I crawled on all fours through the dirt, through the bramble, across freshwater rivers that smelled of a time long before ours,
My lips cracked and dry and the fur between my paws caked with mud.
I ran because they taught me to run.
I sought out hope because all that was left for me in their land was despair.
The sharp glare of their cold metal blades and the stinging alloy of their hollow-point glares seemed to say, “You are not welcome here, beast.”
And after I fled I swore to myself that those words, unspoken yet ringing all too clearly,
Would be the only ones from their mouths to which I would ever listen.
The shaking in my legs and the shiver in my spine remind me of when they first arrived.
Loading their lethal weapons, yelling gruff commands we could not understand, tainting the ocean’s shore with the unwelcome filth of their footprints.
The land upon which they walked had been our domain since time immemorial,
Yet when they set foot upon it they clipped our wings, hoisted us up by our beautiful tails,
Told us our names and what we were to be as if it was our duty to bow down.
As if their soulless, self-centered minds could ever know or understand us, they bound us in black and white and stripped us of our dignity,
Calling us boy, girl, he, she, it, beast, reducing what time knew as precious creatures to a mere curiosity, a conglomerate order of inferior beings which they saw as nothing more than playthings to satisfy their greed and thirst for cruelty.
“Nine coin for a necklace made of rabbit bones.”
“Twelve coin for a pound of venison.”
“Twenty coin for the fur pelt of a fox.”
What was once precious and sacred, by their selfish greed and piercing bullets had become nothing but a target, forced to stagger with matted fur, broken wings, and slit paws into hiding to retain the final scrap of dignity left in our mere breath.
Might I remind you, dearest creature to whom I speak, that we did not choose what we are. We did not choose to belong to the forest – it was the forest that chose us. We will not let them hold us down, harvest our fur for “good luck,” display our formaldehyde-filled corpses as trophies and say it is truth. It is cruelty. If we are to be hunted by those who stormed our kingdom and called us monsters, then let the forest that birthed us be our moonlight, our shelter, our treasure, our true story, so that we may never forget the meaning of peace or harmony. Silent creature, shivering in the cold, never forget your heritage, your homeland, your true colors, or the spirit of the forest that dwells within.
Kattakurgan State Pedagogical Institute Uzbek language and literature 25.03-Group student Aliyeva Zulaykho
Annotatsiya: Maqolada til va adabiyot yo‘nalishi talabalari uchun muhim bo‘lgan ifodali o‘qish praktikumi haqida,uning spetsifik xususiyatlari to‘g‘risida bayon qilingan. Bundan maqsad bo‘lajak o‘qituvchi-pedagoglarda nutqiy savodxonlikni oshirish,ifodali o‘qish ko‘nikmalarini shakllantirishdir. Nafas,ovoz va tembrdan foydalanish yo‘llari bo‘yicha tadqiqot natijalari bilan bo’lishish. Kalit so‘zlar: Mashq,ovoz,tembr,urg‘u,nafas,pauza,tadqiqot,nafas olish yo‘llari.
Аннотация: В статье описывается практика выразительного чтения, актуальная для студентов филологического факультета, и её особенности. Целью статьи является повышение речевой грамотности и развитие навыков выразительного чтения у будущих учителей. Представлены результаты исследований по использованию дыхания, голоса и тембра. Ключевые слова: Упражнение, голос, тембр, акцент, дыхание, пауза, исследование, дыхательные пути.
Abstract: The article discusses important issues for students of language and literature. The expressive reading practicum and its specific features are described. The goal is to improve speech literacy and develop expressive reading skills in future teachers. Sharing the results of research on the use of breath, voice, and timbre. Keywords: Exercise, voice, timbre, accent, breath, pause, research, respiratory tract.
INTRODUCTION
To read texts, works of art in an expressive, expressive way, it is necessary to pay attention to such physiological phenomena as Breath, pronunciation, voice, timbre-that is, the most important of these is breath. In the process of speech, breath adjustments between words and sentences arise-from the need to take a new reserve of air and restore a weakened breath.
