others remain local. Because of this, students are inspired to consider how cultures differ from one another as well as how they have similar values. This helps them to comprehend diversity better.

Use multimedia resources:  Take advantage of multimedia tools: Use multimedia materials to introduce pupils to many facets of English-speaking cultures. Showcase sites, cities, or cultural traditions via movies, documentaries, or virtual tours. Students may do this while improving their listening skills and seeing the culture visually.

Role-playing and simulations: Involve students in role-playing exercises that simulate real-life scenarios in countries where English is the language. Set simulating a situation in a restaurant, a job interview, or a cultural event. Students may do this to improve their English while learning about cultural conventions and expectations. Also, Have your pupils join in on the festivities. Learn about the history, importance, and traditions surrounding these occasions, and take part in activities like crafting or preparing traditional foods.

Virtual tours and field excursions: Take your pupils on field visits to historical places, cultural centers, or museums that are relevant to English-speaking cultures. If actual visits are not feasible, explore these locations electronically via virtual tours and online resources.

RESULT

Overcoming Communication barriers: Communication obstacles can occasionally be caused by cultural differences. By giving students the information and abilities to understand and react correctly in various cultural situations, the teaching of cultural concepts in English language schools aids students in overcoming these obstacles. It improves their capacity for suitable and successful communication with native speakers.

Increasing Motivation and Interest: Including cultural content in language instruction may make learning more interesting, relevant, and thrilling. It introduces students to many cultural facets, including literature, history, art, and social conventions, which could stimulate their interest and inspire them to learn more. Additionally, it facilitates the development of a link between the language and its cultural setting, enhancing the learning process.

Our Future Will Benefit from the Teaching of Cultural Heritage:  If high school students are taught about their cultural background, they will start to appreciate both their own culture and the cultures of the people around them. In the past, students might have wondered where we all come from, what life was like for those who came before us, what they ate, and what they did for enjoyment. These kinds of questions let students take both an internal and an outside view. Students will be motivated to create and study as people in the past did before us because as humans, we don’t want to be forgotten when we’re gone. Learning this information will assist our future generations because they will be able to pass on the cultural heritage that they value and adore, as well as the thoughts, ideas, books, and beliefs they have acquired from those who came before them. As long as we keep in mind to pass on these customs, learn from them, and develop new ones to connect with them, they will endure. Every of history contains sad moments, things we feel guilty and ashamed about, but by learning about the past we can be sure to prevent the future from repeating the same mistakes, and by doing this we can protect people from being hurt when they shouldn’t be, and we can also go back and reconsider our past choices, try to understand what went wrong, and then move forward into the future and do things new.

Facilitating brain processing: Reading comprehension and mathematical reasoning both benefit from leaning on students’ cultural knowledge and norms, according to earlier research. Neuroscience research suggests that this is partially due to the fact that everyone learns new knowledge more effectively when it is connected to what they already know. In other words, by utilizing students’ preexisting brain connections, employing texts, resources, and examples that draw from students’ cultural schemas and past knowledge facilitates learning. That’s not all, though. Neuroscientific studies have shown that culture influences how the brain processes information; for example, pupils from cultures with strong oral traditions are more likely to acquire new material effectively through music and storytelling. Because of this, culturally sensitive teachers are also enhancing brain connections when they employ repetition, rhythm, movement, and images during education.

DISCUSSION

The reason for learning a foreign language is to know how to communicate in the target language, to know whether the customs and traditions of the speech community, and to develop one’s study and work.

Additionally, McKay (2003) asserts that culture significantly affects language education in two crucial ways: linguistically and pedagogically. Culture has an influence on the semantic, pragmatic, and discourse levels of the language, which is significant from a linguistic perspective. Because the cultural content of the language materials and the cultural foundation of the teaching approach must be taken into account when choosing the language resources, this has an impact on pedagogy. Therefore, Mckay (2003) contends that in order for pupils to properly acquire a language, they must master both the linguistic and cultural norms of that language.

 In a similar mindset, Stern (1992) suggests that the purpose of teaching culture should be:

 • Providing students with knowledge of the target culture.

