Emran Emon named among South Asia’s influential columnistsFeature Desk: Prominent journalist, columnist and global affairs analyst Emran Emon has been listed among South Asia’s most influential columnists—alongside some of the subcontinent’s most celebrated intellectuals and literary figures.The prestigious lineup includes India’s Shashi Tharoor, Arundhati Roy, P. Sainath, Barkha Dutt, Ravish Kumar and Ramachandra Guha; Pakistan’s I.A. Rehman, Kamila Shamsie, Huma Yusuf and Mohsin Hamid; Sri Lanka’s Rohini Mohan and Dayan Jayatilleka, and Nepal’s Kanak Mani Dixit. Other Bangladeshis on this list include Syed Badrul Ahsan, Mahfuz Anam and Afsan Chowdhury. Recently, a Google statistical report published these findings.What makes this achievement remarkable is that Emran Emon is the youngest columnist on the list, representing Bangladesh with intellectual distinction and moral clarity at a time when the region’s journalistic integrity and freedom of expression face renewed tests.Reflecting on this milestone, Emran Emon said with characteristic humility: “To see my name—especially as the youngest—stand beside these globally acclaimed intellectuals, representing Bangladesh, is nothing short of a lifetime honor. I do not take pride in my name alone; my pride lies in the word ‘Bangladesh‘ that stands beside it.”Over the past few years, Emran Emon has emerged as one of South Asia’s most incisive and fearless voices. Earlier, Emran Emon was listed in the Hindustan Times’ HT Syndication list of South Asia’s best writers. Foreign Policy magazine quotes Emran Emon as “Influential Regional Voice.” His columns—often marked by analytical depth, historical grounding, and literary resonance—have examined critical global and regional questions: from the shifting balance of power in Asia and the digital sovereignty debate, to climate justice, press repression, and the moral crises of modern governance.Scholars and fellow writers have described him as a “writer of conscience and conviction,” whose work bridges the worlds of politics, literature, and ethics. His pieces, published in both English and Bengali, have gained widespread readership across South Asia and the global diaspora.An editor of an influential English daily noted: “Emran Emon’s inclusion is more than personal success—it’s a national moment as well as a matter of pride for Bangladesh itself. He represents a generation of Bangladeshis who think globally but remain deeply rooted in the moral soil of 1971. His pen carries both intellect and integrity. Emran Emon has always been a nationalist writer who writes against the current. The bold and fearless pieces he has written—born of a deep sense of Bangladeshi nationalism—stand as a priceless asset to the nation.”
She was born in the municipality of Frontino, Antioquia Department. She is a psychologist, visual artist, poet, and short story writer. Solo painting exhibitions: 20 Group exhibitions: 35 Recitals: 15 Several of her poems have been published in various anthologies, illustrated with her paintings. She is a member of several collectives, including: Atenea, Escuela Aluna, and Poetas Frontineños.
Student Life – The Harmony of Dreams and Hard Work
There comes a time in every person’s life that becomes not only a period of learning but also a school of dreams, perseverance, labor, and life experience. This period is student life. Student life is the most beautiful, meaningful, and responsible stage of youth. It represents a turning point in a person’s life, a serious step toward the future.
Today, when we speak of a student, we do not only mean young people sitting in lecture halls, reading books, or preparing for exams. A student is someone who harmonizes their dreams with effort, contributing to the development of society. A student is the owner of tomorrow — a person who is laying the foundation for the future of the nation today.
No dream can be achieved easily. Behind every success lies sweat, dedication, and endless striving. Therefore, student life is not a dream without effort, but labor infused with dreams. Every day, a student wakes up early to attend classes on time, stays in the library after lectures, conducts research, and explores additional resources through the internet. With each of these daily efforts, they lay the groundwork for future achievements.
The years of student life strengthen a person and prepare them for real life. During this period, one learns to think independently, value time, and overcome obstacles. Especially when dreams and hard work are combined, the result is always bright. Work opens the way to dreams, and dreams give meaning to work. Every student has their own dream: some wish to become doctors who bring healing to people, others aspire to be engineers creating new technologies, and some hope to be teachers nurturing the next generation. Yet all these dreams come true only through diligence and perseverance.
Student life is a test — but in this test, a person discovers themselves. The moments of fatigue, the sleepless nights, the hours devoted to study — all of them later turn into a source of pride. Because this hard work is the foundation of one’s dreams, the beginning of future success.
