Job’s ChildrenIt collapsed on them, and they are dead.
—Job 1:19
God let Satan kill Job’s children.
Seven sons and three daughters.
But it’s all okay because God later gave Job back
seven sons and three daughters.
Different ones.
But the same number.
Sometimes Job would take his new ten children
to the graves of the old ten children.
The boys would stand on the graves of the boys.
The girls on the graves of the girls.
Job would make them stand in age order.
Each had their place by a particular grave.
Sometimes when Job wasn’t looking
the children would switch places
because they were bored
because they were disobedient
because they wanted to remind each other
because they wanted to remind themselves
that they were not the same children
as the dead children.
These in the graves were dead.
Those on the graves were alive.
When Job caught them at it, he murdered them all.
Then he went out and bought new children.
Praise
God.
In crimson dawn, the conch did cry, A lion roared beneath the sky. Trident gleamed in morning’s breath, Durga rose to conquer death.
Mahishasura, proud and vile, Mocked the gods with wicked guile. He wore the skins of beast and man, And laughed at fate’s divine plan.
But Durga stood, her eyes aflame, Each hand a weapon, each name a name. She danced with wrath, a cosmic tide, The stars bowed low, the winds replied.
Her sword sang hymns of sacred rage, She struck him down, page by page. Ten arms moved like thunder’s grace, She carved justice on his face.
Blood turned to dust, pride to plea, The demon fell, unbound, unfree. Peace returned to heaven’s dome— Durga smiled, the world found home.
International Tagore Awardee Poet Dr. Ratan Bhattacharjee is a former Affiliate Faculty member at Virginia Commonwealth University USA, and ex-associate professor and head of the post-graduate department of English at Dumdum Motijheel College, the President Kolkata Indian American Society, Associate Editor for Ayomoy and multilingual international Poet/Columnist for national dailies.
Abstract: This article discusses the issues of speech culture and communicative competence in English. Speech culture is defined as the combination of correctness, clarity, politeness, and expressiveness in communication.
Cultural competence in ESL refers to the ability to understand, communicate with, and effectively interact with people across cultures. It involves being aware of one’s own world view, developing positive attitudes towards cultural differences, and gaining knowledge of different cultural practices and world views. Language and culture are inextricably linked. The nuances, idioms, and colloquialisms of a language can provide insights into its subtleties and complexities, which are crucial for effective communication.
Today’s increasing globalization and English use as a global language, people’s need of teaching and learning English is really important. Education around the world prioritizes English as a mandatory subject in schools and universities. Most parents, for example, want their children to learn and communicate in English. These parents would be proud if their children were competent and excellent in English. From the mid to late 1970 to nowadays, experts introduced and developed kinds of methods and approaches in teaching and learning English. Some of them are Grammar-Translation, Direct Method, and Audiolingualism.
These methods mainly focused on grammatical knowledge and rules, translation, and repetition. The purpose of these classical methods was to reinforce constant repetition and positive reinforcement through continuous process of drills and practices. Students’ accuracy was the main purpose of these methods. However, other experts criticized the previous methods as focusing solely on grammatical competence and repetition through positive reinforcement. Demonstrating a clear shift of emphasis among scholars who work on language, Hymes (1972) coined and defined the term communicative competence as the knowledge of both the rules of grammar and the rules of language use appropriate to a given context.
As reported in Alptekin (2002) and Uso-Juan and Martinez-Flor (2008, 158), Hymes’s conceptualization of communicative competence has been further developed by several researchers who attempted to define the specific components of the model as grammatical competence (i.e. knowledge of the language code in a way that refers to Chomsky’s linguistic competence); sociolinguistic competence (i.e. knowledge of the sociocultural rules of use in a particular context); strategic competence (i.e. knowledge of how to use communication strategies to handle breakdowns in communication) and discourse competence (i.e. knowledge of achieving coherence and cohesion in a spoken or written text). Pragmatic competence is essentially included in this model under sociolinguistic competence, which Canale and Swain (1980, 30) described as ‘sociocultural rules of use’. Being grounded on this taxonomy, communicative competence was repeatedly divided into some lesser known sub-competences like physiological mechanisms (Bachman, 1990) and actional competences.
Following the emergence of the nation of intercultural communicative competence and its relations to (foreign language) education, many studies have been produced concerning different scopes and focal points. Questioning what makes a learner’s communicative competence in English and hypothesizing that it cannot be accomplished without having an orientation towards the other’s culture, Akalın (2004) examined with an intercultural eye the textbooks used in Turkey to teach English.