Professor Nizamiddin Mahmudov,in his book “Culture of Teacher Speech”, cites the information that the famous ancient Greek orator Demosthenes could not speak beautifully and impressively, initially with a low voice, poor pronunciation, short breath. In social communication intervention, beautiful, clean and touching speech has always taken its place from the center of topical issues. Even today, there are such shortcomings among young speakers, that is, educators. Most of our scholars have conducted their own research on these issues. In particular, the teaching manual “Basics of expressive reading”, created by the S.Inomkhojayev and A.Zunnunov, recommended certain types of breathing exercises to improve breathing activity. In today’s study, we used an experimental study and tried to find solutions to issues such as breathing methods, how to get it right. This study was conducted among members of the community who were just starting to study speech science, and the results were obtained.
RESEARCH METHODOLOGY
In this experimental study, two high school seniors were selected, and during an expressive reading session, breathing exercises were performed in two different ways, and then the text was taught, in order to check who had a deeper breath, did not break quickly. In this, the first teenager was compared with the method of concentrating breathing through a counting exercise, and the second-with methods of collecting breathing through a abdominal pulling exercise. That is, a counting exercise is an exercise that initially counts from one to five. After one to five counts, the breath is taken and the exercise is continued again. The number is then increased to ten, followed by 15.20.25.The next abdominal pull-up exercise was also mastered by the second student. In this case, air will accumulate, filling the lungs with the abdomen pulled into it, and the resulting breath will have to be exhaled in sections. Through these two types of exercises, the skills of getting, Holding and controlling breathing correctly are generated. And proper control of breathing is the basis of expressive reading practice.
REVIEW OF USED LITERATURE
In the literature of medicine, three different types of breathing are indicated: 1.Breathing from the gift; 2.Chest – breathing through the abdomen; 3. Mixed breathing. When speaking, it is necessary to breathe smoothly, naturally without hoarseness, spend it at the request of the desired tone. In the tutorial “Basics of expressive reading”, created by S.Inomkhojayev and A.Zunnunov, the following five different breathing exercises are recommended to improve breathing activity:
1.Control exercise. In this case, it is carried out with the aim of controlling the correct intake of breath in a diaphragm-mixed way. In this case, while standing freely and pressing two ribs with both hands, a slow, deep breath is taken, and again slowly exhale. A deep breath raises the arm placed on the rib to two sides.
2.Abdominal pulling exercise. This is an exercise in pulling the abdomen up while “holding “ the air filled with the lungs. 3.Counting exercise (in which the methodology of studies was given in part). 4.Musajja ‘ exercise. In this case, the saj’ texts are pronounced freely, taking a breath in two or three places, and then a long breath is taken. In S.Karimov’s book” The culture of speech and the art of Mutola”, it is said about breathing: the correct way to breathe-release is the physical basis of sound resonance. Incorrect breathing negatively affects the sound ringing, sound polishing is impaired. By developing the skill of diaphragmatic-rib breathing and using sound amplification devices, you can improve the quality of sound and make it more resonant.
ANALYSIS AND RESULTS
Experimental research results: breath-holding skills in expressive reading of texts have tested positive through both exercises. However, it should be noted-that the second of these methods, that is, the control of breathing through a counting exercise, showed a relatively superior result. After the rehearsals, both testers were given the text of the lecture and a request was made to read it expressively. Recent results have shown that the student who breathed through the counting exercise did not make false interruptions in the text. The purpose of this was not to read the text in one breath, but to reach the point where the thought completion was given, not to “patch” the end of the text, and in this the second method prevailed. This is due to the fact that in a counting exercise, there is a gradual increase, that is, a state of holding the breath for a longer period of time, so that each breathing interval is extended. When speaking with an expression, it is recommended to do such exercises regularly, and not at that time frame.
CONCLUSION
In conclusion, the characteristic that determines the spiritual status of a person is his speech. When speech loses its affectivity, logic, clarity and purity, and expressiveness, it also spontaneously affects our level among society. And in order to increase the concentration of these signs in our speech, we need to regularly perform the exercises presented above. In order to properly control breathing, it is recommended to mention riddles in combination with the above exercises, also increasing the number in one breath. Of course, there are also special guides and exercise books for speakers, the use of which will not be of use to ourselves. The platform” you tube “also has ten” Lesson of Sukhandon ” of the speaker and singer Shuhrat Qayumov. It was also in these lessons that breathing techniques were taught in detail. Hence, the main weapon of expressive speech is the ability to control breathing.