Today’s students are tomorrow’s scientists, engineers, teachers, and leaders. In their hands lies the future of the nation, the trust of the people, and the hope of progress. Therefore, if every student harmonizes their dreams with their labor, our country will confidently move toward a brighter future. For wherever dreams and hard work unite, there will always be success, happiness, and a prosperous tomorrow.
Amonboyeva Shahnoza Yusupboy qizi was born on august,2007,in Gurlan District, Khorezm region, Republic of Uzbekistan. She graduated from her local school. She is currently a first-year student at the Urgench State University.
October 21 is the day when the Uzbek language was granted the status of the state language.
The mother tongue is the most precious and sacred language for every human being. From the moment a person is born, they begin to know the world through the words of their loved ones and the lullabies of their mother. Even if they do not yet understand those words, they can feel their warmth and love. That is why, when a child begins to speak, their first words are in their native language.
Language is the mirror of our nation — its past, present, and future. Through our mother tongue, we express our thoughts, share our dreams and hopes, and ease our pain. Every nation takes pride in its language, and we Uzbeks are proud to have the Uzbek language — a rich, refined language with a thousand-year history.
Our history, culture, and traditions live within our mother tongue. Therefore, each of us must love our language, preserve it, and strive to use it beautifully and correctly. Indifference to one’s language means indifference to one’s identity. Our language is our national pride and spiritual foundation. Protecting and developing it is a sacred duty for every one of us.
A person who cherishes their mother tongue listens to their heart — because our language is the pure and sincere voice of our soul.
Bahodirova Nozanin Bahodirovna was born on July 6, 2009, in the village of Dehqonobod, Shofirkon District, Bukhara Region. She began her education at Secondary School No. 20 in Shofirkon District. Currently, she is a first-year student at the Vocational and Technical College located in the same district. As a young and talented creator, Nozanin is not only deeply studying English and mathematics but is also one of the most successful students of various Personal Development courses led by mentors such as Shokhida Yusupova and Roziyajon Ro‘zmetova. She is also an active member of the “Founders School” Club under the “Qizlar Ovozi” Academy, where she continues to develop her leadership skills, creativity, and personal growth.
Hayitboyeva M.SH.Student in Kokand universityEmail:hayitboyevamaftuna38@gmail.com
Annotation: Grammar serves as the structural foundation of any language, providing rules and frameworks that enable effective communication. This article explores the crucial role of grammar in language learning, addressing its theoretical significance, practical applications, and pedagogical implications. By analyzing contemporary research and educational practices, this paper highlights how grammar facilitates language acquisition, comprehension, and production. Furthermore, it discusses debates around explicit versus implicit grammar instruction and how grammar integrates with other language skills. Ultimately, understanding grammar’s role enhances both teaching methodologies and learner outcomes.
Introduction Language learning is a complex cognitive process involving the acquisition of vocabulary, phonology, syntax, semantics, and pragmatics. Among these components, grammar—often defined as the set of rules governing the structure of sentences—plays a pivotal role.
The role of grammar in language learning has been a topic of considerable debate among linguists, educators, and psychologists. Some argue that grammar is indispensable for acquiring proficiency, while others advocate for a more communicative, usage-based approach that downplays formal grammar instruction.
This article examines the role of grammar in language learning by exploring its theoretical underpinnings, its function in language acquisition, and the practical implications for teaching and learning. It also reviews empirical studies that investigate the effects of grammar instruction and considers how grammar interacts with other linguistic skills.
Grammar encompasses morphology (the study of word formation), syntax (the arrangement of words in sentences), and, to some extent, phonology and semantics. It provides learners with the rules that dictate how words combine to form meaningful utterances. Without grammar, language would be a collection of random words lacking coherence.
Several theories shed light on the importance of grammar in language learning:
Generative Grammar Theory (Chomsky, 1957) posits that humans possess an innate Universal Grammar that guides language acquisition. According to this view, grammar is central because it reflects underlying cognitive structures. Interactionist Approaches emphasize that grammar develops through interaction and communication, suggesting a more dynamic role where exposure to grammatical input in meaningful contexts fosters learning.