 • Knowledge of the target culture’s traits and distinctions from the learner’s own culture.

 • A mindset that values research.

• A focus on comprehending the sociocultural effects of language and language usage

• Affective objectives, including intellectual curiosity, empathy, and interest.

Conclusion

Students can benefit from a more thorough and real learning experience when cultural components of English language education are included. Traditions, conventions, history, literature, art, music, and other things are examples of cultural aspects. These components can help students comprehend the language and how it is used in various situations on a deeper level. Additionally, it aids in the development of intercultural competency, which is crucial in the modern, globalized world. The objectives and preferences of the instructor or educational institution may influence how much cultural content is incorporated in English language instruction.

Promoting intercultural competency and encouraging pupils to have an accepting and respectful attitude toward many cultures are both achieved by including cultural components into language instruction. It promotes empathy, global citizenship, and cultural sensitivity.

REFERENCES

1. https://culturalheritagethroughimage.omeka.net/5-reasons-why-we-should-teach-the-value-of-cultural-heritage-to-high-school-students
2. https://www.newamerica.org/education-policy/edcentral/5-ways-culturally-responsive-teaching-benefits-learners/
3. https://ontesol.com/blog/how-to-teach-english/communicative-approach-2/tesol-teaching-culture-part-i/
4. https://www.researchgate.net/publication/351681726_Cultural_Understanding_In_English_Language_Learning
5. https://toppandigital.com/translation-blog/culture-important-language-learning/
6. https://www.fluentu.com/blog/educator/teaching-culture-in-the-foreign-language-classroom/
7. https://www.teachingenglish.org.uk/professional-development/teachers/inclusive-practices/articles/making-culture-happen-english
8. https://www.iasj.net/iasj/download/b363bdfcade95eaf
9. https://www.edutopia.org/article/4-ways-incorporate-culture-world-language-instruction/
10.   https://www.duo.uio.no/bitstream/handle/10852/60319/Teaching-Culture-in-the-English-Classroom.pdf?sequence=1
11.   https://www.berlitz.com/blog/how-does-culture-influence-language
12.  https://youtu.be/fbQ3LGoFaLc
13.   https://youtu.be/VfHvmtfqZIE
14.   https://youtu.be/6PRn2He7I-I

Amy

As he sat back in the pastel plastic chair in the hospital waiting room, Rob’s mind drifted back many years, through the wind-swept memories of his youth, to his one great love. Amy was the first girl who had ever paid any attention to him. She was not only his first, but his last love as well, if truth be told, for he had never found a woman who could replace her.

. . . . .

Rob didn’t realize it at the time, but Amy had set her sights on him, as predaciously as a falcon. Rob hadn’t stood a chance. Girls had never paid Rob any mind before. He was tall and skinny and awkward and his complexion not so good. So when the terminally cute girl walked up to him in the cafeteria at the college where they were both freshmen, he had no clue.

“Wanna go out some time?” she asked without preamble. He blinked at her with surprise, then actually looked behind him to see if she was talking to someone else. “You,” she said, punching him in the chest with a forefinger. “Do you wanta see Patton?” which was the hottest movie of 1970.

“Um…” he stammered.

“S’matter, can’t you talk?” she teased. “That’s okay,” she said. “I know sign language.” Her hands were a blur as she signed something or other; he was confused. What did this girl want? he wondered. She sighed. “Okay, let’s start over. I’m Amy.”

“I’m Rob,” he confessed, finally finding his voice.

“I know who you are,” she told him. “I asked the guy you were talking to yesterday.” Rob’s mind scrambled. Who could that be? He hardly talked to anyone on campus. “Kevin,” she added, solving the mystery for him. Kevin was his lab partner in biology class.

Rob just stood there, confounded, first by being confronted by a pretty, silken-haired girl who showed an interest in him, and second, by finding he had nothing to say. He just stood there, like an idiot.

She sighed. “Look,” she said, scribbling in her notebook and then tearing off a sheet of paper. “Here’s my number. If you ever remember how to talk, gimme a call and we’ll check out George C. Scott, okay?” She held out the sheet, and when he didn’t reach for it, she shoved it into his hand, and then bounced away. Rob stared down at the paper and read aloud: “Amy Ferguson.”