Based upon her findings, she suggests that textbooks for especially young learners should firstly be predicated on characters, pictures, illustrations, texts and subjects from Turkish and even local culture and move slowly to the target culture and to crosscultural experiences so that students would not feel inhibited and strange as we proceed from the simple to the more complex and from known to the unknown in any educational process. In order for this to happen, she proposes as a solution that large foreign publishing companies should communicate with each target nation’s English teachers and educationalists.
Emphasizing the fact that the objective of language learning is no longer defined in terms of the acquisition of communicative competence in a foreign language but rather in terms of intercultural competence, which is “the ability of a person to behave adequately in a flexible manner when confronted with the actions, the attitudes and the expectations of the representatives of foreign cultures” (Meyer, 1991, 138). Similarly, teachers are now expected not only to teach the foreign linguistic code but also to “contextualize that code against the socio-cultural background associated with the foreign language and to promote the acquisitions of intercultural communicative competence” (Castro, 1999, 92). Atay, Kurt, Çamlıbel, Kaşlıoğlu and Ersin (2009) investigated the opinions and attitudes of Turkish teachers of English on intercultural competence teaching to see how, and to what extent, these opinions and attitudes are reflected in their classroom applications.
In specific reference to and support of Alptekin (2002) based upon direct experience and observation from Japan, Samimy and Kobayashi (2004) strongly object to the current implementations of communicative English teaching in the country claiming that they were imposed upon with a top-down approach by political and bureaucratic authorities on the assumption that any idea that seems to work in the U.S. and the U.K. and/or EFL contexts should work equally well in countries like Japan and/or any ESL context.
While the Japanese education system like the one in Turkey is characterized by crowded classrooms and masses of students associating the study of English with the university entrance exams, which emphasizes grammar, vocabulary and reading comprehension, the authors question how reasonable it is to recruit native speaker English teachers (which is a hot controversial issue at present in Turkey too) and force Japanese English teachers to fill students with Western values embedded in Communicative Language Teaching.
As a study with a fairly different perspective, Garcia and Biscu (2006) can be cited here. It is about the introduction of a new course called “Language Mediation” at the School for Interpreters and Translators of the University of Bologna, which is a project to teach intercultural communicative competence through theatre. The idea emerged from the Council of Europe’s definition of “mediation” as a communicative activity of the language user/learner, thus the undergraduate interpreter/translator as well, in which s/he acts as an intermediary between interlocutors who are not able to understand each other. In pursuit of what constitute a language mediator’s competences and skills, the authors found that he/she, besides language competence, should also possess sociolinguistic, discursive, strategic and sociocultural competence (Oliveras, 2000, 24) and intercultural communicative competence (Rodrigo, 1999, 235) comprising verbal and non-verbal aspects of communication, intercultural awareness and the mastery of pragmatics, behavioral patterns and negotiation (Oliveras, 2000).
In this context, the authors were inspired by the belief that theatre is a means to achieve the awareness and knowledge necessary to experiment intercultural exchanges, since the re-expression of a dramatic text in a foreign language -in with other space and another time- leads to dialogue with the mental context of the other culture.
References:
1.Alred, G., & Byram, M. (2002). Becoming an intercultural mediator: A longitudinal study of residence abroad. Journal of Multilingual and Multicultural Education. Clevedon: Multilingual Matters.
2.Alptekin, C. (2002). Towards intercultural communicative competence in ELT. ELT Journal Oxford.
3.Atay, D., Kurt, G., Çamlıbel, Z., Kaşlıoğlu, Ö., & Ersin, P. (2009). The role of intercultural competence in foreign language teaching. Inonu University Journal of the Faculty of Education, Special Issue, Malatya.
4. Balboni, P. E. (1999). Parole comuni, culture diverse. Guida alla comunicazione interculturale. Venezia: Marsilio.
5.Ball, J. C., & Lau, M. P. (1966). The Chinese narcotic addict in the United States. Social Forces, Chapel Hill.
6.Byram.M. Teaching and Assessing Intercultural Communicative Competence. Great Britain: WBC Book Manufactures, Ltd.
A collaboration between myself and internationally renowned poet Sourav Sarkar of India. The book presents us both as “2 Poets of the Common Era Literature Period” (a term Sarkar claims to have coined himself on Oct. 24, 2021 and is celebrated worldwide on its founding date yearly) and allows the reader an opportunity to “sample” our poetic styles and substance. It is at times a supple staccato or eroticism, at times mesmerizingly musical of humanism, at times visceral to its soul core but eventually reaches a crescendo to volcanic eruption of literary passion, hope and inspiration for our seemingly crumbling humanity. Here is a sample of one of MY poems from the book. Hope you check it out on Amazon. Merci beaucoup!