Usage-Based Theories argue that grammar emerges from language use and frequency, highlighting the importance of input and pattern recognition rather than explicit rule learning.Despite differing perspectives, these theories agree that grammar plays some role in enabling learners to produce and comprehend complex sentences.Grammar helps learners decode meaning by signaling relationships between words, such as subject-verb agreement, tense, and word order. For example, understanding past tense morphology allows learners to interpret temporal context, while knowledge of sentence structure helps parse complex sentences.
Producing grammatically correct sentences enables learners to communicate ideas clearly and be understood. Mastery of syntax and morphology reduces ambiguity and improves fluency. Furthermore, grammar knowledge allows learners to manipulate language creatively, forming novel sentences beyond memorized phrases.
Explicit Grammar Learning involves direct instruction about rules, often through formal lessons and exercises. This approach supports conscious understanding and correction.
Implicit Grammar Learning occurs naturally through exposure and use without focused attention on rules. It mimics how first languages are acquired but may be slower and less precise.
Research suggests that a combination of explicit and implicit approaches is most effective, with explicit grammar instruction benefiting learners in formal educational contexts, while implicit learning supports natural language use.
Traditional language teaching emphasized grammar-translation methods, focusing heavily on grammatical rules and translation exercises.
However, modern communicative language teaching (CLT) stresses meaningful communication and tends to integrate grammar instruction contextually rather than isolating it.
Task-based language teaching incorporates grammar within meaningful tasks, helping learners notice and apply grammar in authentic situations. Content-based instruction uses subject matter content to contextualize grammar learning, promoting deeper engagement.
Digital tools and software provide interactive grammar practice and immediate feedback, enhancing learners’ engagement and offering personalized instruction.
Computer-assisted language learning (CALL) environments support both explicit grammar drills and communicative practice. Studies have shown that explicit grammar instruction can improve accuracy and understanding, especially for adult learners. However, overemphasis on drills without communicative practice may hinder fluency development. Meta-analyses reveal that integrated approaches combining form-focused instruction with communicative activities yield the best results.
Despite its importance, grammar instruction faces challenges such as learner motivation, cognitive load, and individual differences in learning styles. Future research should explore adaptive grammar teaching methods, leveraging AI and data analytics to tailor instruction. Additionally, investigating how grammar instruction supports multilingualism and heritage language learning remains critical.
Conclusion
Grammar is a foundational element in language learning, crucial for comprehension, production, and effective communication. While debates continue over the best ways to teach grammar, consensus points to a balanced approach that integrates explicit instruction with meaningful practice. Understanding the role of grammar enriches language pedagogy and ultimately supports learners in achieving linguistic competence.
References: Chomsky, N. (1957). Syntactic structures. Mouton. Ellis, R. (2006). The study of second language acquisition (2nd ed.). Oxford University Press. Fotos, S., & Ellis, R. (1991). Communicating about grammar: A task-based approach. TESOL Quarterly, 25(4), 605-628. https://doi.org/10.2307/3586987Larsen-Freeman, D. (2003). Teaching language: From grammar to grammarian. Heinle & Heinle. 5.Nassaji, H., & Fotos, S. (2011). Teaching grammar in second language classrooms: Integrating form-focused instruction in communicative context. Routledge.
9th-grade student, Qo‘shtepa district, Fergana region
It was a summer evening in the year 2050 when I first visited the Bank of the Future.
In place of the old bank buildings now stood tall glass towers, glowing with soft light and energy.
As soon as I stepped inside, a small flying robot approached me with a cheerful tone:
— Hello! I’m your personal assistant. How can I help you today?
I was so amazed that I stood silent for a moment.
In the past, people had to wait in long queues and fill out piles of forms at the bank.
But here, all I had to do was place my finger on a scanner — and immediately, my personal cabin opened before me.
Inside, a transparent screen displayed all my accounts, savings, and even the loans I could receive in the future.
The robot spoke again:
— Your money is not only safe here; it is also being used to support clean energy projects and children’s education.
I felt as if I had stepped into a fairy-tale world. Money was no longer just numbers — it had become a force for good, a tool to make society better.
What fascinated me most was that without even leaving the bank, I could enter a virtual world to manage my finances or instantly send money to my friends in other countries.
When I left the bank and looked up at the sky, a thought crossed my mind:
> “So, the banks of the future are not just about money — they are bridges that turn human dreams into reality.”