FOYDALANILGAN ADABIYOTLAR RO‘YXATI
1.Nizomiddin Mahmudov (2009). O‘qituvchi nutqi madaniyati. Alisher Navoiy nomidagi O‘zbekiston Milliy kutubxonasi nashriyoti. 2.Nor’qul Bekmikrzayev (2007).Nutq madaniyati va notiqlik asoslari.O’zbekiston Respublikasi Fanlar Akademiyasi ‘Fan” nashriyoti. 3.R.Rasulov, Q.Mo‘ydinov (2015).Nutq madaniyati va notiqlik san’ati.Toshkent. 4.Suyun Karimov (2020).Nutq madaniyati va mutolaa san’ati.Samarqand:SamDu nashri. 5.Ziyoda Masharipova (2011).Ifodali o‘qish praktikumi.Alisher Navoiy nomidagi O‘zbekiston Milliy kutubxonasi nashriyoti. 6.Suxandonlik darslari. You Tube Registon TV. https://www.youtube.com/watch?v=G2TP8Mg_Nyw
Andijan State University Faculty of History and Social Sciences Student of Applied Psychology Tolqinova Marifatoi Shavkatjon qizi Email: aprmaaprov@gmail.com Tel:+998930759404
Annotation: This article mainly focuses on the process of upbringing, namely the essence, content, and significance of the upbringing process. The content of the article is upbringing is understood as a system of knowledge, skills, beliefs, personal qualities, character traits, and patterns of behavior that learners are expected to acquire in accordance with the set goals and objectives. The main purpose of upbringing is to form a well-rounded and harmonious individual. In other words, the primary goal of upbringing is to educate a person who is fully developed in the spiritual, scientific, moral, and social aspects.
The main task of upbringing is to ensure the purposeful development of members of society and to create appropriate conditions for meeting their various needs. When one need is satisfied, another emerges. If these needs are chosen and developed based on proper upbringing, an individual can achieve the necessary successes and levels of personal development. For example, a person who chooses the path of education and knowledge has certain needs that can be explained step by step: the first step is admission to a bachelor’s program, the second step is entering a master’s program, the third step is enrollment in doctoral studies, followed by further stages of academic and professional growth.
Keywords: educational process, content of education, essence of education, significance of education, well-rounded personality, personal development, goals of education and objectives, knowledge and skills, belief, personal qualities, behavior, social needs, continuous development, motivation, professional growth.
Аннотация:В данной статье в основном рассматриваются процессы воспитания, а именно содержание, сущность и значение воспитательного процесса. Содержание воспитания понимается как система знаний, умений, убеждений, личностных качеств, характера и поведенческих установок, которые обучающиеся должны усвоить в соответствии с поставленными целями и задачами.Основная цель воспитания заключается в формировании всесторонне развитой личности. То есть главной целью воспитания является становление личности, гармонично развитой в духовном, научном и коллективном аспектах.
Основной задачей воспитания является создание условий для целенаправленного развития членов общества, а также для удовлетворения их различных потребностей. Иными словами, при удовлетворении одной потребности возникает следующая, и если данные потребности формируются на основе правильно организованного воспитания, личность способна достигать необходимых успехов и уровней развития.В качестве примера можно привести образовательный путь личности: первая ступень — поступление в бакалавриат, вторая ступень — обучение в магистратуре, третья ступень — поступление в докторантуру, а также последующие этапы профессионального и научного роста.
Ключевые слова:воспитательный процесс, содержание воспитания, сущность воспитания, значение воспитания, всесторонне развитая личность, развитие личности, цели и задачи, знания и умения, убеждения, личностные качества, поведение, социальные потребности, непрерывное развитие, мотивация, профессиональный рост.
Introduction
Throughout the historical development of society and pedagogy, various approaches have emerged to explain the concept of upbringing. First of all, a distinction is made between upbringing in its broad and narrow senses. In the broad sense, upbringing refers to the overall influence of society on an individual, in which the process of upbringing is closely interconnected with socialization. In this context, a person’s development occurs through continuous interaction with social norms, values, and cultural traditions. In the narrow sense, upbringing is understood as the purposeful educational activity carried out by educators, which is commonly referred to as educational or upbringing work.
This approach emphasizes the intentional and organized influence of pedagogical efforts aimed at shaping an individual’s moral, intellectual, and social qualities. This article examines views and reflections on upbringing presented in the works of prominent scholars such as Jan Amos Comenius, Anton Makarenko, and Abu Nasr al-Farabi, highlighting their contributions to the understanding of the essence and significance of upbringing in human development.
