The greatest and most sacred wealth of every nation is its language. Language is the heart, thought, and spirit of a nation. Wherever there is a language, there is a nation. That is why our ancestors did not say in vain that “Language is the mirror of the nation.”
Through language, a person expresses their feelings, dreams, and thoughts. Language embodies the culture, history, values, and worldview of a people. If a nation loses its language, it loses its identity, its national identity. Therefore, loving and cherishing our native language is the most sacred duty of each of us.
Today, the Uzbek language has a high status as the state language in the Republic of Uzbekistan. Thanks to independence, the prestige of our language has increased, and it is freely used in all spheres. Our native language continues to flourish in schools, universities, the press, and the internet. But we must not limit ourselves to this – it is also our duty to keep it clean, rich, and expressive, to use each word correctly.
Language is not only a means of communication, but also the national pride, values, and historical memory of the people. Through the works of such great writers as Alisher Navoi, Abdulla Kadiri, Erkin Vakhidov, Zulfiya, we see how beautiful and attractive our language is. Their legacy allows us to feel our native language even more deeply.
In conclusion, preserving the language is preserving the nation. If every person respects and cherishes their language, that nation will never disappear. Let us cherish our mother tongue, because it is a mirror of our history, culture, and future.
Ermatova Dilorom Bakhodirjonovna was born on May 3, 1998, in the Asaka district of Andijan region. I work as a nurse at Maternity Complex No. 1 in Asaka.
I am interested in many things. I also enjoy drawing, knitting toys and clothes from threads, making things from cardboard from various materials, and sewing. Sometimes I write poems. I will not stop learning and working on myself.
Review of “Break the Silence: Anthology of Verses”. Vol. III in 2025
First of all, infinite thanks to Brenda Mohammed to bring this book in light, Florabelle Lutchman to bring nice book cover and poets around the world who are included here to bring world light.
The book is the best version of healthy life style that it deals with poems of many poets. Brenda Mohammed brings very nice thoughts to make society, nation and world better. She wants to mitigate the dirt of inhumanity through these poems. The poetic theme is to pause drug using, abuse to people, and exploitation to women. The poems have crafted a new shining world to bring peaceful humanity.
The book mentions about the useless drug addiction and other violence that ruin the world. The suggestion of this book brings concept to make useful and peaceful society where utopian leading will be there. Poems reduce the concept of bad environment of society. This book urges the readers that all poems of poets from different countries suggest not to take drugs, not to engage in trafficking and violence. Then we can create the best and meaningful world.
Today’s world is full of inhumanity and unethical doings. So, the book provides the higher education to all kinds of people not to fall in rough world and not to endure any injustice for us. Revolution should be there against injustice. The poets inside it revolt against the false matter of evil things of society in which people engage in unethical things. Sometimes we writers are abused by illegal and unethical people. So, this book urges to be ethical and civilized human. Another happy moment in this book is that it is Amazon Best Seller 1 book. Founder Brenda Mohammed inspires we all to express our feelings against all kinds of violence in society.
So, thanks to the founder and all poets inside it to craft the words of justice.
Talem was someone who had once forgotten his own name. He lived in a city where names could be changed as easily as shoes: one in the morning, another in the evening, a third in dreams. The city had no name, or rather, it had all of them at once.
One evening, when the shadows from the streetlights grew thicker than the lamp posts themselves, Talem found a letter at his doorstep. The envelope was black as the ash of a burned book and warm to the touch, as if it had only just been held. Inside was a card, inscribed with silver writing:
INVITATION TO THE GREAT MASQUERADE
Location: The Hall Between Times
Time: When the clocks stop
Bring your mask with you. Or let it find you.
He didn’t remember agreeing to anything, but he was already on his way.
The Hall Between Times was a glass palace, standing in a place where the city ceased to be real. The walls reflected not faces, but possibilities: you could see who you might have become if you had chosen differently. Or whom you had lost by choosing as you did.
Talem was not alone. He found himself among the guests, each wearing a mask — strange, alive, breathing. Some wore the faces of lion-headed beasts, others had the likeness of hawks, some bore golden tridents, while others had six eyes. The masks moved, shifted, as if they were worn not by humans, but by beings with their own life.
Talem wore a blank mask — smooth, like a mirror’s surface. He had received it from a random street vendor as he passed by. The man had said:
— Here, this is it. Without this, you won’t get in.
He felt like an outsider, as if he were a mere shadow against these vivid faces. But that was the point.
He met three of them.
First was Horus, the Egyptian god of the sky. His mask was made of pure gold, with falcon eyes that blazed like the sun. He stood by the window, watching the clouds slowly move, not in a hurry.