. . . . .

“Hey Rob,” said Kevin, approaching their work station in the biology lab. “You want to come to a party tonight?” This was a Friday and Rob had eventually summoned the courage to call Amy and make a date.

“I…got a date,” said Rob, the unfamiliar words spilling out of his mouth.

“Right on, man,” said Kevin with a grin. “What are you doing?” When Rob explained, Kevin said, “Come after. The party won’t be getting started till after ten, and the movie will be over by then.” Kevin gave him directions to the party house and told him he’d see him there.

Although Rob was in college, he had never actually been on a date before. In high school, he had been preoccupied with studies and had found little time for girls. He was also shy as a maiden aunt. Amy had offered to drive this evening, so Rob wouldn’t have to run the gauntlet of meeting her family. He stood at the window of his on-campus housing and waited. Suddenly a vintage green Kharman Ghia pulled up and a horn blared loudly. Rob stared at the vehicle and its occupant. The horn blared again and then again and he ran out of the apartment.

“S’matter,” quipped Amy, from behind the wheel. “You deaf?” Rob ran around the front of the car and climbed in.

“Hi,” Rob greeted his date breathlessly.

Without further adieu, Amy reached around behind Rob, grabbed a fistful of his dark red hair, and planted a big kiss on his lips. “Hi yourself,” she said. Rob thought he saw spots before his eyes.

In moments, they were clear of the campus and putt-putting down the highway leading into the tiny college town. That was, for Rob, his first kiss. He took a great breath and released it. As they motored through the suburbs encircling the town, Amy turned to Rob and asked, “Do you really want to see this flick?”

“What else do you have in mind?” he asked.

“There’s this hot new band at Casego’s,” she told him, referencing a bar where college kids hung out. “You up for it?” she asked.

Rob shrugged. “Sure. And if we get tired of that, I know where there’s a party tonight.” Rob had never been to a tavern before.

She grinned. “This date might not turn out to be a disaster after all.”

At the tavern, they were both carded, but as the drinking age in Wisconsin in 1970  was just 18, they passed inspection. Once inside, Amy seemed to know everyone, greeting others with a hip bump or a high five or a shoulder squeeze. Rob knew no one else.

In the two hours they spent at the tavern, the teens got only a little gassed. Rob had been drunk one time before: at a wedding when he was fifteen and he had gotten hopelessly ill. But he had been trying to get drunk then, and tonight it was less forced and more natural. They each had a half dozen beers. And they danced. Rob’s only experience there was also at weddings, when he’d been forced to dance with his aunties and grandmas and so on. He had never really done a slow dance before.

But, after an hour of cutting a rug, the band, which Amy characterized as “groovy,” broke into a slow number, a sixties tune by Jackie Wilson, called Higher and Higher. Rob relaxed into the arms of his date and Amy’s curvy body molded into his. Rob felt himself become aroused and he panicked.

“Don’t be embarrassed,” she whispered into his ear. “It’s natural.” And they danced on. Eventually, the tempo increased to a frenetic pace and Rob and Amy pulled apart and danced with abandon. Finally, she leaned into him and whispered, “Let’s blow this taco stand.” And they left.

. . . . .

The ride to the party was a wild one. Barely sober, Amy steered wildly, crossing the center line several times. And Rob, unaccustomed to alcohol, fell asleep in his seat. At length, they arrived at the party house, which was a huge old farmhouse, dating to before the American Civil War. Nudging Rob awake, Amy and her date staggered into the house, where the party was in full swing.

There must have been more than a hundred partyers, in various states of obliteration. Rob winced at the sudden bright light, and Amy took him by the hand and led him to an array of iced kegs. In short order, they were both armed with foam cups of beer. Rob tasted his libation; it was cold and delicious. There was a live band playing, too, in the backyard. The couple were drawn almost magnetically toward the music.

“It’s a tribute band,” proclaimed Amy, nodding to the beat.

“What do you mean?” asked Rob, who had never heard the term before.

