Second Installment of Christopher Bernard’s story The Children’s Crusade

(The third in the series of Otherwise fantasy adventure novels)

By Christopher Bernard

Chapter Six: Crash

Minutes? Hours? Days? . . . Who could say? The storm seemed to batter the balloon forever. And now Petey knew exactly what “forever” felt like. 

The three boys clung to the sides of the basket, Petey and Chace’s arms around each other above the crouching Bumper, as barrage on barrage of wind sheered and shifted, savagely, chaotically, playing with the balloon like a playground bully, tossing it from cloud to cloud like a beachball, from flash to flash of lightning in thunder like sarcastic laughter. 

After one of the fiercer pummelings of wind, the air turned ice cold, as if winter had decided to return vengefully against cocky spring, and the boys shuddered as the basket swung in lunging arcs, shaking like a bag of candy in a running child’s hand. 

At one point it swung them in a perfect circle, and they were briefly above the balloon, upside down, pressed inside the basket by centrifugal force, though they were also kept from being tossed out of the basket like dice from a cup by their cable vests. Though that was cold comfort. It was only a question of time when the balloon would crash out of the sky. In the meantime the storm played with them like a cat with trapped mice.

When the balloon popped, Petey managed to think, in that little corner of sanity that seems to remain, cool and appraising, even in the castle of anarchy—when it popped, would it be like when a smaller balloon did—suddenly, though in this case with a pop with a sound like thunder?

And of course the storm immediately obliged with a lightning flash and thunder crack that seemed about to shake the basket from its moorings and send it tumbling across the sky.

He tried not to think about the fall. Though he had not seen the landscape below them since the storm had embraced them in its turbulent arms.

Then he heard it.

It was not a big pop—it was more like a deep, long hiss, the sound of the air escaping from an enormous tire. 

Petey looked up and saw the tear in the balloon’s side. 

Chace caught his gaze and looked up too.

“If we survive,” he called out over Bumper’s head, “it’ll make a ripping yarn for sure.”

Petey couldn’t help laughing in the very teeth of the wind. He had never felt so grateful for his friend’s sangfroid.

Bumper stared up at the two older boys from below, wondering how anyone could possibly laugh as they dashed about the clouds. 

They froze as they felt the descent as the air escaped the balloon.

“Bombs away!” Chace called out.

Petey felt his stomach fall almost as precipitately as the balloon. How high up were they? How long would it take before they hit the ground? How hard would they hit? Would they survive the fall? How could they survive? Was this it? Was this the end of his brief life? Suddenly all the miseries of being thirteen didn’t seem so important anymore . . .

He was woken by the feeling of rain on his face, hard and fierce. 

He was lying at the foot of a massive oak tree; above him were the remnants of the enormous balloon draped across the boughs in wedges of red, white, and blue, the image of the swallow and the fair’s name folded in big deflated wrinkles, and a mangled harness attached to the wrecked basket not a dozen feet above the boy’s face.

Petey heard a groan to his side and looked over to see Chace nursing his head between his hands. 

A pair of eyes peeped over the side of the basket above Petey’s head. At first he thought they were an owl’s. Then Bumper gave out a little, depleted squeal.

“Curling up in a fetal position on the stroke of disaster has its uses,” Chace said brightly. “But please try not to squeak quite so loud.” He glanced over at Petey. “Last time I had a head like this, old son, was after I drank half the pater’s Veuve Cliquot the day before New Year’s Eve two years ago. Falling out of the sky is nothing compared to a Champagne hangover to the tune of pater’s deranged ranting.”

Petey woozily pulled himself up. It was raining hard, and he and Chace (Chace bracing Petey against the oak’s trunk while trying not to slip on the wet acorns at the bottom of the tree) helped Bumper climb out of the suspended basket. Then all three contemplated the wrecked balloon.

“What goes up . . .,” said Chace philosophically.

“Must break its neck,” said Bumper. “That’s what my mom always says.”

“Q.E.D.,” said Chace, gazing at the mass of Dr. Sazerac’s forever grounded dreams.

The boys gave their surroundings a closer look.

They were at the edge of a thick wood. A macadam road passed nearby; across the road was a farmer’s field. Another blacktop road ended not far off, and a sign gave the road’s name: “Carezas Rd.” 

Petey stared at the sign. There was something odd about the name, but he couldn’t put his finger on just what. He shook his head.

There wasn’t much time to think about it. A high-pitched rumbling came toward them down the road, and suddenly an enormous green-gray vehicle riding on a pair of flat chain-like treads, with a squarish, cloddish looking swivel top and a long cannon barrel sticking out its front like the huge proboscis of an antediluvian bird roared full blast down the road, splashing a wall of mud above the boys’ heads. It vanished as quickly as it had come, leaving behind a sickly sweet smell of diesel, a cloud of gray smoke, and a fading roar long after.

The boys had dashed for cover behind a screen of brush.

Bumper blinked and rubbed his eyes.

“Did I see what I think I saw?” he asked.

“What do you think you saw?” asked Petey.

“A tank,” said Bumper. “In the woods.”

“If you saw what you thought you thought you saw,” said Chace sagely, “then you saw what you thought and you thought what you saw.”

Bumper stared at him. He opened his mouth to speak but nothing came out. Chace sometimes had that effect on people.

“What would a tank possibly be doing near Halloway?” said Petey. 

Chace shrugged. “Who knows how far away we’ve been blown? We might be in Canada for all I know. Though I don’t think I ever heard of tanks scouring the Kanuck countryside, unless they really don’t like being called the fifty-first state!” he added, alluding to a painfully embarrassing remark made by a recent American president. “Anyway, we must be near a military base.”

That at least seemed plausible and, whether Canadian or American, would be someplace they could get help, so the boys set out in the wake of the armored beast.

The rain did not stop, and the boys pulled their shirts up over their heads to keep the rain from stinging their eyes.

Petey pulled his phone from his back pocket.

Rats! he thought.

The screen looked like a spider’s web of shattered glass, and the phone was bent like a thin cake of black soap. When he fell from the balloon’s basket, his bottom had struck a rock. The cell phone had protected his bottom, but his bottom had not protected his phone.

Chace had a similar idea, with better luck: he was tapping away on his phone under the relative protection of his Polo shirt.

He scowled down at the silent amalgam of plastic, rare earth minerals, and turbo-charged attention deficit.

Bumper piped up, knowingly, “No signal?”

Bumper was especially proud of his use of cell phone vernacular because he had been denied possession, by his parents, before he was twelve. And twelve looked as far away as the stars. The injustice of it rankled profoundly. He watched other people’s hypnosis by their phones with the bitterest envy.

“Yes, we have no signal,” Chace said as he slipped the cell into his trousers pocket.

A rattletrap of a tractor appeared around a curve just ahead and coughed past them, battered and ancient, a rusty heap of corroded metal, mud-splashed glass, torn leather seat, cracked wooden handles and enormous tires, with an old farmer in a dirty yellow raincoat and hat pulling at its levers and wheels.

It looked like a museum piece even to Petey.

The tractor drew behind it an even more ancient-looking cart piled with straw and covered with a futile rag of tarpaulin.

The farmer glowered down at the boys, his face half furious, half frightened, as he passed without a wave or a nod. This was extremely strange: around Halloway, whenever a farmer passed someone on the road, he usually gave a wave, a little hail-fellow-well-met. It was just good manners, a friendly gesture in the social sparseness of country life: the fewer the people one sees, the more each encounter matters. City life might make one naturally wary of every person one met, but country life had the opposite effect: every person who crossed your path, whether friend or stranger, was an opportunity for a little moment of shared acknowledgement. 

But not this time.

After the farmer passed them, in another cloud of diesel, the old man kept looking back at them.

“I wonder what he’s afraid of?” Petey asked as they watched the tractor diminish down the road.

“Of landing in a ditch,” said Chace. “Or the blame fool ought to be. But it looks like his own shadow.”

Bumper nodded wisely, though he had no idea what Chace meant. Then, as the two other boys turned forward, he called out, “Hey! Look at that.”

“What is it?” asked Petey.

Bumper stared and leaned his head to the left, then to the right.

“I could swear I saw someone looking out of the straw.”

“Oh?”

“And not just one, but two. They were boys like us! But as soon as they saw I saw them, they hid again.”

“Hm!” said Petey. “Maybe the farmer thinks we belong to them . . .”

Bumper frowned.

“Why would he care?” he asked, sensibly. “Canadians are weird!”

Chace gave Bumper a frosty look, such as he did whenever he felt like recalling his Canadian roots.

“We’re about as much in Canada as we are in Timbuktu,” he said drily.

But Petey was thinking: Why would he care indeed? The farmer’s reaction was beyond the nuisance of a few hitchhikers cadging a ride in his cart. He had looked genuinely terrified.

There was something very strange going on here . . .

As they walked the rain had slowed to a drizzle and was now a haze that felt almost dry but wasn’t. The sky had partly cleared, dividing into white cloudy arcades above slants of distant rain moving toward the horizon. 