— I lost my father’s throne, — he said. — And now I know: the truth cannot be found when it disappears with every glance.
Talem said nothing.
Next was Kali, the destroyer of illusions. Her mask was made from a tangle of skulls and serpents, and she seemed both wild and merciless. Her hands were many, each holding a lotus, a sword, or a bone.
— I do not kill bodies, — she said. — I destroy lies. I become what your soul hides. Look at me, and you will see what you hide. Put on my mask — and you will see what remains of you.
Then came Odin, the god of wisdom and war, his mask made of horns and raven feathers. His gaze was penetrating, as if he knew what would happen to everyone in this hall a thousand years from now.
— I gave up sight for wisdom, — he spoke. — But now I don’t know what to do with it. No matter how much you know, the answer is always hidden in another question. Are you ready to find that question?
But Talem did not take any of their masks. He simply remained silent, listening to their words, which seemed to grow emptier with each passing moment.
The next gods approached.
On the balcony, far from the rest, stood Tlaloc, the Aztec god of rain, wearing a mask of jade. He laughed, but his laugh sounded like a storm, a prelude to disaster. His fingers slid through a bowl filled with water.
— People call me good when they desire rain. And evil when I bring floods. Are you ready to be the one who no one understands? The one who is both condemned and exalted at the same time?
Then in a corner appeared Ereshkigal, the Sumerian goddess of the underworld. Her mask was made of burnt clay, with eyes that seemed to peer into eternity.
— I was once the sister of the sky, — she whispered. — Now I lie beneath the earth. Are you ready to consume darkness? To be the one who never sees the light?
But even she did not tempt Talem to wear her image. Instead, he approached one corner of the hall, where stood the Nameless — a god whose name had never been known. His mask had no eye sockets, and his face was just a dark void.
— Who are you? — asked Talem.
— I was a god, but I was forgotten. My name no longer echoes in prayers, but perhaps you know me. I am the one who is never remembered but always present. I am the future of all gods, even if no one remembers us.
Talem was silent once again.
At midnight, when all the clocks in the Hall Between Times stopped, the Exchange began — an ancient ritual in which the gods could leave their masks. And the mortals could take them, to become what they were not.
Talem felt the weight of many hands before him, each holding a mask, each offering a promise.
— You are empty, — said Kali, extending her mask. — But this emptiness can be anything. Fill it with me, and you will become the one who destroys illusions.
— Or become mine, — said Odin, holding out his mask, full of wisdom and loss. — Become the one who sees, but cannot close his eyes.
— Are you ready to be the one who gives everything and takes everything away? — asked Tlaloc, his mask flashing like rain in the light.
Talem stood in the center of the hall, feeling their eyes on him, the weight of these possibilities. But he did not move. He simply looked at them.
— All of you fear emptiness, — he said softly. — But I do not fear it. I do not want to be someone I do not know. I do not want to wear a mask. I am a human. And I choose to be empty, but real.
He took off his blank mask and placed it on the floor.
A silence settled over the hall, like a cloud that absorbs the light. The gods were silent. They did not speak, but there was something new in their eyes. Fear. Respect. Understanding.
Talem turned and left. Behind him, the gods remained, once again locked in their masks, which now seemed not alive, but simply dust in the air.
When he stepped outside, the morning was already knocking at the city windows. He walked, and the world seemed the same. But Talem knew: now, he was just a human. And that was enough.
Nidia Amelia García, from Buenos Aires, Argentina, is a writer and an active member of Juntos por las Letras (Together for Letters). She has participated in numerous virtual events in Uruguay, Paraguay, Bolivia, Spain, Colombia, Portugal, Nigeria, Uzbekistan, Kyrgyzstan, and elsewhere. She has also contributed to literary anthologies such as “Books of the Immortals” and “Anthology of the 50 Poets of the World 2022.”
Modern Pedagogical and Informational Technologies in Teaching Foreign Languages
Annotation
This article looks at how modern pedagogical and information technologies influence the process of teaching foreign languages. It explains the ways in which technology makes language lessons more interesting, interactive, and focused on students’ needs. The study draws attention to computer-assisted instruction, various multimedia tools, and online educational platforms that encourage students to work more independently and collaborate with others. It also discusses both the benefits and the difficulties that may arise when technology is integrated into language education.
Keywords: pedagogy, technology, language learning, multimedia, modern education, communication, collaboration, modern pedagogical technology, informational technology, the advantages of technology, the disadvantages of technology.