Review of the Literature In his work “The Virtuous City”, Abu Nasr al-Farabi considers upbringing to be a fundamental factor in the formation of a morally perfect individual. This viewpoint is highly valid, as upbringing can be regarded as the foundation upon which knowledge is built. An individual who has received proper upbringing tends to acquire knowledge more quickly and effectively.
According to al-Farabi, upbringing plays a crucial role in developing moral virtues, intellectual maturity, and abilities that enable a person to contribute positively to society. This idea appears well grounded, since the development of such qualities indeed leads to the formation of individuals who are beneficial to society. However, upbringing should not be limited solely to these aspects; it is also essential to cultivate additional abilities in children, such as communication skills, social interaction, appropriate behavior, and the ability to speak and act suitably in different social contexts.
Jan Amos Comenius viewed upbringing as a natural, continuous, and systematic process. He emphasized that education and upbringing should be equal and compulsory for all individuals. While this perspective is partially acceptable, excessive enforcement and rigid compulsion may lead to fatigue and resistance among children. Treating all individuals identically in the process of upbringing can diminish the diversity and meaning of human life.
Every individual requires upbringing, but not in the same manner, as people differ in their personalities, needs, challenges, and developmental conditions. Therefore, forced uniformity in upbringing is inappropriate. Nevertheless, in collective and public environments, adherence to common rules and norms is necessary. Thus, when Comenius’s views are examined from both objective and subjective perspectives, they can be considered largely valid and well-founded.
Research Methodology In order to determine the effectiveness of the upbringing process, this study employs several research methods widely used in pedagogical science, including historical-pedagogical analysis, descriptive analysis, comparative analysis, and pedagogical experimentation. As the methodological foundation of the research, A. S. Makarenko’s concept of upbringing through the collective was selected.
Makarenko’s practical experience in collective education was implemented during the 1920s–1930s at the M. Gorky Labor Colony located in Ukraine. This pedagogical experiment primarily involved orphaned children, adolescents prone to delinquent behavior, and individuals belonging to socially vulnerable groups. During the research process, the participants were educated on the basis of collective labor, strict discipline, responsibility, and mutual respect.
The central idea of the experiment was that the collective, as a leading educational tool, exerts a strong influence on personal development. According to Makarenko’s theory, the harmony between high demands and respect within the upbringing process ensures effective outcomes. This approach contributed to the formation of such qualities as social responsibility, diligence, discipline, and social usefulness among the participants.
The analysis of the experimental results indicates that approximately 80–85 percent of the participants successfully achieved social adaptation and developed into individuals who found their place in society. At the same time, 15–20 percent of the participants continued to experience various social difficulties. This situation can be explained by the large number of participants involved in the experiment, the complexity of their psychological conditions, and differences in their ability to accept and respond to educational influence.
Overall, Makarenko’s methodology of upbringing through the collective demonstrated high effectiveness and was scientifically substantiated as one of the most significant pedagogical approaches for fostering social development and personal maturity. The findings of the study highlight the necessity of strengthening the role and importance of the collective within the upbringing process.
Analysis and Results During the research process, the effectiveness of the pedagogical approach based on A. S. Makarenko’s concept of upbringing through the collective was analyzed using criteria for assessing personal development. The evaluation focused on key indicators such as changes in the participants’ social adaptation, level of discipline, sense of responsibility, and skills of cooperation within the collective.
The results of the conducted pedagogical experiment revealed that approximately 80–85 percent of the participants demonstrated positive changes. Within this group, clear improvements were observed in adaptation to collective activities, awareness of social responsibility, a more positive attitude toward labor, and the development of personal discipline. These findings confirm the practical effectiveness of Makarenko’s theoretical view that regards the collective as a leading instrument of upbringing.
At the same time, the study identified that 15–20 percent of the participants did not achieve the expected level of outcomes. This result can primarily be explained by the individuals’ psychological characteristics, negative social experiences, and a low level of receptiveness to educational influence.
Additionally, the large number of participants limited the possibility of fully implementing an individualized approach during the research process.
Discussion
The discussion indicates that although the approach of upbringing through the collective demonstrates high effectiveness, applying it uniformly to all learners is not advisable. This method can fully achieve the expected outcomes only when it is integrated with individual and differentiated approaches. In this regard, the findings are consistent with the ideas proposed by Jan Amos Comenius concerning the continuous and systematic nature of upbringing.