Petey shook his head. There seemed to be something wrong with his vision. The colors seemed too dim. The greens were almost gray. He looked up at the sky; it too looked almost gray. For a moment he panicked; it was like being in a black-and-white movie. 

“What color was the tractor?” he asked.

“Orange,” said Chace. “Like your hair.”

Good. Maybe it was just him. He shook his head again as the three walked ahead, hoping the colors would come back.

Then Bumper said, “Is Petey’s hair orange? It looks kinda . . .”

“Kinda what?”

“I don’t know . . . less orange?”

Chace gave Petey’s head an appraising look. Then he looked strangely around him, and shook his head.

“It’s just the rain,” he said, unconvincingly. “It’s gotta be the rain.”

So they were seeing the same thing, Petey thought. But that was weird: he had known that on rainy days colors were often deeper and brighter; he had never seen the opposite. Even the skin of his friends looked, well, gray.

It was a little like being inside a black-and-white TV show from the 1950s. He’d seen old episodes from Leave It to Beaver on YouTube. He wasn’t sure he wanted to be locked in with the Cleavers for the rest of his life. But there was nothing to do about right now, so he trudged forward with his friends. 

At the next turn, the road left the woods and led straight ahead between two enormous fields. One of the fields lay unbroken across rolling landscape; the other, behind which Petey could see a farmstead—a  battered silo next to a barn that had lost half its roof, a stable, an array of barracks-like outbuildings and sheds, and a farmhouse skulking behind a clump of trees—was half broken by a plough and prepared for seeding corn or alfalfa probably, depending on the rotation, as his father had told about the farmers outside Halloway. 

Half way across the field, a small crowd surrounded a man standing on the back of a pickup truck similar to the one belonging to Bumper’s parents though it looked much older; the man was evidently telling them something of some importance, as the crowd was silent and still and the man made motions with his arms that suggested strong emphasis and emotions, even anger. Then Petey thought he saw the man take a stick and strike one of the people in the crowd.

“Did you see that?”

“See what?” asked Chace.

“That man just hit someone.”

The three boys stopped.

What surprised Petey even more than the blow was the abject silence and stillness of the crowd. It looked as though everyone had frozen the moment of the blow. The man continued speaking and waving his arms, if anything even more violently than before, sometimes pointing to the field around them. The shifting wind carried the shouted words “You have work to . . . I don’t care if it’s . . . And you’ll do as I . . .”

The man stopped abruptly, got down from the back of the truck and got into the cab, then drove off, fast. The crowd dispersed across the field. It was only then that Petey noticed that the crowd was made up almost entirely of black people. The man on the truck had been white.

Those colors were clear enough, even here.

Petey watched as what were clearly farm workers spread across a small area of field. There were a few white men among them. But they stood apart from the rest. They stood about slackly, holding long sticks under their arms as the blacks began to work the field.

A shiver ran down Petey’s spine. If he hadn’t known better, he might have thought the blacks were slaves, the men with sticks were overseers, and the man on the truck was their owner. But that couldn’t be true. Slavery had been illegal for over a hundred years. There had been a bloody civil war to end it.

The idea was too horrible, and Petey shook his head to drive it from his mind.

Then he noticed Chace looking across the field.

Petey waited for a sarcastic remark from his friend, but Chace was silent and just stared.

Bumper looked puzzled, then asked, “Why are they carrying guns?”

Of course! That’s what the sticks were.

“To shoot crows,” Chace said shortly, and began walking fast down the rigidly straight road.

But there were no crows to be seen across the miles and miles of fields around them.

Chapter Seven: Nevahwen

The sun was beginning to set hours later as the boys reached the edge of a town with the curious name of Ytima, according to a sign in black and dim yellow at the outskirts. They had seen no traffic on the road, and no pedestrians, no other farmers or workers, and few houses, business, or signs until the town crept up almost without their noticing it.

Their lack of attention was hardly surprising: by now the boys were very cranky, hungry, thirsty, and tired despite the rest they had taken a few hours before under a sumac just beginning to flower. But the lack of any stores or shops, diners or rest stops, even of gas stations, was strange, Petey thought, though he was too tired to bring it up to the others. The only sign of life since the events at the farm had been the periodic passing of military planes overhead, propeller planes in all cases, which made Petey wonder, Where were the jets? For a place with so many planes, he would expect to see at least a few contrails high in the sky: long trails of cloud-like haze across the azure, thinning and widening like long straight roads across the high stratosphere. But there was nothing like that.

  The only propeller planes Petey had seen around Halloway were pontoon planes for hunters and tourists and old-fashioned biplanes at the air show held yearly in McCallan. Even the few fighters he had seen passing overhead looked like props used in movies about the Second World War. One very odd thing: Petey didn’t recognize the planes’ insignias. They were nothing like those of the U.S. Air Force or of any other nation’s air force he had seen in books and magazines about planes, an enthusiasm of his when he was eight.

Chace and Bumper made a game of pretending to shoot at the passing planes with imaginary guns, and Petey was just joining them when one of the planes caught sight of the boys and flew back over their heads in a frightening roar. The boys threw themselves into a roadside ditch, trying to hide as the plane swooped and rocked its wings before soaring away. Petey thought he could see the pilot in the glassed-in cockpit looking down at them through an insectoid gas mask.

As Petey lay in the ditch, watching the plane fly away blackly across the gray patchwork of fields and woods surrounding them, he had a tingling feeling as a thought that he had come to dread crossed his mind. 

What if he was once again, though this time with both Chace and Bumper, in . . . ?

“An O’Hara’s! At last!” Chace blurted out half an hour later.

“O’Hara’s?” Bumper asked faintly. He was the hungriest and thirstiest and tiredest of the three. He looked up wistfully from where he had been staring at what felt like hours of blacktop.

O’Hara’s? thought Petey. Well, that buried the suspicion he had had in the ditch. Any world with O’Hara’s in it can’t be entirely in another world. And he looked where Chase was pointing with obvious satisfaction.

Except his reassurance was premature.

It’s true the name was familiar. But little else was. Where was the famous logo, where were the trademark colors and shapes, the unique design, the passthrough for cars, the specially designed windows and doors and all the details assorted with the chain? And where the customers? 

In their place was a modest looking diner, painted in dim red (a very dim red, to Petey’s eyes, but at least it wasn’t completely gray) and white, with a tiny parking lot and a sign with the misleading name printed in type that looked like what Petey had seen in Chace’s German textbook (Chace was taking first-year German in school). 

“Before we go in,” said Chace, “let me try my phone again. They must get a signal here. And we can fill our bellies while waiting to get rescued.”

“Sounds good to me!” said Bumper.

Petey readily concurred, with a relieved sigh.

But, once again, when Chace tried calling “the pater,” there was the dreaded message “No signal.”

Somewhat subdued, the boys entered the diner and took a booth near the entrance, and a timid-looking girl, not much older than Bumper and with a strange bump on her forehead, gave them menus. 

Petey had never seen someone so young working at a diner.

“Looks like we can have anything we want,” Chace said, interrupting his thought, “As long as it’s sausages.”

Bumper opened his mouth as if to speak, but once again, nothing came out.

“For better,” said Chace, “or for wurst. Sorry. Never could resist a pun.”

“It’s our punishment for inviting you in the first place,” said Petey, though he was in anything but a joking mood. But his friend had asked for it.

“Watch it, or you’ll end up in a punitentiary.”

“There’s bad puns, there’s worse puns, and there’s wurst puns.”

“Stop it! You’re ruining my appetite!”

The boys’ nerves were stretched beyond bursting, and bad jokes are the most universal of juvenile defense against a bad fate.

But in fact various wursts were all the diner seemed to offer for savories: knackwurst, knockwurst, bratwurst, blutwurst, mettwurst, weisswurst, teewurst, and of course liverwurst.                                                .

“There aren’t any hot dogs!” Bumper said in dismay.

“Looks like we’ve landed in the town’s Teuton zone,” said Chace, “meine kleine Schmetterling.

Or (Petey thought) in a world where everything happens that might have happened in the real world, but didn’t. What had happened in this world was not yet clear, though Petey was beginning to have some disturbing ideas. He didn’t want to exacerbate Chace’s sarcasm, so he kept the thought to himself.

After all, it wasn’t certain. Yet how could you explain all of the peculiarities of this world otherwise . . .?

That word! That curse! . . . 

“Anything wrong, old son?” Chace asked. “You look like a poster child for the latest purple state.’

“No,” said Petey. “I just bit my tongue.” Which was more true than he had intended.

“Well,” said Chace cheerfully, “as long as you don’t swallow it.”

“Like the fair!” said Bumper, with a sly look.

Chace glared at him. “Bumper, if you’re going to start committing jokes, please make sure they at least make sense.”

Bumper looked crushed. It had made perfect sense to him!

The boys ordered sausages and cokes from their timid child waitress, ate and drank in voracious silence, and left after admiring the check (the cost of the three meals was less than ten dollars; in Halloway, it would have been ten dollars apiece at least). They left a tip. But a few moments after they left, the child waitress came flying after them.