“They play the songs of some famous band,” she explained, taking a sip of beer.

“Who’re they supposed to be?” he inquired.

Amy furrowed her brow and stared blankly at Rob. “Led Zeppelin,” she replied, as if speaking to a slow child.

Rob nodded. He’d heard of them, if memory served.

Once again, Amy seemed to be acquainted with almost everyone. A man, almost as tall and skinny as Rob, placed a hand on Amy’s arm and drew two fingers to his lips evocatively. She nodded, then grabbed Rob’s hand and followed the new man across the living room. They exited a side door and Rob shivered at the sudden cold of the November night air. They’d left their wraps inside. They came upon a forest of chrome and fabric lawn furniture and took seats among a half dozen other students, one of whom was in the process of rolling a joint. The joint roller, a young blond woman introduced to Rob as Misty, looked up at the newcomers and, recognizing Amy, smiled engagingly.

At length, her task complete, Misty inserted the joint between her lips and lighted it. The air was suddenly redolent with an acrid smell that even Rob recognized as the aroma of pot. Accepting the cigarette from her friend, Amy inhaled, held the smoke in for a long moment, then loudly expelled the fumes. She handed it to Rob. Thankfully, thought Rob, he didn’t spasmodically cough or vomit or do anything untoward. Like Amy and Misty, he held the smoke inside. By the time he let it trickle out of his mouth, he was, for the first time in his life, stoned on his ass. They stayed until they had both consumed two additional tokes apiece, at which time Amy took Rob’s hand and led him away. The couple walked the grounds surrounding the farmhouse for some time, hand in hand.

Finally, Amy murmured to Rob, “Hey, you okay?” Rob started. Someone was speaking to him. He discovered it was Amy. He listened. “You alright, Rob?” she asked again.

“Yeah,” he said a little too expansively. “I’m really great.” Suddenly his head felt too heavy for his shoulders and he had difficulty in keeping it upright.

“Columbian,” said Amy enigmatically.

“Huh?”

“The dope,” explained Amy. “It’s Columbian. Good shit,” she said tersely.

Rob only nodded, trying to come to grips with being profoundly stoned.

“Good shit,” he parroted.

They continued to walk, until they came upon a green-painted bench, as one might find in a park. They took a seat, then sat in companionable silence for several minutes. Next, Amy began rubbing the muscles of Rob’s neck. This felt wonderful, he thought. Rob felt like he could fall fast asleep, until which time as Amy leaned in and kissed Rob on the lips. Expecting the unexpected now, Rob instantly reciprocated and ardently kissed her back. Amy rubbed the inside of his thigh with her fingers and he gasped. Rob pushed his fingers into the nether regions of Amy’s tight, faded jeans and it was her turn to gasp. Taking Rob’s hand once again, Amy led him back into the huge farmhouse. Picking their way through the humanity that was haphazardly strewn everywhere, it was as though they were the only sentient beings in the place. Amy, thought Rob, seemed to know where she was going. Had she been here before?

Coming to a steep staircase, they climbed upwards. Rob felt lightheaded. The second floor was divided into at least six bedrooms; choosing one at random, Amy knocked softly. A muffled voice emerged from within.

“Sorry,” she murmured contritely. Moving on, this was repeated twice more. Finally, they came upon a room which door was ajar. Peeping inside, they found it blessedly unoccupied. Drawing Rob inside, Amy turned on the light, fastened the lock and extinguished the light again. Without a word, they collapsed upon the bed.

, , , , ,

A full week transpired before Rob was able to reconnect with Amy. He called several times, but met with no success. In one instance, he was questioned by an older woman.

“Is this Troy?” she asked sharply.

Rob blinked into the receiver. Who was Troy? he wondered. “Um…no, this is Rob,” he said in reply. At various times, he was told that Amy was “unavailable” or “indisposed” or “away from the phone.” Finally, she called him.

“Hey,” she greeted him. “How ya doin’?”

“I’m good,” he replied. “Where you been?”

Silence. Then, “Out of town. I have a cousin who had a medical procedure,” Amy said.