The analysis of the results shows that the model of collective upbringing remains highly relevant within the modern educational system. It serves as an effective means of fostering social activity, self-awareness, and motivation to attain a достойное place in society. At the same time, it has been scientifically substantiated that successful implementation of this approach requires careful consideration of the learners’ individual characteristics and psychological conditions.
Conclusion
The findings of the study indicate that pedagogical activities organized through the collective play a significant role in ensuring personal development within the upbringing process. The concept of collective upbringing developed by A. S. Makarenko remains relevant and applicable in contemporary pedagogical contexts. The results of the experimental research demonstrate that upbringing based on collective activity contributes to the formation of essential qualities such as social adaptation, responsibility, discipline, cooperation, and diligence.
At the same time, the necessity of incorporating elements of an individual approach into the upbringing process has been scientifically substantiated. The limitations identified during the study highlight the need to further improve the upbringing process by harmonizing collective and individual approaches, as well as by developing methodological recommendations aimed at increasing the effectiveness of educational influence.
The outcomes of this research have practical significance for general education institutions, educational and upbringing organizations, and the training of pedagogical personnel, contributing to the overall enhancement of the upbringing process.
References
1 Al-Farabi, A. N. The Virtuous City. Tashkent: Fan Publishing House, 1993, pp. 45–52. 2.Comenius, J. A. The Great Didactic (Didactica Magna). Tashkent: O‘qituvchi Publishing House, 1975, pp. 88–96. 3.Makarenko, A. S. The Pedagogical Poem. Tashkent: O‘qituvchi Publishing House, 1988, pp. 134–156. 4.Mavlonova, R., & Vohidova, N. Pedagogy: A Textbook for Higher Education. Tashkent: Fan va Texnologiya Publishing House, 2010, pp. 201–215. 5.Xolmatova, M. Pedagogical Foundations of Personality Development. Tashkent: Nizami Tashkent State Pedagogical University, 2015, pp. 67–79.
THE ROLE AND SIGNIFICANCE OF MOTHER TONGUE EDUCATION IN THE MODERNIZATION PROCESS
Student, Termiz State Pedagogical Institute
Abstract:
This article analyzes modern approaches to the modernization of mother tongue education within the general education system. It focuses on the goals and objectives of mother tongue teaching, its role in developing students’ language competence, and the implementation of innovative pedagogical technologies. Existing textbooks and curricula are analyzed, current challenges are identified, and recommendations for addressing them are provided. Results from experimental lessons organized using modern educational technologies confirm the effectiveness of new methods.
Keywords: mother tongue, educational modernization, language competence, curricula, innovative technologies, pedagogical process
Introduction:
In today’s era of globalization and digital development, modernizing the education system is considered a pressing task, as the socio-economic development of society, spiritual and moral growth, and the thinking and worldview of the younger generation are directly linked to the quality of education. From this perspective, modernizing mother tongue education is of particular importance.
The mother tongue serves as a primary tool for expressing national identity, shaping thought, and enhancing spirituality. It is not only a means of communication but also a key factor in transmitting cultural heritage and moral values from generation to generation. Therefore, re-examining the role and significance of the mother tongue within modern education and organizing its teaching through innovative approaches is one of the current pedagogical challenges.
Modernizing mother tongue education helps enhance students’ speech culture, develop critical and creative thinking skills, and educate them as individuals loyal to national and universal values, capable of competing in society. Studying this topic has both theoretical and practical significance.
The Concept of Modernization in Education:
Modernization (from Latin modernus – contemporary, renewed) refers to reorganizing, improving, and developing an existing system based on current requirements. In education, modernization involves updating the learning process using advanced achievements, modern pedagogical technologies, and digital tools.
Key aspects of educational modernization include:
Aligning curricula and standards with contemporary requirements
Strengthening interdisciplinary integration
Implementing competency-based education
Combining traditional teaching methods with interactive approaches
Creating tasks to develop creative and critical thinking
Applying student-centered education
Integrating digital technologies into the learning process (e-textbooks, online platforms, artificial intelligence)
Utilizing multimedia, virtual laboratories, and simulations
Implementing modern management systems in educational institutions
Regularly enhancing teachers’ qualifications
Adapting international experiences to the national education system
Educational modernization aims to develop students comprehensively and cultivate them as well-rounded individuals with competencies suited to the demands of the global information society.