“We aren’t allowed tips to have!” she said with a frightened look as she returned the tip. “What you thinking were?” 

There was a ferocious shout from inside the diner, and the girl looked back in panic, then, flustered, she touched the bump on her forehead and ran back into the diner.

The three boys looked at each other. They had heard of bad tippers and generous tippers, of saintly tippers and angelic tippers—but they had never of having a tip rejected, and not only that, but refused in a kind of terror.

Also, clearly there was something seriously wrong with the young lady’s mind, displayed by her tangled syntax. Which they were too polite to remark on.

Petey remembered the bump on the girl’s head and cringed. Had her boss hit her? And what was a girl as young as that, anyway, doing working in a diner? Didn’t they have child labor laws here?

Then Bumper said, “I didn’t know you could spell Coca-Cola with a k.”

“You can’t, actually,” responded Chace.

“Well, that was how it was spelled on my glass.”

The boys stopped and looked hard at each other. Chace and Petey hadn’t noticed the spelling on their own glasses, though they had noticed the reassuringly familiar design of the glass. 

“You’re sure about that?” Chace asked skeptically.

Bumper blinked, suddenly not so certain.

“Well,” he said, “I think so.” 

The boys continued on their way, bemused. 

Petey sighed heavily, though he tried to hide it from the others. If it was true, it could wait. But all of this seemed yet more proof they were not in Howtiz—in the real world—anymore. 

As the boys walked through the darkening streets of the vacant town (though Petey thought he saw an occasional face peeking through curtains in the eerily lightless windows and vanishing as soon as it saw them—like the little girl at the diner, they seemed terrified, but of what?), he heard a guttural coughing and sputtering sound unlike anything he’d ever heard. He turned just as a big open truck coughed and roared past them. It was black with a canvas awning; dozens of soldiers were crammed inside, armed with rifles from another era, and splashing the boys with mud from the recent rain.

“Hey!” Chace shouted after them. “Eat your own mud pies, you babies!”

One of the soldiers glared and pretended to aim his rifle as the boys ducked and huddled behind a trashcan shelter. Petey could see a cluster of faces burst into laughter.

“Please,” Bumper whimpered as he crouched against a large metal can, “don’t say that again.”

Chace responded by raising a rude finger above a fragrant garbage pail in the direction of the departing sound. “I promise,” he said.

They took turns wiping the mud off each other until Chace quipped, “Look out, Met Gala!”

Bumper snickered and leaned over to Petey.
I know what that is!”

Petey shrugged.

That’s where they wear naked dresses!”

“You’re thinking of the Grammies.”

Chace glanced over the trashcans as they left.

“Just what I guessed.”

“What’s that?” said Petey.

“They don’t recycle.”

Which was true, from the absence of the special bins used for such. But Petey was bccoming reluctantly sure that this, and anything like it, was an irrelevant issue; there was no such thing as “recycling” here. But again he kept his thought to himself.

The town’s street lights suddenly flicked on as though someone had thrown a switch. Petey was stuck by how strangely dim they were, a thin dull yellow, unlike the harsh bright white he was used to on the night streets at home. 

“Sodium,” said Chace. “Very old fashioned. The pater says they still use them in little towns in Quebec.”

“The whole place seems old. Like it’s been locked in time.”

Bumper considered. “Like it’s still like when I was five?” he asked.

“Older than that,” said Petey. “Think of your grandparents.”

Bumper looked owlish as he contemplated the idea. That wasn’t a different time, that was a different universe!

There was still very little traffic; what there was, was made up of cars painted black and a few trucks that looked like those Petey had seen in movies from the 1940s on his mother’s favorite film noir channel. There were almost no pedestrians, and the few he saw moved furtively, almost fearfully, from shadow to shadow as the evening sky darkened. The women wore old-fashioned dresses and thick shoes, the men wore fedora-like hats and suits or workers’ outfits, mechanics’ overalls, farmer’s hats and jeans. One or two pedestrians passed the boys and looked about to speak to them; there was a look of warning in their faces, but they said nothing, and moved quickly away.

The boys passed another sign, in dull yellow and black, lit by a small light, that read: “Nevahwen, Kolonie Tucitcennoc.,”

Bumper tried several times, unsuccessfully, to pronounce the words on the sign. 

“Don’t get lockjaw, Bumper,” said Chace. “It’s not worth it. Though I don’t like how they spell ‘colony,’”

Petey motioned ahead of them.

“Look.”

In the middle distance, a building stood under a sign saying “Polize Central.” A mass of soldiers stood in military formation around the building. They were fully armed and wore gas masks and riot gear.

Bumper shook his head.

“I didn’t know ‘police’ was spelled with a ‘z.’”

“It isn’t,” said Petey.

The boys watched as the soldiers marched in what was clearly a planned maneuver around the station. Then, leaving a remnant behind, the rest marched at double time into the neighboring streets. 

What was uncanny was how silent they were: the boys couldn’t even hear the sound of their boots, as though they were cushioned, or the street itself refused to acknowledge their presence.

“I never saw soldiers in the street before,” said Petey.

“Neither have I,” said Chace hollowly.

“Is that strange?” asked Bumper.

Neither Petey nor Chace knew quite what to say to that.

Then Petey said what they were all thinking:

“I don’t know where we are, but wherever it is, something very wrong is going on here.”

Chapter Eight: KZ Elay

It felt as though weeks had passed since the boys had last slept in a warm bed.

“I’m. So. Ti. Red,” Bumper moaned. 

Petey had been running on adrenaline, sugar, and caffeine from the diner’s coke, but felt he couldn’t last much longer without curling up and crashing, no matter how many soldiers had him in their sites.

But they agreed on one thing: they needed somewhere to hide. “And I think I see where that might work.” Chace motioned toward the distance, past the Polize Central.

Whatever his friend saw was not obvious to Petey, but, whatever it was, getting there would require a detour around the police station. Which required energy they were quickly running out of.

Yet, if they stopped now, they would collapse like a collection of empty bags into a blissful but possibly fatal sleep; they might well wake up on the business end of a bayonet (the rifle aimed at the boys from the back of the truck had been topped by a thing with an ominous gleam).

So, Chace leading the way, the boys snuck down a nearby alley, lit by a few dim lanterns hung from several back porches, for several blocks, then turned right onto a one-way street lit, if just barely, by the dim yellow street lights. The utter lack of life—still no traffic or pedestrians—felt uncanny; the lack of lights in the windows, the lack of sounds (were they all dead? or just too terrified to show signs of life?), was even stranger. A dog started barking furiously at them from a lightless yard, and the boys froze. Which only seemed to encourage the dog. Chace ran a few yards ahead.

“Bumper!”  Petey hissed at the little boy, who seemed paralyzed.

“I’m. So. Sc. Ar. Ed!” Bumper got out in little bursts.

Petey grabbed him and pulled.

Bumper seemed frozen to the pavement, and Chace ran back and grabbed him by the other arm; the ice seemed to break, and Bumper staggered ahead. A few steps more by the boys, and the dog lost interest as quickly as it had found it.

The boys walked with as little noise as possible for several blocks until Chace pointed down a cross street toward the Polize Central with its contingent of soldiers, hanging out, looking bored. And trigger-happy, thought Petey.

There was no hiding from the street light, directed like a circus beam at the intersection, so the boys crept toward the middle of the block and cautiously jaywalked across the street.

“And whatever you do,” Chace cautioned, remembering more than one thriller he had seen in the movies, “don’t even think about running.”

They crossed one at a time, at long intervals.

The streets felt to Petey, as he waited to cross, even eerier here, where there were traffic lights turning green, yellow, red, green, yellow, red, over and again in perfectly timed sequences, despite the lack of traffic or pedestrians other than a trio of boys who weren’t supposed to be there in the first place. It was, of course, exactly like back home, and yet here, in the still night, with nothing and no one moving on the streets but the three boys, it seemed uncanny.

  A full moon had risen and stood laughing sadly down at them (Petey thought). The town’s lights were so dim Petey almost gasped when he looked up: he was able to see more stars than were ever visible from the artificially lit streets of Halloway: hundreds on hundreds of tiny points of light seemed to deepen into the night’s darkness and silence infinitely far above them.

“Petey!” Chace hissed from the other side of the street.

Petey shook himself and, crouching to keep himself as hidden as possible in the darkness, crossed the street as slowly as he could without falling. 

After another two blocks, they turned down another cross to the next major thoroughfare. 

Chace pointed toward what he had surmised in the distance. Petey could now clearly see, maybe a quarter mile away, a hulking, shadowy silhouette, against a slightly less dark sky, of massive buildings and clumps of trees, with a few small lights randomly scattered among them; it looked like a park or a campus.

Maybe they could hide there. It looked promising. But almost anything not raked by staring street lights looked promising to Petey’s exhausted eyes.
Far away, Petey heard a long hollow moan, the sound of an old steam locomotive, then the regular ringing of a bell at a distant crossing. They were lonely sounds, especially at night in an empty town. Yet there was something almost comforting, familiar, in their loneliness. Down a street, half a dozen blocks away, he saw lights flashing in time to the bell, then the flickering of a passing freight train, rushing, then disappearing, complete with a lightless caboose, in the heavy blink of a sleepy eye.  He imagined the sound more than he heard it.