Introduction
In recent years, the use of modern technologies in education has noticeably changed the way foreign languages are taught. Many teachers now rely on digital tools, multimedia resources, and interactive platforms to make their lessons more lively, practical, and engaging for students. Pedagogy is usually understood as both an art and a science of teaching that considers students’ social, emotional, and developmental needs. It focuses on how knowledge is shared and how teachers and learners interact in the classroom. Since education is shaped by the culture and values of each society, teaching methods and approaches often differ from place to place.Today, more educators are paying serious attention to the use of new technologies in teaching. It is not just about adding technical devices but also about introducing fresh methods and more active approaches to learning. The main purpose of using modern tools in language education is to improve the overall quality of teaching, help students communicate more confidently, and give them more real opportunities to use the language in practice.
Main Body
Pedagogy is often understood as the actual practice of teaching in which the teacher’s personal approach, methods, and strategies strongly influence how students learn. Good teaching is not limited to delivering information; it also involves understanding how people learn, taking students’ interests into account, and creating a supportive environment. The aims of pedagogy can vary widely — some focus on helping students think critically and develop intellectually, while others aim to give them practical or professional skills. Modern technology has brought major changes to the way people gain knowledge. One of its biggest advantages is that learning is no longer tied to a single place or fixed schedule. Today, a simple computer with an internet connection is enough to access educational materials, attend online lessons, and communicate with teachers or classmates from different locations. Homes, offices, and even public spaces can now serve as virtual classrooms. The term “multimedia” has become well known in the digital world. It generally means using different forms of content together — text, images, audio, video, and animation. Common examples include audio systems, video platforms, and interactive software. The internet has turned into a powerful space that allows people to share ideas and resources through e-mail, discussion forums, web pages, and even real-time voice or video calls. In education, multimedia is especially valuable because it connects different types of media into one learning environment. This makes it easier for students to find, understand, and apply information in a way that fits their personal learning styles and goals.
Traditional pedagogy is often based on the idea that the teacher is the central source of knowledge, while students passively receive information. This model, which Paulo Freire called the “banking concept of education,” positions learners as empty vessels to be filled.
In contrast, modern educational theories highlight learner-centered methods in which students play an active role, and teachers act more as guides or facilitators than as sole authorities in the classroom. With the arrival of technology, communication and cooperation between learners have reached a new level. Digital tools used in today’s classrooms allow students to collaborate on group assignments, share their perspectives, and support one another through peer learning. These tools also help teachers address the varied needs of their students more effectively and offer personalized support. Technological platforms connect learners with educators and peers across the world, exposing them to different cultures and authentic language use. This global interaction not only strengthens language skills but also deepens cultural awareness and respect for diversity. However, technology alone does not guarantee better learning outcomes. Its effectiveness depends on how well teachers integrate it into their lessons. Having digital resources is not enough; they need to be used creatively to build interactive and meaningful learning experiences. The traditional “chalk and talk” method, where the teacher speaks and students simply listen, is becoming less effective in modern language classrooms. In contrast, technology-enhanced learning encourages students to participate actively, think critically, and learn independently. Even without being technology experts, teachers can experiment with various digital resources to make their lessons more dynamic and efficient. The fast growth of digital tools has made English language learning more flexible and student-centered. Multimedia resources such as educational videos, podcasts, e-books, and online platforms provide learners with rich opportunities to build vocabulary, improve grammar and pronunciation, and explore cultural contexts. These materials expose students to authentic language use, helping them develop a deeper understanding of how language functions in real life—not just in textbooks. As a result, lessons become more practical, meaningful, and enjoyable. Technology transforms classrooms from passive learning spaces into active environments where students take ownership of their learning. They explore information independently, work on interactive projects, and build essential skills like creativity, problem-solving, and critical thinking—abilities that are vital for success in the 21st century.
Furthermore, technology allows teachers to apply fresh teaching strategies that promote active communication, stimulate motivation, and support students’ independence in learning. One of the greatest strengths of educational technology lies in its ability to enhance teachers’ professional credibility while increasing students’ interest in the subject. The younger generation has grown up in a fully digital world — fast internet, smartphones, and online communication are part of their everyday lives. When educators skillfully incorporate technology into their lessons, students tend to view them as competent, modern, and in touch with current trends. This perception builds respect and strengthens the teacher-student relationship. Even a single digital tool, if used purposefully, can completely change the atmosphere of a lesson and create a deeper learning experience. Multimedia content and interactive online activities make classes more dynamic and memorable, helping students remain engaged throughout the learning process. Studies have shown that students may retain only around 5% of the material presented through traditional lectures alone. In contrast, when learning involves group collaboration and interactive technology, retention can rise sharply — sometimes reaching 80% or even 95%. This clearly demonstrates how technology not only increases engagement but also improves understanding and long-term memory. Beyond its impact on engagement, modern technology makes classrooms better reflect real-world conditions.