“Medical procedure? Is he alright?”

“She,” Amy corrected. “And yes, thanks, she’s going to be alright now.”

“Where does she live?” Rob asked next.

Another brief pause. “Chicago.”

“When can I see you again?” he asked.

Once again a pause.

“Hey,” said Rob, “is everything okay?”

“Of course,” she replied at once. “How about Sunday? We could go to the park, feed the swans.”

“Okay. Do you want me to drive this time?”

“No, I’ll pick you up. Eleven okay?”

He agreed.

. . . . .

When Amy picked him up, Rob remembered to ask, “How’s your cousin?” It took a moment for Amy to remember her perfectly bogus explanation to Rob for being out of town.

“She’s great.”

“We’ll have to go to Chicago sometime; I haven’t been in ages. We can stop in and see her. What’s her name?”

Amy was baffled. She’d thought up the lie on the spur of the moment, but the enormity of her prevarication seemed to be just expanding. And she liked this boy; she didn’t want to lie to him anymore. “I don’t have a cousin in Chicago, Rob,” she admitted.

“Then why’d you tell me you did?” he asked.

Amy took a breath and released it. “Because, I wanted to account for my being out of town.”

“So Chicago was a lie?” he asked.

“No. Chicago was real enough.”

“Then there was no medical procedure?” he pressed further.

Shit! she thought. She’d have to come clean.

“No, Rob, there was a medical procedure, but my cousin didn’t have it, I did.”

Rob grew instantly concerned. “Are you alright?” he asked, touching her arm.

“Rob, I had an abortion,” she said emotionally.

“What!” he yelped. “Why didn’t you tell me? I would’ve gone with you.”

“It wasn’t your baby, Rob,” she said. Was this guy really a biology major? she thought.

He paused, then said, “I knew that. But, I still would’ve gone with you, Amy.”

Her heart melted. “Really? Even though it wasn’t your child?” A tear seeped from one green eye. “I knew you were sweet,” he went on, “but I didn’t know how sweet.” She continued to drive. At length, they reached the park, climbed out of the Volkswagen and, with several loaves of bread in hand, advanced toward the lake.

“Was it Troy’s baby?” asked Rob at last.

She stopped. “How do you know about Troy?” she asked curiously.

Rob explained the queries from the call he’d made to her house.

“Did he go with you to Chicago?” asked Rob.

Amy shook her head no. “No, it would cramp Troy’s style,” she replied. “He already has another girlfriend.”

“Did he know you were pregnant?” he asked her.

She only nodded.

“Amy,” said Rob, “can I ask you a really personal question?”

She nodded again.

“Are you in love with this Troy guy?”

She thought for a long and, for Rob, unendurable moment. “I thought I was,” she said slowly, staring at the lake and the swans ambling their way, looking for a handout. “Maybe I still am, a little bit,” she admitted. “I’m sorry if that hurts you, Rob, but he and I dated since our senior year in high school and I don’t fall in love easily.”

Rob had to ask: “Then what was the deal with me, Amy? Were you…just using me, to get back at your old boyfriend?”

She shook her head no. “It wasn’t to get back at Troy. He frankly couldn’t care less. But,” she went on, “I was using you.” Rob frowned unhappily. “I wanted to do something crazy and wild, so I picked up a cute guy that I knew I could boss around and…you know.”

Rob thought about this for a moment, then looked Amy in the eyes and with a crooked grin, said “Cute?”

. . . . .

Several months later, Rob and Amy were still dating. Things continued apace, but Amy’s behavior had changed. No longer did she get high or drink alcohol. However, she did begin to gain weight. Hoping against hope, Rob asked her one night, “Baby, are you pregnant?” A child by the woman he loved above all others would be frosting on the cake of life for Rob.

Amy drew a deep breath and released it. “Yes, I’m pregnant.”

“Yay!” shouted Rob excitedly. When she didn’t respond in kind, he asked, “This is good news, right? I want you to have my baby,” he exclaimed.

“It’s not your baby, Rob,” Amy told him for the second time since she’d known him.

Rob was stunned into silence. Then he asked, “Then whose is it?”