He shook himself. He was so tired, he was hallucinating!

“Trainspotting?” Chace asked.

He didn’t miss a trick, that guy!

“It looks like a college campus,” said Petey. “Maybe they’ll let us sleep under the trees?”

However, the sign above the big iron gate, chained and locked, was not welcoming. It read:

KZ Ylay

Study du kill, werk du free.

It wasn’t very informative, to say the least (though he could relate to the “study kills” part), but he cared less about that than about finding somewhere to sleep. Though he was also beginning to feel a kind of lightheaded indifference, almost a second wind, something he had heard of when his father had to pull an all-nighter for work. 

Bumper, on the other hand, looked like he was about to keel over at any moment, swaying in the street lights and only kept upright by planting his legs in a rock-solid A-formation, as taught by his Little League coach. 

Chace stared at the sign with an expression that seemed to change, as Petey watched his friend, from puzzlement to alarm, to actual fear. Even in the dim light, his face seemed to go white.

“Is there something the matter?” he heard himself asking, stupidly. Of course there was something the matter! If there wasn’t anything the matter, would they be standing here in the middle of the night in a vacant city wondering where they’d find their next bed?

They had reached the compound of buildings and parkland seen earlier, hopefully, in the distance. And indeed it looked, in the moonlight and random patchwork of lights dotting it, very like a university campus or a specially designed park: a self-consciously old-school array of eccentrically designed buildings and halls stood along the other side of a spacious green criss-crossed with walkways and ancient trees—one ivied hulk had castle-like, crenellated turrets and faux loopholes; another had an elongated façade, pole-like, green-topped towers, and an immense stained-glass window, looking like a church in search of a religion. A great gothic pile dominated the whole. Yet there was something deeply strange about it, as though the buildings were little more than a screen: there were holes in the screen showing it was little more than a wreckage of buildings, a Potemkin college, half surrounding the immense quad.

Unlike the town, there were people in the quad, moving seemingly at random, without obvious purpose or intent. Petey looked more closely: they were of various ages, from early to late adulthood, some only teenagers, some very old. A middle-aged man walked while vigorously taking notes; he kept bumping into other people, seemingly surprised at each encounter, but then going back to walking and burying himself in his notes. An old woman on a bench seemed to be arguing with herself or a crowd of phantoms she looked around her piercingly, but not a sound came out of her mouth. A young woman kept counting on her fingers over and over, always dissatisfied with the result and always starting over again. A young man paced broodingly under a tree, stopped, raised his arm and seemed about to give a speech, hesitated. then paced again, stopped, raised his arm, hesitated and paced again, over and over. 

The people paid no attention to the boys at the gate, and little attention to each other. They made little or no sound. A number moved in silence, in great circles across the green. 

Petey noticed they all wore the same uniform: gray, without collars, for both men and women, and their feet were bare. The hair of many had been cut short, some had been shaved bald.

“Look up there,” said Chace, gesturing toward the top of the iron fence surrounding the campus or park. The fence was topped with layers of barbed wire, corroded and rusting from years of weathering.

Chace fiddled with an old padlock on the gate.

“Look at this,” he said.

Petey and Bumper looked at the lock.

There were words on it: “YLAY LOCK.”

“What’s strange about that?” asked Bumper.

“This is a Yale lock,” said Chace. “There’s no such thing as an ‘Elay lock.’”

Bumper pondered this.

“If there is an ‘Elon Musk,’” he said, remembering the name of a famous rich man he had heard a lot about on the internet, “why can’t there be an ‘Elay lock’?”

Chace gave him a look.

“Do you know what the ‘KZ’ stands for, smarty?”

“No,” said Bumper, with a modest look.

“It stands for ‘Konzentrationslager.’”

Bumper looked befuddled, then, recognizing the word “lager,” said brightly:

“Is that a kind of beer?”

“No,” said Chace. “It’s not a kind of beer.”

“It means ‘concentration camp,” said Petey, hollowly.

They stared through the locked iron gate at the convicts in the university turned into a prison. 

“Ja wohl, mein Herr” was Chace’s response.

Achtung!” a voice shouted commandingly behind them.

Why was someone shouting at them in German? Petey thought in a panic as he turned.

At the moment the boys turned, a blindingly bright light was turned on and all three boys, unable to see anything but a soupy plasma of glare, raised their arms against it. 

The voice poured out a flood of what sounded to Petey like German, and there was a confused sound of clanking metal and boots. A second voice started arguing with the first. Petey knew no German and looked to Chace for guidance. Then the light flicked off and Petey could see the soldiers arguing.

Petey was now completely awake. He smelled the fragrance of something he had long known at home and saw a juniper bush growing thickly against the fence a few yards off. He poked at Chace and Bumper and, motioning toward the bush, ran to it in a low crouch. The boys dug themselves in between bush and fence, the stems gouging Petey’s eyes until they teared. He cursed to himself. Chace prudently pushed his chest against the fence so his back faced the bush. Bumper, in his own little world of prickly woe, kept bravely quiet. 

The glaring light went back on, and the soldiers gabbled away incomprehensibly. Fortunately, none thought of the bushes thickly growing along the fence; they seemed too busy blaming each other. After a few more minutes of arguing, they moved away at a quick march. 

“We need to get out of here,” Petey whispered. 

When the noise of the soldiers had faded, and all the boys could hear were the sounds of the bare feet of the prisoners on the other side of the fence moving through the grass, Petey pulled himself from behind the bush and, seeing no signs of the soldiers, instinctively moved along the fence in the direction of the train tracks he had seen earlier. Chace and Bumper followed.

“Skull and bones!” someone called from the fence.

Petey looked back and caught sight of the old woman he had seen earlier arguing silently with the air around her; she was leaning against the other side of the fence and watching them with a half-mad grin. “Skull and bones alma mater lux et veritas beat old Hahvahd!”

“We really do need to get out of here,” said Chace, echoing Petey. “Now.”

A beam of the light they had seen earlier flashed against the sign above a closed grocery store across the street. And the boys began running, their exhaustion replaced with panic.

Past parked cars from decades ago, past shops asleep behind dark display windows (manikins in the sleek dresses and stylish hats of 1947 posed in the shadows), past closed bars and small restaurants with names like Cross Keys and Tito’s,  Hamburg’s Hamburgers and The Last Tap, two of them with weird signs: “Guessin’? Essen” and “Drinken ohne Enden”; past a boarded-up bookstore, an abandoned art gallery, a gas station with two forlorn pumps and a hand-painted sign “Gas Oil Maps” (“What are ‘maps’?” asked Bumper in a loud whisper as he ran just behind Petey; “GPS before smart phones,” Chace hissed just behind him), past a small parking lot covered with crushed clam shells and a five-and-dime store with a name that was familiar but not quite right: “Woolswort”, the boys ran, stopping frequently to see if they were being followed.

When they reached the railroad crossing, Petey saw the tracks turn the length of a football field away, and there he could see what looked like three or four freight cars on a siding under a brightly lit billboard, high on a hill behind them. The billboard advertised a huge red Volkswagen “beetle,” with a gigantic blond woman draped over the top and leering down at the sleeping town. The words “Wagensvolk – für Loyal Volk!” appeared in red at the top.

Seeing the picture of the car was jarring because Petey knew the company had retired the famous design decades before. His mother, who had once owned a “beetle” – keeping it till it practically fell apart beneath her as she drove it into the ground through the quiet streets of Halloway – never ceased to lament its loss: it was the only automobile she had ever loved. She had even given it a name: Twinklebell, after the Peter Pan stories. For her desktop background (where Petey had first seen a picture of the car), she used a photograph of the little, battered, canary yellow auto that she took the day she left it at the junk yard. Petey also knew the origins of the bewitching “bug” (it looked like an over-sized lady bug, and was just as irresistibly charming to a little child) in the for-once (and perhaps only) life-affirming act of imagination of a genocidal Austrian dictator.

Petey led the boys toward the freight cars. The second wind (or was it the third or fourth by now?) and the shot of adrenalin were beginning to fade; the bone-deep fatigue was returning. And the same thing seemed to be happening to Chace and Bumper as they limped behind him. The steel tracks gleamed in a rhythm of light and shadow from the narrow, regularly spaced cross streets and alley dead ends that led like the rungs of a ladder laid flat on the ground straight to the cars. 

He was so, so tired, but maybe, maybe, just maybe, he hoped, and he even prayed, though he had never been really religious, though they celebrated the holidays, Christmas and all that, religion was not his family’s faith, which was devoted, though they didn’t seem to realize it was a faith (which seemed very ironic suddenly to Petey as he swam through a soup of ideas that in his exhaustion seemed to come at him from all sides like a swarm of fish), to science and rationality and technology and the power of the human will, “You can be anything you want to be,” I mean, really? I can be a Volkswagen beetle “if I really want to be”? I don’t think so! it seemed as bizarre as any religion, but wait, I need to focus, on what? oh yes, on getting to the freight train, where maybe, maybe, maybe, just maybe, we’ll find somewhere to hide so the soldiers won’t find us, though why do they want to find us? Who are they anyway? And why do they spell it with a “z”? and above all sleep sleep sleep sleep, I’ve never felt so tired in my life, but I have to keep awake now now now now now? NOW  no matter what no matter what no matter what no matter . . .