Goals and Objectives of Mother Tongue Education:
Mother tongue education is essential in any society for preserving national values, promoting culture, and enhancing intellectual potential. Its primary goal is to develop students’ language competence: the ability to use the mother tongue correctly, fluently, and effectively, as well as to enhance communication and thinking skills.
General Goals:
Develop linguistic understanding and literacy
Teach phonetic, lexical, and grammatical norms to foster proper speech culture
Enrich students’ thinking and critical reasoning
Instill national identity, moral values, and patriotism
Encourage creativity and active participation in society
Objectives:
Teach literacy and written communication, ensuring correct spelling, style, and writing skills
Develop speech culture, including proper pronunciation, literary norms, and communication etiquette
Promote logical thinking through language study
Develop skills in analyzing, retelling, and creative writing
Implement innovative and communicative approaches using modern technologies
Prepare students to use language effectively in real-life situations
Theoretical Approaches:
Didactic approach: Integrates theoretical knowledge and practical skills
Communicative approach: Focuses on language as a tool for real-life communication
Competency-based approach: Emphasizes applying knowledge, problem-solving, and effective participation
Cultural and moral approach: Instills national values and enhances spirituality
Modernization in National and International Literature:
Recent national and international studies focus on updating content, developing competency-based skills, implementing ICT, and increasing teaching effectiveness. Uzbek researchers emphasize that mother tongue classes should go beyond grammar, fostering independent thinking, creativity, and communication skills. Foreign scholars highlight the importance of competency-based approaches, active learning, and communicative methods.
Competency-Based Approach:
The primary goal is to develop students’ language competence. Students should apply knowledge in real-life situations and communicate effectively. This approach enhances:
Communicative tasks in lessons
Critical and creative thinking
Speech culture for active societal participation
Information literacy, including sourcing and presenting materials
Integration of ICT in Mother Tongue Education:
ICT plays a critical role in modernizing mother tongue lessons. Digital resources such as e-textbooks, multimedia, interactive presentations, online tests, and platforms develop both language knowledge and independent learning skills. Benefits include:
Modernization relies on various scientific approaches:
Didactic: Based on general laws and principles of teaching
Psychological: Accounts for age, cognition, and motivation
Pedagogical: Combines student-centered learning, educational goals, and communication
Methods:
Literature analysis of national and international sources
Observation and interviews with teachers and students
Experimental lessons using innovative methods and ICT
Surveys and questionnaires to identify problems and suggestions
Current Challenges:
Dominance of traditional approaches, focusing on grammar over communication and creativity
Outdated textbooks and curricula
Limited teacher preparedness for innovation
Insufficient use of ICT
Assessment systems emphasizing theory over creativity and communication
Analysis of Textbooks and Curricula:
Strengths: Coverage of national values, literary norms, and literacy topics
Weaknesses: Limited focus on communicative needs, creativity, and critical thinking; outdated or repetitive topics; misalignment with competency-based assessment
Effectiveness of Competency Development:
Competency assessment considers:
Speech competence
Linguistic competence
Communicative competence
Creative competence
Information competence
Experimental lessons using modern technologies showed increased student engagement, independent learning, creativity, collaboration, and communication skills, with a 25–30% higher activity compared to control groups.
Conclusion:
The modernization of mother tongue education should go beyond grammar to develop students’ linguistic, communicative, and creative competencies. Mother tongue education is vital for intellectual, moral, and social development, requiring a combination of didactic, psychological, and pedagogical approaches. Competency-based methods and modern technologies effectively enhance student engagement, language competence, and creativity. Current challenges include teacher preparedness, assessment limitations, and the need to improve textbooks and curricula. Modernization remains crucial for improving education quality and preparing students as active participants in contemporary society.
References:
Askarova, U. (2024). Enhancing Linguistic Competence Through Mother Tongue Lessons in Primary Classes (2-grade mother tongue textbook). Modern Science and Research, 3(7), 84–87.