“It’s Troy’s,” she said, staring at the floor.

“You’re back with Troy?” he asked incredulously. “You know what that was like. How could you see him again?”

“I haven’t seen Troy in months, Rob,” she said. In answer to his unasked question, she went on, “I never had the abortion.”

“Chicago?” he asked.

“I went there, with my sister, but I changed my mind. I couldn’t kill a part of me. You understand, Rob?”

Now Rob was subdued. He had set his sights on being a father to Amy’s child some day, and for a moment it looked like the opportunity was in the offing. Now it seemed like a treasured Christmas present had suddenly been snatched away.

“You’re going to keep the baby?” he asked.

“Yes.”

“I’ve only one thing to tell you, Amy.”

Staring straight ahead, the loaves of bread now gone, Amy shut her eyes and said, “What is it?”

“I want to help raise the baby with you. Will you let me do that?”

A tiny smile played over Amy’s pink lips.

. . . . .

“Dad?” asked Alisson, stretching out a hand to touch Rob on the arm. “How long have you been here?”

“I got the call from Brad about two hours ago,” he revealed, referencing the husband of his granddaughter.

“I was in surgery,” Alisson said. She was still clad in blue-green scrubs. “She wasn’t due for three or four days,” she added, “or I wouldn’t have scheduled any procedures till after Maddie delivered.”

“I’m sure she’ll understand,” replied Rob, smiling at his daughter. “Your first grandchild,” he observed mildly.

“And your first great-grandchild,” she answered back at him.

Suddenly, into the room emerged Maddie’s OB-GYN, telling the family that all was well with mother and child — a granddaughter for Alisson.

Alisson regarded Rob with concern. “I know you were nervous, Dad.”

He shrugged.

“It happens every time. I’ve had four kids and you were a basket case every time.” She rubbed the muscles on his neck, the way that Amy used to do.

“You understand?” he said simply.

She nodded. “You lost Mom when she gave birth to me. I wish I could have known her — as a mother and as a person, you know what I mean?”

Rob nodded. “You would’ve loved her, Alisson.”

“Why didn’t you ever marry again, Dad?” She’d asked him this question many times, but always enjoyed his answer.

“The sequel,” replied Rob, “is never as good as the original.” Rising to his feet, he accompanied his daughter to see his new great-granddaughter, where he would be told, as he had every time before, that the child favored him.

Only Time Will Tell

Time is nothing that can be touched
It can only measure how long love lasts
Love can not be measured by a watch on a chain
For it is timeless and is a feeling that lives or dies
My love for you was born in my heart like a child
Painful at times but grew into something beautiful
Your gentleness never fails under any circumstance
And only you understand what this heart needed
I will hold your hand through every turn in life
from this moment in time to the next
For as long as the watch on the chain keeps ticking
Like the beats of our hearts, only time will tell
how long you should wait for me…




Things Two Hearts Left Unread

We walk the same road every day
You walking one way and I another
We need rarely to ever speak when we pass
because we can read each other’s looks
What is never said speaks the loudest
We know what is there, and what is not
You poke at me and I play along
I get silent and make you wonder if I am mad
We play this wicked game but laugh under our breaths
But we do complement each other like the butterfly and flower
I have written these feelings down many times
Although, many times have I had to rewrite them
I need not brag to any friends but keep quiet
about things that two hearts left unread.




I Will Now Tell You

I always want to be the blooming flower of
the glittering touch within your dreams
Like an illuminating fairy that enters the forest of your thoughts
Do not be bothered by the poems that now vanish
because beautiful thoughts of hope have now replaced
your hopeless hopes of sadness which used to plague you
Your river of love now flows in rhythm with mine
as joyous waves become like a fierce storm of passion between us
The hue of my form is like the blood that pumps through my veins
which I now use to write our eternal story of love.

The secretive story of two lovers forever tied together by fate.