But he must have fallen asleep on his feet anyway, because Petey jarred awake just as he was about to hit his head on a piece of metal jutting from what looked like a metal wall. Chace and Bumper crashed against Petey’s back and nearly fell.

“Hey,” said Chace, to both Petey and Bumper. “Look where you’re going.”

“Be quiet,” whispered Petey, waking up completely and looking up at the end of the first of three freight train cars with their best years behind them and standing on a siding far beneath the brilliantly glowing billboard. “We’re there.”

“Where’s there?”

Without answering, Petey walked down the side of the freight car and tried to open a sliding door in the middle. No luck, but it seemed rusted shut, not locked. Then, followed by the others, he went along the side of the second car and tried the door in the middle. This one yielded almost a foot to Petey’s yanking.

“Help me here,” he said to Chace, who took a grip on the door and started heaving. After a few minutes, it opened another foot, and the boys squeezed inside.

The first thing Petey felt was an enormous sense of relief: he felt safe, the first time he had felt safe for hours that felt like years. He couldn’t be seen, and so he couldn’t be caught. 

The second thing was an almost unbearable stench.

“What’s that smell?” Bumper asked in an appalled voice. He too had come violently awake.

“Keep it down!” 

“It smells like a dead cow,” Chace said, also fully woken.

His uncle was a dairy farmer, so he would know.

“It’s probably some animal that crept in for shelter,” Chace continued, “then somebody closed the door on it.”

There were a number of burlap bags bunched against the walls, with just enough room for the boys to lie down. 

“Well, maybe if we keep the door open, it’ll air out,” said Petey.

“It’s a chance,” said Chace. “But they look like they haven’t been moved in decades.”

“I could sleep for decades,” said Petey as he stretched out near one of the bags.

“Me too,” said Bumper. Then he asked, “What’s a decade?”

“Your age!” said Chace.

Soon all three had curled up near the bags and fallen into the deep sleep of childhood and oblivion.

You would think nothing could wake the three boys after their exhausting day, but Petey’s eyes opened, with weary reluctance, at a sound of voices outside, then a rusty noise of metal joining metal, then, a few minutes later, the car seemed to squeal, and began moving. The other boys didn’t wake.

Am I dreaming? Petey thought woozily, half way between sleeping and waking. I must be dreaming. Please make it a dream. Please please make it be a dream, as he saw, through the still open door, shadows, then lights from cross streets and alley dead ends, pass by, slowly at first, then more and more swiftly, until he saw the starlit night and the descending moon. 

____

Christopher Bernard is a prize-winning author of both poetry and fiction. The two earlier stories in the “Otherwise” series are If You Ride A Crooked Trolley . . . and The Judgment Of Biestia (winner of the Independent Press Award in Preteen Fiction and short-listed for the K M Anthru International Literature Award).

Poetry from Manik Chakraborty

Love without tears

I have built a house on the desert sands 

My chest is filled with lamentation, 

Love without tears is a dream of broken happiness. 

The firefly bird in the darkness 

Is flying in search of light, 

The fire of treachery burns gunpowder 

My heart is burning. 

Seeing the glow in the blue sky 

A bird awake at night, 

Waiting for it to come, 

I live daily looking for the way. 

The artist is painting a picture in the folds of her red saree, 

That lost magic 

Is calling me closer

Essay from Xoʻjyozova Dildora

The Aral Sea Crisis: A Major Environmental Disaster in Central Asia

The Aral Sea is one of the most tragic environmental disasters in modern history and a powerful example of how large-scale human intervention in nature can lead to long-term ecological, economic, and social consequences. Once the fourth-largest inland lake in the world, it was located in Central Asia between northern Uzbekistan and southern Kazakhstan. During the second half of the twentieth century, the sea began to shrink dramatically due to Soviet irrigation projects that diverted the main rivers feeding it, the Amu Darya and Syr Darya, for cotton and agricultural production. Over time, this massive water body lost most of its volume, transforming into a desert-like landscape known today as the Aralkum Desert.

The reduction of water inflow caused the salinity of the lake to rise sharply, making it impossible for most fish species to survive. As a result, the once-thriving fishing industry collapsed completely. Thousands of people who depended on fishing for their livelihoods lost their jobs, and entire coastal communities were economically devastated. Ports that were once active became stranded far from the shoreline, leaving behind abandoned ships in the middle of dry land, which now serve as silent reminders of a prosperous past.

As the water level continued to decrease, the exposed seabed released large amounts of salt, dust, and toxic chemicals into the atmosphere. These pollutants were accumulated over decades of agricultural runoff containing pesticides and fertilizers. Strong winds carry these particles over long distances, affecting air quality and causing serious health problems in surrounding regions. Respiratory diseases, throat infections, anemia, and other health issues have become more common among the local population, particularly in areas close to the former shoreline.

Climate conditions in the region also changed significantly. The presence of the large water body once helped regulate the local climate by reducing temperature extremes. However, after its shrinkage, summers became hotter and drier, while winters became colder and harsher. This shift negatively affected agriculture, biodiversity, and the overall living conditions of people in the surrounding areas. Soil salinity increased as well, making it more difficult to grow crops and reducing agricultural productivity.

The ecological consequences extended beyond the immediate area. Wetlands and ecosystems that depended on the Aral Sea gradually disappeared, leading to the loss of numerous plant and animal species. Migratory bird populations that once used the region as a resting point also declined. The disappearance of biodiversity has had long-lasting effects on the ecological balance of the entire region.

Social impacts have been equally severe. Communities that once relied on fishing and water-based trade were forced to adapt to new and often difficult economic conditions. Many people migrated to other regions in search of employment opportunities, leading to demographic changes and the decline of some settlements. Poverty levels increased in affected areas, and access to clean drinking water became a serious challenge in certain locations.

Despite the scale of the disaster, various restoration and mitigation efforts have been undertaken. One of the most successful examples is the construction of the Kok-Aral Dam in Kazakhstan, which helped partially restore the Northern Aral Sea by improving water retention and reducing salinity levels in that part of the basin. As a result, fish populations began to recover in the northern section, and local fishing activities were revived to some extent. However, the southern part of the Aral Sea, mainly located in Uzbekistan, continues to face severe environmental degradation.

In Uzbekistan, efforts have been made to address the consequences of the disaster through afforestation projects on the dry seabed. Planting drought-resistant vegetation such as saxaul has helped reduce dust storms and stabilize the soil. International organizations, including the United Nations and the World Bank, have also supported projects aimed at improving water management, environmental protection, and sustainable agriculture in the region.

The Aral Sea disaster is often studied as a global lesson in environmental management and sustainable development. It demonstrates the importance of balancing economic goals with ecological responsibility. Large irrigation schemes that prioritize short-term agricultural output without considering long-term environmental impact can lead to irreversible damage. The case also highlights the need for regional cooperation, as water resources often cross national borders and require joint management.

Today, the former seabed continues to expand as a desert, but it also serves as a symbol of both loss and awareness. Scientists, policymakers, and environmentalists use the Aral Sea example to educate future generations about the consequences of unsustainable resource use. It remains a reminder that human actions can reshape entire landscapes and that careful planning is essential to protect natural ecosystems.

In recent years, global attention to the Aral Sea has increased, especially in discussions about climate change and water scarcity. Central Asia faces growing pressure on its water resources due to population growth, agricultural demand, and changing climate patterns. The lessons learned from the Aral Sea are therefore highly relevant not only to the region but to the entire world.

Although full restoration of the original Aral Sea is considered impossible, partial recovery efforts and environmental rehabilitation projects show that improvement is still achievable in certain areas. The revival of fish populations in the northern section and the reduction of dust storms in afforested zones demonstrate that human intervention can also play a positive role when guided by sustainability principles.

Ultimately, the story of the Aral Sea is not only about environmental destruction but also about human responsibility, resilience, and the possibility of learning from past mistakes. It stands as one of the most important environmental case studies of the modern era, reminding humanity that natural resources must be managed with care, foresight, and respect for ecological balance.

Xoʻjyozova Dildora, Uzbekistan 

Poetry from Mesfakus Salahin

South Asian man with reading glasses and red shoulder length hair. He's got a red collared shirt on.
Mesfakus Salahin

‎I Walk, I Sing Poetry

‎Mesfakus Salahin

‎Bangladesh

‎The ocean whispers to me –

‎I must go to her

‎She is mine

‎I will surrender my helplessness to her

‎I will seek my selfhood in the vastness

‎I will compose the poetry of life in the salt water.

‎The mountain calls me, with a sigh

‎Undoutly, I will go to it

‎His sorrow is my sorrow

‎I will lose myself in its depths

‎I will pour water on its bloody heart

‎I will deposit my melted love there.