This month’s issue focuses on what’s going on inside of all of us, and how that shapes who we are. We’re going Beneath the Surface.
Image c/o Stella Kwon
Stella Kwon’s paintings explore dreams, childhood, fantasy, and the interiority needed for a creative life. Jacques Fleury’s sample poem from his new book Immortal Lines of Poetry looks into dreams and internal inspiration. Debabrata Maji’s poem traces his heart’s inner journey. Damon Hubbs tracks the odds and ends running through his mind while watching competitive tennis. Annabel Kim’s artwork explores and celebrates human and natural creativity. Ma Yongbo evokes the change of seasons, nature, and mortality.
Mark Young renders maps and nature into works of art in his ‘geographies.’ J.K. Durick speaks to intellectual experiences – the news, books, museums – and how we communicate ourselves to ourselves. Jasmina Saidova honors an inspirational teacher as Abdirashidova Ozoda explores possibilities for digital technology in early childhood education. Eshmamatova Shabbona traces the history and evolution of Uzbek literature and Munira Xolmirzayeva traces the history of Russian writing.
Eva Petropoulou Lianou praises the delicate elegance of Lily Swarn’s new poetry collection A Drop of Cosmos. Uralova Gulmira highlights themes of personal experience and motherhood in the patriotic writings of Uzbek poet Saida Zunnunova. Sayani Mukherjee reflects on being driven towards poetry in a full and changing world. Dr. Rasmiyya Sabir writes of romantic love, poetic inspiration, and the irrepressible drive to be heard.
Jakhongir Nomozov interviews poet Rustam Bekhrudi, who intends to capture and convey the resilient Turkish spirit in his writing. Mesfakus Salahin speaks to human psychology and the drive to live amid the allure of death. Mahbub Alam describes a night of discomfort due to mosquitoes, which he endures by thinking of people who have it much worse. Abdisattorova Hurshida’s short story highlights the dignity and self-determination and patience of the hardworking rural poor in Uzbekistan, even when facing death.
Hanen Marouani probes our internal emotional life with tenderness. Bill Tope uncovers the veil of a past sixth grade classroom where the students and teacher are full of inner and outer turmoil. Alan Catlin continues his surreal examination of the physical manifestations of work anxiety as Elbekova Nilufar warns of the danger to our eyes and psyches posed by Internet addiction. Emeniano Somoza Jr. reflects on what we lose by lessening the ups and downs of our emotional nature. Donia Sahab’s poetry probes the psychological torment and confusion Dr. Alaa Basheer alludes to in his painting. J.J. Campbell navigates loneliness with his trademark wit and cynicism.
Joana L.J. Milovanovic’s words bear witness to the psychological and physical damage domestic abusers inflict. Mykyta Ryzhykh’s characters find themselves subsumed by the crushing violence of a metaphorical “leviathan.” Alex S. Johnson reflects on his friendship with Runaways band member and visionary Kari Lee Krome and how the music industry elevates and chews people up.
Jakhongir Nomozov’s speaker reasserts himself after intense seasons of emotional pain and rejection. Soumen Roy highlights the importance of respect and patience in true love. Munisa Rustamova expresses gratitude for her mother’s constant love in a harsh world full of fake people. Alex S. Johnson and Kandy Fontaine assert their confidence in their way of living and loving and show how power is expressed through service and care, not abuse. Liderqiz demonstrates this ethic of service through a profile of Uzbek Information Service leader Dilbar Ashilbayeva.
Andela Bunos speaks of the universal human grief of lost love. Kristy Raines’ poetry expresses commitment to a romantic relationship despite being separated. Lola Ijbrater outlines the rise and fall of a romance through a series of flowers. Ken Gosse describes heartbreak through clever poems with increasing numbers of lines. Eva Petropoulou’s lines address intimate love and the beauty of forgiveness. Annamurodov Umarbek reflects on coming of age after losing his father.
Taylor Dibbert reflects on the impression Americans make while traveling abroad. Doug Hawley and Bill Tope present a humorous tale of unintended interplanetary cooperation. Duane Vorhees’ poetry deals with our humanity, the roles we play in life and who we choose to become to each other.
Abdel Iatif Moubarak’s words express solitude and the hopes and dreams of individuals and communities in an uncertain world. Abigail George reviews Nadine AuCoin’s horror novel Tucked Inn, a tale of survival and good overcoming evil. Justin Faisal, a Rohingya refugee from Myanmar and advocate for his fellow refugees, writes of his inner journey of perseverance and finding beauty in life. Sharifova Saidaxon reflects on similar sentiments, finding forgiveness and acceptance through her faith.
We hope this issue inspires you to dig into your inner psyche and uncover strength and reach for your hopes and dreams.