Kristy Raines was born  in Oakland, CA, USA.  She is a poet, writer, author and advocate. She has five books getting ready to publish soon, one with a prominent poet from India  which will launch hopefully soon called, "I Cross my Heart from East to West", two fantasy books of her own called, "Rings, Things and Butterfly Wings" and "Princess and The Lion", an anthology of poems in English, "The Passion Within Me" and her autobiography called "My Very Anomalous Life." Kristy has received many literary awards for her unique style of writing.

One Two

One, Two
Daddy caught a flu
Three, Four
Mommy locked the door
Five, Six
Doggie learnt new tricks
Seven, Eight
My dinner's late
Nine, Ten
Nappy change again
One, Two
Now, what shall I do?
Three, Four
Want to pee some more
Five, Six
Burps and farts do mix
Seven, Eight
Biscuits I ate
Nine, Ten
Nappy change again
One, Two
My fingers I chew
Three, Four
I crawled on the floor
Five, Six
Bathtub, Granny fix
Seven, Eight
My milk, I wait
Nine, Ten
Nappy change again
One, Two
Daddy caught a flu
Three, Four
Seven days and more ...
Bottom of Form


Time and Art

Time is but the ropes in ring of life we play. 
Art is the skill we use as we heroically play.
Win or defeated within time, we stay.
Leaving our trophies, soon our valiant corpses lay. 
May our skills provide the next players a way. 
In them, our value, others may gratefully say. 
We are all blessed the time our first cry that day.



Lilian Dipasupil Kunimasa was born January 14, 1965, in Manila Philippines. She has worked as a retired Language Instructor, interpreter, caregiver, secretary, product promotion employee, and private therapeutic masseur. Her works have been published as poems and short story anthologies in several language translations for e-magazines, monthly magazines, and books; poems for cause anthologies in a Zimbabwean newspaper; a feature article in a Philippine newspaper; and had her works posted on different poetry web and blog sites. She has been writing poems since childhood but started on Facebook only in 2014. For her, Poetry is life and life is poetry. 

Lilian Kunimasa considers herself a student/teacher with the duty to learn, inspire, guide, and motivate others to contribute to changing what is seen as normal into a better world than when she steps into it. She has always considered life as an endless journey, searching for new goals, and challenges and how she can in small ways make a difference in every path she takes. She sees humanity as one family where each one must support the other and considers poets as a voice for Truth in pursuit of Equality and proper Stewardship of nature despite the hindrances of distorted information and traditions.

        

I wait for Spring,

Sitting on the waves of the winds,

I wait for its graceful breeze,

Immersed in such a dream,

I expect a wonderful miracle from Spring.

Involuntarily following the trail of dreams,

As if I can reach her right away,

As soon as I knew that spring had come ,

I’m filled with immeasurable fortune.

There are many different topics in the world,

I want to know every one of them,

But  I will stop for a moment,

Seeing an ember of the sun.

It seems to have a dignity on it,

The image of  spring even on green grasses,

As charming as the description of Zulfiya,

I am waiting for such  Spring.

The singing of the birds and the sound of the streams

The dew of the snowdrops and the colour of the sky,

Whomever doesn’t like  everyone loves,

This gives to you wonderful presence.

I have these endless feelings in my heart,

I will stay loyal to my expositions,

It is nature’s way of attracting people,

If it comes, I will about my love to Spring.

Almuratova Hurliman Baxtiyor  qizi

 Almuratova Hurliman was born on April 1, 2004 in the village of Dovkhara, Takhtakupir district of the Republic of Karakalpakstan. She studied at school No. 12 named after Berdakh which is located in  Takhkupir. Due to her interest in poetry and literature, she begins to read many books and steps into poetry in the 4^th grade. Also she worked on herself in the direction of poetry and prose. In 2016, the first story entitled  “Alg’is alsan’ kem bolmaysan” was published in the  newspaper  “Takhtakupir tani”. In 2017, a poem entitled “Motherland” was published in the gazette “Jetkenshek”. In addition, the young poet’s poems entitled  “Mother”, “ Poet”,”Thanks teacher”,”Lazy boy””Constitution”,”Weneed”,”Autumn”,” Dear father”,”Grandma”,”Winter”  were published in newspapers. 