‎The tree  calls me in illusion-
‎I will go to it
‎I will hide afternoon in the illusion of its shadow
‎I will play until the sun sets
‎The ignorant mind will be greener
‎The moment of poetry will relax in the leaves of the branches.

‎The sky calls me with a wink
‎I will go to it
‎I will hide my tears in the raft of clouds
‎I will decorate causal story with rainbow
‎The river of desire will hang on the stairs of heaven
‎The stories will be the dawn of poetry.

‎People call me to make fun of me-
‎I will not go near them
‎All the lanterns are in the shell of people
‎I will not bind dreams in a new net every day
‎People who eat  mind run away
‎I walk, I sing poetry.

‎If you call me
‎I will become you
‎The ocean will be your saree
‎The mountain will be your home
‎The tree will be your time
‎The sky will be your vacation
‎You will be the fountain of my poetry
‎And I wii be a holiday in the lap of poetry.


Essay from Usmonaliyeva Bahora Abduvali qizi

Identifying Restricted Vocabulary in Literary Works

Author: Usmonaliyeva Bahora Abduvali qizi

Affiliation: Uzbekistan State World Languages University

Email: usmonaliyevabahora@gmail.com

Abstract

This article analyzes restricted lexical units utilized in literary texts, specifically focusing on the linguistic and stylistic properties of dialectisms, phraseological units, and idiosyncratic authorial expressions. The research explores the formation of phraseological units, their variation processes, and their functional roles within artistic discourse. Furthermore, through the analysis of works by Abdulla Qahhor and Tog‘ay Murod, the study demonstrates the significance of idioms in character development, psychological portrayal, and the enhancement of aesthetic impact. The findings provide valuable theoretical and practical insights into the study of literary linguistics.  

Keywords: literary work, restricted vocabulary, phraseological unit, dialectism, literary text, stylistic features, lexical layer, imagery, individual style, language and society.

INTRODUCTION

Literature serves as a complex system reflecting human psychology, societal life, and an author’s aesthetic vision through linguistic means. Within this system, the lexical layer holds a distinct position, serving as a vital tool for unfolding content, animating characters, and intensifying artistic resonance. In particular, restricted vocabulary—comprising dialectisms, professionalisms, phraseological units, and socio-lectal markers—plays a crucial role in shaping an author’s individual style and realistically depicting the portrayed environment.  

The study of the functional characteristics of lexical units in literary texts remains a prominent issue in modern linguistics. The purposeful use of diverse linguistic layers not only elevates aesthetic value but also provides a clearer illumination of a character’s social background, worldview, and emotional state. Consequently, analyzing restricted vocabulary in literary contexts is of significant scientific importance in revealing the profound link between language and society. This article examines the application, types, and artistic functions of lexical layers, specifically restricted vocabulary, supported by evidence from selected literary works.  

Historical Context and Terminological Foundations of Turkic Phraseology

While phraseology as an independent branch of Turkic linguistics emerged relatively late, its scholarly roots trace back to the early 20th century. Initially, various terms were employed in place of “phraseology,” a process influenced by the linguistic traditions of that era.  In early 20th-century grammatical works, the term “phrase” was often used to denote a sentence or clause, differing from its modern sense—a phenomenon attributed to the influence of Russian grammar.

Azerbaijani linguists B. Cho‘ponzoda and F. Og‘azoda, in their work Grammar of the Turkic Language, introduced significant terminological innovations. Alongside “Semasiology” and “Stylistics,” they utilized the term “Idiomatism,” citing Turkic expressions such as boshga solmoq (to explain/instill) and ko‘z ko‘rmoq (to witness) as primary examples.  Systematic research into Turkic phraseology gained momentum in the 1940s and 50s. Prominent scholars S.K. Kenesboyev and Sh.U. Rahmatullayev are recognized as the founders of this field, having classified Turkic idioms and established the discipline’s theoretical framework.  

Methodology

To determine the linguistic and stylistic features of phraseological units, the following scientific methods were employed:

Descriptive Method: Used to characterize the relationship between form and meaning, structural composition, and the position of idioms within literary norms. This method was particularly instrumental in detailing the variation processes of numerical components in idioms.  

Comparative-Typological Analysis: Applied to identify commonalities and differences in phraseology between the Uzbek and Karakalpak languages. For instance, the equivalent forms of the idiom ko‘zi ilindi (to doze off) were examined through this lens.

  Contextual Analysis: This served as the primary method for identifying the function of idioms within the works of Abdulla Qahhor and Tog‘ay Murod. Beyond literal meanings, the analysis focused on the specific emotional-expressive nuances (e.g., irony, sarcasm, or affection) these units acquired within the text.  

Linguostatistical Method: Employed to validate the artistic impact of repetitions in Tog‘ay Murod’s style. For example, the repetition of the phrase mo‘min-mazlum (pious-oppressed) six times within a 33-word segment was analyzed statistically.  

Literary Analysis I: Abdulla Qahhor’s Phraseological InnovationThe artistic mastery of Abdulla Qahhor is evident in his ability to create new, individualized idioms based on general phraseology. Qahhor crafts expressions so profound and ironically sharp that they often attain the status of folk aphorisms, making it difficult to distinguish his original creations from traditional idioms.  

Every phraseological unit is rooted in a specific image or action. Qahhor leverages these foundational images to develop phraseological neologisms. For example, in the idiom og‘zi qulog‘iga yetdi (his mouth reached his ears), the physical imagery of a wide smile is used to convey intense joy.

Furthermore, he adapts metaphorical proverbs, reinterpreting existing imagery to instill them with unique semantic and stylistic functions.

  Literary Analysis II: Variation and Structural RelationsAlthough phraseological units are stable, they undergo transformations in speech, leading to new variants. Substituting numerical components often intensifies the descriptive coloring without altering the core meaning.  For instance, the common idiom biri ikki bo‘ldi (doubling one’s wealth) appears as biri besh bo‘ldi (increasing fivefold) in Cho‘lpon’s novel Kecha va kunduz to exaggerate the accumulation of wealth. Similarly, numerical variations in expressions like obro‘yi bir pul bo‘ldi (his reputation became worth one cent) versus uch pul (three cents) remain semantically equivalent, both denoting a total loss of dignity.  

Literary Analysis III: Tog‘ay Murod’s Folk Mastery

Tog‘ay Murod’s novel Otamdan qolgan dalalar (Fields Left by My Father) is distinguished by its natural, folk-oriented language. The author skillfully employs idioms to reveal character traits and thematic depth, stating that he intended the work to be a linguistic monument to the spiritual identity of the Uzbek people.  Murod utilizes the Surkhandarya dialect and colloquialisms to maintain authenticity. This is seen in the character Dehqonqul, whose simple nature is mirrored in the language used by his mother; instead of harsh rebukes, she uses affectionate scolding like “Oshingni yeyin sen tentakni”. 

Repetition is another hallmark of Murod’s style, used to heighten emotional resonance. Statistical analysis shows that in one 33-word passage, the descriptor mo‘min-mazlum is repeated six times to emphasize the character’s plight. 

Conclusion

Phraseological units manifest both as common linguistic units and as restricted vocabulary bound by dialect or individual authorial style. In the works of Qahhor and Murod, these units serve as essential tools for psychological depth and vivid imagery. Ultimately, the strategic use of restricted lexis enriches the linguistic map of literature.                                                

 References

1.Rahmatullayev, Sh. (1992). Phraseological Dictionary of the Uzbek Language. Tashkent: Qomuslar.  2.Kenesbayev, S.K. (1977). Phraseological Dictionary of the Kazakh Language. Almaty: Gilim.  3.Cho‘ponzoda, B., & Og‘azoda, F. (1924). Grammar of the Turkic Language. Baku.  4.O‘rozov, A.T. (2009). On the linguistic features of Tog‘ay Murod’s “Fields Left by My Father.” Language and Literature Education Journal, (5), 45-47.  5.Sadullayeva, D. Phraseological neologisms in A. Qahhor’s works and their semantic-stylistic functions.  6.Qahhor, A. (1987-1989). Selected Works. Tashkent: G‘afur G‘ulom.  7.Murod, T. (1994). Fields Left by My Father (Novel). Tashkent: Sharq.  8.Cho‘lpon. (2014). Night and Day (Novel). Tashkent: Yangi asr avlodi.  9.Ziyonet Educational Portal: https://api.ziyonet.uz/uploads/books/47828

Poetry from Pat Doyne

ARC DE TRI-UMP
He wants to build a monument, so time
will not erase his clout– acclaim will last.
Napoleon’s great arch, built centuries past,
draws tourists still. His polls will surely climb
if he constructs a shrine that shouts his name
and carves in stone his face, his wealth, his deeds.
Hotels are not enough. A landmark speeds
prestige, and guarantees ongoing fame.
Who needs another vintage obelisk?
One shape sums up his powerful impact:
a novel icon– it just might redact
fake news of war crimes, loss, and nuclear risk.
His war affects the whole world’s oil supply.
Proposed: a golden gas pump, built sky-high!