Boltayeva, B., & Shakarova, L. (2022). Development of Mother Tongue Based Competences Outside the Classroom. International Journal of Scientific Trends. scientifictrends.org
Islyamova, S. Y. (2025). Competency-Based Approach: Transforming Assessment in Education. Web of Teachers: Inderscience Research, 3(3). Web of Journals
Jurayeva, T. U. (202x). Competency-Based Approach in Higher Education and Prospects for The Development of The Uzbek Language. International Journal of Scientific Trends. scientifictrends.org
Sadikov, E. (2024). Teaching Pragmatic Competencies as a Methodical Problem in Uzbekistan. Excellencia: International Multi-disciplinary Journal of Education, 2(10). multijournals.org
Pulotova, Y., & Olimova, S. U. (202x). Interdisciplinary Integration of the Mother Tongue in the Primary Education System and its Importance. International Journal on Integrated Education, 6(9). journals.researchparks.org
Nisanbaeva, A. K. (2023). The Role of Modern Technologies in Teaching the Mother Tongue. Eurasian Journal of Learning and Academic Teaching, 25, 66–69. Genius Journals
Shomurodova, O. G’. (2022). Levels of Materializing Mother Tongue Content in Schools. Pedagogs Journal, 9(3), 68–70. pedagoglar.uz
The Drama of the Snow and Sebastian Sumac in that Season
-words and picture by Brian Michael Barbeito
It kept descending in the night, and for the most part, seemed like a wild secret or strange dream. It was pretty, certainly, like silent music orchestras floating around the industrial grade electric lights of town roads curt and organized or the playfully amidst Christmas bulbs residential and red, blue, yellow, green, and even purple.
And there were dreams when Sebastian Sumac did fall asleep amidst his books. A Malcolm Lowry book, a Charlie Brown book called, You’ve Got a Friend Charlie Brown, and a few others. He dreamt of clothing and people that he had outgrown, situations that didn’t fit him anymore. The subconscious was figuring things out. Many of the dreams had him lost in large cities with multitudes around, a populace that he didn’t know or fit into. He tried always to find his way home, or a sympathetic soul, but rarely encountered either.
And out there the winds northern blew the new snow to and from, and made wild crazed drifts across country roads, roads that had white outs for there was nothing to break or block the snow drifts. Finally, if one were travelling from the north to the south, the first structure of the town was an impossibly old church with stained yellow bricks, a marker of another time. It had a graveyard in the back with about thirty or forty souls buried and the stone markers though tall and well built, didn’t have the names any longer as time and seasons had eroded them. Now, each it was just a memory a soul anonymous, as perhaps little, or no other souls knew who the departed were.
Then places where the nocturnal animals travelled widely. Deer. Coyote. Perhaps other things. Their tracks could be seen on the bright of days after the snowstorms and sometimes it seemed they had gone along the very middle of frozen streams, beige reeds, and bushes on the sides very still then in time like artifacts from photographs. Sebastian pictured them, and how beautiful all the creatures looked then, say, under the quiet bright moon and going along more like a painting or dream, a separate and somehow dignified world that little to nobody ever saw.
Then the big box stores, their humungous parking lots, some abandoned vehicles on the edges and the odd large transport truck or trailer. The new world had taken over the old world and was spreading like a wave intent on overcoming coastlines and having the pulse and prowess of a seemingly infinite world behind it. Urban sprawl uniform and intentionally unoriginal, and each set of kilometres displaying a series of the same petrol stations and strip plazas and inhabitants also.
In the days Sebastian, who had shed his old name and named himself after the trees that remained red deeply and always struck his consciousness in faraway meadows and fields in a benevolent manner. He had read that some cultures had even used the sumac for dye in clothing. In an ever changing world all one really had was oneself and oneself in that situation was like the sumac when it succeeded…colourful, upright, a unique phenomenon under the azure sky…all and everything peaceful and unique up the way from labyrinthine paths in the whimsical wondrous woodlands and far enough away from the sky infrastructure of troubled and over populated cities and towns.
He stopped often and sat with a warm coffee. The shops had decorated the windows with stickers of towns themselves, towns decorated with trees and snowflakes. Again, the snow. He watched the sticker snow and the light sprinkles of snow arriving outside. And the patrons often talked of such also. ‘They are calling for more on Tuesday,’ or ‘Soon, like last year, we are going to run out of places to put it all…’ Some people were with friends and others with family, but Sumac was mostly alone. Alone with the vision of the snow, the idea of poems and travel logs or epistolary. And with the nights. The drama of dreams, books, and writing…and that snow…sometimes wafting down easily, like a languid journey being had, but also at moments fast, vexatiously even, in a rush, some gods of the other upper world intent on making winter a true winter certainty.
Brian Michael Barbeito is a Canadian poet, writer, and photographer. His most recent book, a compilation of prose poems and landscape photography, is titled The Book of Love and Mourning.