In 2020, Hurliman continued her studies at the academic lyceum next to NDPI(Nukus State Pedagogical Institute) of the Republic Karakalpakstan.  Almuratova is the winner of the “Best poem Author “ nomimation according to the 2020 which was conducted by the “Jetkinshek” newspaper. In 2020, Hurliman Almuratova’s first collection of poems titled “ Kitobdan kamol topdim” was published in Karakalpakstan.

From 2022, Hurliman is a 1^st-year student at the Faculty of Foreign languages of KSU. Almuratova was distinguished by her knowledge, passion  from the first days of studying at Umiversity . Se is also a conference participant inndifferent countries . Since 2023, she has been a member of Writer’s Union of the Republic of Kazakstan ” Qo’sh qanot”, a member of Inida’s Iqra Foundation, an ambassador of The UK SPSC organization and Iqra Foundation’s Child Rescue Ambassador. Furthermore, on March 23, 2023, the scientific article entitled “Today’s youth and teaching English”(New ways to teach methodically) was published in Canada.

DEVELOPMENT AND EDUCATION OF YOUTH

           

The educational process is continuous, based on the principle of sequence and consistency, and is effective. From the earliest times to the present day, “Human education” as an urgent issue requires equal consideration in all peoples of the earth. Honorable President Sh.M. Mirziyoyev said, “The main goal of building an independent and strong state in Uzbekistan is to build a fair society where people, their rights and freedoms are considered the highest value and respected. At the same time, it is to further strengthen our rightful place in the Muslim world and the world community. First of all, we understand that this is in line with improving the system of education and enlightenment, directing the youth who are the future of our country to receive modern knowledge, and raising a well-rounded person. It is not for nothing that they say that. Education is a continuous process that goes on for centuries.

       Currently, the content of the educational work being carried out in our country is aimed at forming a well-rounded generation. Necessary conditions and opportunities have been created in the republic to raise a healthy and mature generation, to bring up the young generation as well-rounded individuals who can fully meet the requirements of the 21st century. Documents, programs and plans of state importance have been developed for specific and purposeful implementation of work in this regard. Education is not only the processes carried out in the family, school, children and youth organizations, but also includes the ideology instilled in its leading ideas through mass media, newspapers and magazines. Because education is a broader concept than education. Of course, education is a product of consciousness, but at the same time it is an important factor that determines the level of consciousness and its development, that is, it forms and enriches the spirituality of the people. It is known that school is very important in the process of educating the young generation.

     It is necessary to form the ideological and political consciousness of young people, to have a conscious attitude towards the environment and society, to love the Motherland with unlimited loyalty, to cherish the national values ​​of our people – this should be the core of patriotic education. The development of the human personality is a very complex and continuous process. Parents, school, neighborhood, friends, public organizations, environment, mass media, art, literature, nature, etc. directly influence his education. In creating all the above life experiences, it is very important to educate a person through the sphere of influence of mutual cooperation and to protect him from the environment that has a negative impact on his formation as a person, while ensuring the unity of education. The main goal of education is to develop and implement effective organizational and pedagogical forms and tools based on the rich national, spiritual and historical traditions, customs and universal values ​​of the people in the spiritual and moral upbringing of the young generation.

         It would be appropriate if young people, who become a light in the hearts and minds of young people and make a worthy contribution to the prosperity of our Motherland Uzbekistan as a blessed country, should study more carefully the rich heritage created by our great ancestors.

   Khojamova Gulsevar Abdullajanovna

Student of Andijan State Pedagogical Institute

+



       With experience & 
     God's Gift
   in Heart
Belongs the tiny magnificence

Radiance steams damp soils
   Two seeds 
    Away from Done.

  How are the children?
       Your guess 
      Be my guest 

What are my eyes made of ?
        Optical Trust, 
        The lens of
        Knowing Clearly. 

Our Heat draws
 Comfort from the Trust.
  Restraint was lost,
   Finding a Balance. 

Seem calmly 
  my friend 

    Trust passes this way.

Empty enough to receive enough 
       Calls my name. 


                                                           ............
 



  by  John Edward Culp 
      Friday morning 
       March 8, 2024