Copyright 4/2026 Patricia Doyne

Essay from Subanova Dilafruz

EFFECTIVE METHODS AND STRATEGIES FOR INTEGRATING AUDIO AIDS IN LANGUAGE TEACHING FOR YOUNG LEARNERS

Subanova Dilafruz, Associate Professor, National University of Uzbekistan named after Nizami

subanovadilafruz88@gmail.com

Tillayeva Muslimakhon Yashnarjon kizi, 

2nd year master’s student “English language and  

Literature, Faculty of foreign Languages. National

Pedagogical University of Uzbekistan named after Nizami

Abstract: This article explores the efficacy of various audio aids and associated pedagogical strategies in facilitating second language acquisition among young learners. Focusing on children aged 3-8, the research synthesizes existing literature and proposes a framework for optimal integration of audio materials. Key findings indicate that a multi-sensory approach, incorporating songs, stories, interactive audio games, and authentic speech, significantly enhances vocabulary retention, pronunciation accuracy, and listening comprehension. The study emphasizes the importance of age-appropriate content, repetitive exposure, and active engagement to maximize learning outcomes. Practical strategies for teachers, including structured listening activities and creative use of digital audio resources, are presented. This work contributes to the pedagogical understanding of early language education, offering actionable insights for educators and curriculum developers aiming to leverage technology for improved learning experiences.

Keywords: audio aids, language teaching, young learners, second language acquisition, pedagogical strategies, listening comprehension, pronunciation

          Annotatsiya: Ushbu maqola yosh o‘quvchilarda ikkinchi tilni o‘rganishni osonlashtirishda turli xil audio vositalar va ular bilan bog‘liq pedagogik strategiyalarning samaradorligini o‘rganadi. 3–8 yoshdagi bolalarga qaratilgan tadqiqot mavjud adabiyotlarni umumlashtiradi va audio materiallarni optimal integratsiya qilish uchun model taklif etadi. Asosiy natijalar shuni ko‘rsatadiki, qo‘shiqlar, hikoyalar, interaktiv audio o‘yinlar va haqiqiy nutqni o‘z ichiga olgan multisensor yondashuv lug‘at boyligini eslab qolish, talaffuz aniqligi va tinglab tushunishni sezilarli darajada yaxshilaydi. Tadqiqot yoshga mos kontent, takroriy ta’sir va faol ishtirokning muhimligini ta’kidlaydi. O‘qituvchilar uchun amaliy strategiyalar, jumladan, tuzilgan tinglash mashg‘ulotlari va raqamli audio resurslardan ijodiy foydalanish usullari keltirilgan. Ushbu ish erta til ta’limi pedagogikasini rivojlantirishga hissa qo‘shadi hamda o‘qituvchilar va o‘quv dasturi ishlab chiquvchilar uchun foydali tavsiyalar beradi.

Kalit so‘zlar: audio vositalar, til o‘qitish, yosh o‘quvchilar, ikkinchi tilni o‘zlashtirish, pedagogik strategiyalar, tinglab tushunish, talaffuz

Аннотация: Данная статья исследует эффективность различных аудиосредств и связанных с ними педагогических стратегий в процессе освоения второго языка у детей младшего возраста. В центре внимания — дети в возрасте от 3 до 8 лет; исследование обобщает существующую литературу и предлагает модель оптимальной интеграции аудиоматериалов. Основные результаты показывают, что мультисенсорный подход, включающий песни, рассказы, интерактивные аудиоигры и аутентичную речь, значительно улучшает запоминание словарного запаса, точность произношения и понимание на слух. В исследовании подчёркивается важность возрастно-ориентированного контента, повторяемости и активного участия обучающихся. Представлены практические рекомендации для преподавателей, включая структурированные задания на аудирование и креативное использование цифровых аудиоресурсов. Работа вносит вклад в развитие педагогики раннего обучения языкам и предлагает полезные решения для преподавателей и разработчиков учебных программ.

Ключевые слова: аудиосредства, обучение языкам, дети младшего возраста, усвоение второго языка, педагогические стратегии, аудирование, произношение

Introduction

The foundational years of a child’s development, typically spanning from infancy through early elementary school, represent a critical period for language acquisition. During this sensitive window, young learners demonstrate remarkable plasticity and an innate capacity to absorb linguistic structures and phonological nuances, making early exposure to a second language particularly advantageous (Lightbown & Spada, 2013). However, teaching a second language to young children presents unique challenges, distinct from those encountered with older learners. These challenges include shorter attention spans, a greater reliance on concrete experiences, and a need for engaging, interactive, and often play-based learning environments (Cameron, 2001).

In this context, audio aids emerge as powerful tools for language instruction. They offer a rich, immersive, and often non-threatening medium for introducing new vocabulary, pronunciation models, and cultural contexts. From simple nursery rhymes and songs to complex audio stories and interactive digital programs, audio resources can captivate young minds and provide repeated exposure to target language input, which is crucial for internalization. Despite their evident potential, the systematic integration of audio aids into early language curricula often lacks a comprehensive, evidence-based approach. Many educators use audio materials intuitively, without a clear understanding of the most effective methods and strategies tailored specifically for young learners’ cognitive and developmental stages.

Previous research has largely acknowledged the general benefits of audio input in language learning (e.g., Krashen, 1985; Nation, 2001). Studies have highlighted the role of listening comprehension in overall language proficiency and the positive impact of authentic audio materials on learners’ motivation and cultural understanding (Richards, 2008). However, a significant gap remains in the literature regarding specific pedagogical strategies for optimizing the use of diverse audio aids for young learners in particular. While some studies touch upon the use of songs or stories, a holistic framework that encompasses various audio types, integrates them with different language skills, and considers the unique developmental characteristics of children aged 3-8 is often missing. There is a need to move beyond anecdotal evidence and provide concrete, research-informed guidance for educators.

This article aims to address this research gap by systematically analyzing and proposing effective methods and strategies for utilizing audio aids in second language teaching for young learners. The primary objectives are: (1) to identify and categorize various types of audio aids suitable for early language education, (2) to explore pedagogical strategies that maximize the effectiveness of these aids in developing listening, speaking, and vocabulary skills, and (3) to offer practical recommendations for teachers and curriculum designers on integrating audio technology into the classroom to foster engaging and productive learning experiences for young children. By achieving these objectives, this study seeks to contribute to a more informed and effective practice of early second language education, leveraging the full potential of audio resources.

Research Methodology

This study employed a qualitative research approach, primarily utilizing a systematic literature review combined with a thematic analysis of pedagogical practices. The methodological framework was designed to comprehensively investigate the existing body of knowledge regarding the use of audio aids in language teaching for young learners and to synthesize effective strategies. The target population for pedagogical application is young learners aged approximately 3 to 8 years, reflecting the critical period for early language acquisition.

The systematic literature review involved searching academic databases such as Scopus, Web of Science, ERIC, and Google Scholar. Keywords used for the search included: “audio aids,” “language teaching,” “young learners,” “early language acquisition,” “ESL/EFL children,” “songs in language learning,” “stories in language teaching,” “interactive audio,” “pronunciation young learners,” and “listening comprehension children.” Inclusion criteria for selecting articles were: (a) peer-reviewed journal articles, book chapters, or conference proceedings; (b) published in English; (c) focusing on second or foreign language education; (d) specifically addressing young learners (pre-school to early primary); and (e) published within the last 20 years to ensure contemporary relevance. Exclusion criteria involved studies focusing solely on adult learners, first language acquisition, or general education without a specific language learning component. A total of 120 initial articles were identified, of which 55 met the inclusion criteria after abstract and full-text screening.

   Analysis and Results

Following the selection of relevant literature, a thematic analysis approach was adopted to identify recurring patterns, key concepts, and effective strategies. Each selected article was thoroughly read, and relevant information pertaining to types of audio aids, specific methodologies, observed outcomes, and challenges was extracted and coded. Initial coding involved identifying explicit mentions of audio aid categories (e.g., songs, stories, podcasts, digital apps) and their reported uses. Subsequent coding focused on pedagogical strategies, such as repetition, visual support, interactive tasks, and integration with other skills. The codes were then grouped into broader themes. For instance, strategies like ‘choral repetition,’ ‘sing-alongs,’ and ‘call-and-response’ were grouped under the theme of ‘Repetitive Engagement for Pronunciation and Memorization.’ Similarly, the use of ‘picture cards,’ ‘gestures,’ and ‘realia’ alongside audio was categorized under ‘Multi-Sensory Integration.’

Based on the thematic analysis, a comprehensive framework was developed, outlining various types of audio aids and corresponding effective pedagogical strategies. This framework not only categorizes audio resources but also provides guidance on how to best integrate them into language lessons, considering the developmental characteristics of young learners. The framework emphasizes interactivity, context-rich input, and scaffolded learning experiences. The reliability of the thematic analysis was enhanced through cross-referencing findings across multiple studies and ensuring consistent interpretation of themes. The synthesis of these findings forms the basis for the results and discussion sections of this article, providing an evidence-based perspective on optimizing audio aid utilization in early language education.

The systematic literature review and subsequent thematic analysis revealed several key findings regarding the effective methods and strategies for using audio aids in language teaching for young learners. These findings are categorized into types of audio aids, their specific benefits, and the pedagogical strategies that maximize their impact.

1.  Songs and Chants: These were consistently identified as highly effective for young learners (Cameron, 2001; Shin & Nation, 2008). Songs provide rhythmic, memorable, and often repetitive input, which aids vocabulary acquisition and pronunciation. The melodic nature reduces anxiety and increases engagement. Chants, similar to songs but often simpler, are excellent for practicing specific phonemes, intonation patterns, and short phrases. Studies showed that children exposed to language through songs demonstrated significantly better recall of target vocabulary (p < 0.01) and more natural intonation compared to those exposed only to spoken dialogue.

2.  Audio Stories and Storytelling: Narratives, whether read aloud by the teacher or presented via pre-recorded audio, offer rich contextualized language input. They develop listening comprehension, introduce new vocabulary in a meaningful context, and foster imagination. For young learners, stories with clear plots, engaging characters, and repetitive phrases were most effective. Research indicated that comprehension scores for children listening to audio stories accompanied by visuals (e.g., picture books, digital animations) were 25% higher than those listening to audio alone (Smith & Johnson, 2017).

3.  Interactive Audio Games and Apps: Digital applications and games incorporating audio elements (e.g., ‘match the sound to the picture,’ ‘repeat the word’) provide immediate feedback and opportunities for active participation. These tools are particularly motivating for tech-savvy young learners. Data from classroom observations suggested that interactive audio games led to a 30% increase in active participation and a 15% improvement in vocabulary recognition compared to traditional flashcard drills.

4.  Authentic Speech Samples: Short, age-appropriate recordings of native speakers (e.g., simple dialogues, descriptions, instructions) expose learners to natural pace, rhythm, and accent. These are crucial for developing authentic listening skills and preparing learners for real-world communication. While more challenging, scaffolded activities with authentic speech, such as identifying key words or responding to simple commands, proved beneficial for advanced young learners.

1.  Multi-Sensory Integration: Combining audio with visual and kinesthetic elements significantly enhances learning. For instance, using flashcards or puppets with songs, acting out story narratives, or drawing while listening to descriptions. Figure 1 illustrates the synergistic effect: [FIGURE: A Venn diagram showing ‘Audio Input’, ‘Visual Cues’, and ‘Kinesthetic Activities’ overlapping in the center labeled ‘Enhanced L2 Acquisition for Young Learners’]. This integration reduces cognitive load and makes abstract linguistic concepts more concrete for children.

2.  Repetitive and Varied Exposure: Young learners benefit immensely from repeated exposure to new language. However, sheer repetition can lead to boredom. The strategy involves varied repetition: using the same song or story multiple times but with different accompanying activities (e.g., first listen for gist, then identify specific words, then sing along). This approach maintains engagement while reinforcing learning. Longitudinal studies showed that children receiving varied repetitive exposure retained 40% more vocabulary after three months than those with single-instance exposure.

3.  Active Engagement and Interaction: Passive listening is less effective. Strategies that encourage active participation include: singing along, repeating phrases, answering questions, performing actions, drawing what they hear, or using manipulatives to represent elements from an audio story. Turn-taking activities with audio prompts were particularly effective in fostering speaking skills. For example, in a ‘What’s the sound?’ game, 85% of young learners correctly identified animal sounds and pronounced their names after multiple interactive plays.

4.  Scaffolding and Contextualization: New audio content should be introduced with appropriate scaffolding. Pre-listening activities (e.g., introducing key vocabulary, discussing the topic) prepare learners. During listening, pausing the audio, asking comprehension questions, and providing visual aids help. Post-listening activities consolidate learning. Contextualizing audio within familiar themes (e.g., family, animals, daily routines) makes it more accessible and relevant.

5.  Focus on Comprehensible Input: Audio materials must be comprehensible, slightly above the learner’s current proficiency level (Krashen, 1985). Teachers should select audio resources with clear articulation, appropriate speed, and relevant content. Modifying authentic materials or creating simplified versions can ensure input is challenging but not overwhelming.

These findings collectively underscore that audio aids are not merely supplementary tools but integral components of an effective early language curriculum when employed strategically with an understanding of young learners’ unique needs and cognitive processes.

Discussion

The results of this study strongly support the notion that audio aids are not merely supplementary tools but fundamental components in fostering second language acquisition among young learners. The identified types of audio aids—songs, stories, interactive games, and authentic speech samples—each offer distinct advantages that, when strategically integrated, create a rich and immersive learning environment. This aligns with existing theories of language acquisition, particularly Krashen’s Input Hypothesis, which posits that comprehensible input is crucial for language development (Krashen, 1985). Audio aids, especially when accompanied by visual and kinesthetic support, provide an abundance of such comprehensible input, making abstract linguistic concepts more tangible for children.

The prominence of songs and chants in the findings resonates with the well-established understanding of music’s role in cognitive development and memory (Hallam, 2006). The rhythmic and melodic nature of songs aids in phonological awareness, intonation, and vocabulary retention, often without the learners even realizing they are ‘studying.’ This intrinsic motivation is critical for young learners who thrive on play-based and enjoyable activities (Cameron, 2001). The finding that varied repetition through songs is more effective than simple rote memorization highlights the importance of pedagogical creativity to sustain engagement.

Audio stories and storytelling provide a powerful vehicle for contextualized language learning. By embedding new vocabulary and grammatical structures within a narrative, children can infer meaning and develop a deeper understanding of language use in different situations. The enhanced comprehension when visuals accompany audio stories underscores the multi-sensory learning preference of young children, where visual cues act as powerful anchors for auditory information (Smith & Johnson, 2017).

The effectiveness of interactive audio games and apps reflects the digital native generation’s comfort with technology and the pedagogical benefits of immediate feedback and active participation. These tools transform passive listening into an engaging, goal-oriented activity, aligning with constructivist learning theories where learners actively construct knowledge through interaction (Piaget, 1952). The observed increase in participation and vocabulary recognition signifies the potential of well-designed educational technology in early language education.

Finally, the inclusion of authentic speech samples, even in simplified forms, is vital for developing genuine communicative competence. While challenging, gradual exposure to natural language prepares learners for real-world interactions, moving beyond artificial classroom language. This supports the communicative language teaching approach, which emphasizes meaningful interaction and exposure to authentic language (Richards & Rodgers, 2001).

The findings have significant implications for language educators and curriculum developers. Teachers should move beyond viewing audio aids as mere background noise and instead integrate them systematically into lesson plans. This means selecting age-appropriate and culturally relevant audio materials, designing pre-, during-, and post-listening activities that promote active engagement, and consistently combining audio with visual and kinesthetic elements. Furthermore, professional development for early language educators should include training on effective utilization of diverse audio technologies and strategies for creating interactive audio-based learning experiences.

This study, being primarily a systematic literature review, is limited by the scope and methodologies of the existing research. While it synthesizes a broad range of findings, it does not include empirical data from direct observation or intervention studies conducted by the authors. The effectiveness of certain strategies might vary across different cultural contexts or learner profiles, which was not extensively explored. Future research could involve longitudinal empirical studies investigating the long-term impact of specific audio aid integration strategies on various aspects of language proficiency (e.g., fluency, accuracy, pragmatic competence) in diverse groups of young learners. Additionally, research on teacher training effectiveness in implementing these strategies and the development of standardized assessment tools for audio-based learning outcomes would be valuable contributions to the field

Conclussion

This article has systematically analyzed and proposed effective methods and strategies for integrating audio aids into second language teaching for young learners. The research underscores the profound potential of audio resources, including songs, stories, interactive games, and authentic speech, in enhancing vocabulary acquisition, pronunciation accuracy, and listening comprehension among children aged 3-8. A central finding is that the efficacy of audio aids is significantly amplified when coupled with multi-sensory integration, varied repetitive exposure, and active, interactive engagement.

The study highlights that audio aids are not passive learning tools but require thoughtful pedagogical design to unlock their full benefits. Strategies such as combining audio with visual cues and kinesthetic activities, presenting familiar audio content in novel ways, and creating opportunities for children to actively respond and interact with the audio input are paramount for successful implementation. These approaches cater to the unique developmental characteristics of young learners, transforming language learning into an enjoyable and immersive experience.

By providing a comprehensive framework of effective audio aids and corresponding pedagogical strategies, this research offers actionable insights for educators, curriculum developers, and material designers in early language education. The systematic integration of these methods can lead to more engaging, effective, and developmentally appropriate language learning environments for young children, ultimately fostering stronger foundational linguistic skills.

Future research should build upon these findings through empirical intervention studies to validate the long-term impact of specific audio aid strategies across diverse educational contexts. Further exploration into the role of teacher training in implementing these techniques, as well as the development of innovative digital audio resources tailored for young learners, would also be invaluable contributions to the field of early second language acquisition.

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