Education should prepare learners to thrive in a technology-driven society rather than simply preserve the methods of the past. While traditional knowledge is still important, it must be balanced with the skills needed for the digital future. By integrating modern tools, teachers can connect past learning traditions with new innovations, giving students both a strong foundation and the adaptability to face future challenges.
Nevertheless, despite the clear benefits of integrating technology into the learning process, several obstacles remain. Many experienced teachers who have relied on traditional teaching methods for years often struggle to adjust to new digital tools. This challenge typically stems from limited training opportunities, a lack of technical expertise, or even resistance to change. When educators lack confidence in using technology, they tend to avoid it in their teaching, which prevents them from fully realizing its potential to enhance learning.To address this issue, continuous professional development programs and targeted workshops are essential. These initiatives can help teachers build digital competence, develop new teaching strategies, and become more comfortable incorporating technology into everyday classroom activities. Another concern is the excessive dependence on technological tools. When both students and teachers rely too heavily on digital platforms, essential skills such as creativity, critical thinking, and problem-solving can weaken. Learners may concentrate more on using the tools themselves rather than engaging deeply with the subject matter. For this reason, it is crucial to maintain a healthy balance between traditional teaching methods and modern digital approaches. Technology should act as a supportive tool that complements human interaction, not one that replaces it. Technical difficulties also continue to pose challenges. Poor or unstable internet connections, outdated hardware, and software malfunctions can interrupt the learning flow and reduce focus in the classroom. These disruptions not only consume valuable time but can also negatively affect students’ motivation and concentration. In some schools, particularly in developing regions, limited access to modern equipment makes the use of educational technology even more difficult. Despite these challenges, the positive impact of technology in education remains significant. When used purposefully and strategically, digital tools can make the teaching process more dynamic, interactive, and inclusive. They encourage student collaboration and allow for personalized learning experiences, enabling each learner to progress at a pace that matches their abilities and interests.
Conclusion
The integration of modern pedagogical and informational technologies has played a key role in transforming foreign language education. By making the learning process more engaging and student-oriented, these tools create an environment that encourages active participation and meaningful communication. Learners not only strengthen their language skills but also gain exposure to authentic materials and develop the ability to apply classroom knowledge to real-life situations. Although certain obstacles—such as technical limitations, insufficient teacher training, and access inequality—remain, the overall benefits of technology in language teaching are clear and impactful. When pedagogy and technology are effectively combined, they foster a flexible, interactive, and creative educational atmosphere. This approach equips students with the skills and confidence they need to thrive in a rapidly changing, globalized world.
References
Freire, P. (1970). Pedagogy of the Oppressed. New York: Continuum.
Richards, J. C., & Rodgers, T. S. (2014). Approaches and Methods in Language Teaching. Cambridge: Cambridge University Press.
Warschauer, M., & Healey, D. (1998). ‘Computers and Language Learning: An Overview.’ Language Teaching, 31(2), 57–71.
Dudeney, G., & Hockly, N. (2012). How to Teach English with Technology. Pearson Education Limited.
Chapelle, C. A. (2003). English Language Learning and Technology. Amsterdam: John Benjamins Publishing Company.
Azizova F.S. (2022). Methods and principles in teaching foreign languages.Tashkent: “Ilm-ziyo-zakovat”
Choriyeva Oynur was born in Muborak district of the Republic of Uzbekistan. She is a student at the Faculty of English Philology of the Uzbekistan State World Languages University.
I am Til Kumari Sharma from Nepal. I am the best-selling co-author of Creating a Better World, A Spark of Hope vol 3 and few others. I am a poet in the world record book Hyperpoem. I am a featured poet in anthologies like ThePoetry Posse- 2023, 2024, 2025 and others. I have earned a “World Creative Hero Award” by LOANI. I was a teacher and professor and now I am an internationally recognized writer.
2.How have you started to write poetry?
When I did not get a job as I wished in Nepal, I started writing poetry to address my distressed feelings about my country, politics, and female exploitation in Nepal’s civil war. Then I made myself a regular poet because I published poetry books and used to sell them in schools and colleges of Nepal. I travelled to every city in Nepal.
3.What is the message you want to give through your poems ?
I want to give the message that people, politics, and education must be with ethics and discipline to lead society and the nation. And poetry must be leading people to a way of life that’s not corrupted.
4.Do you believe that new generation is reading and is caring about literature.
I did not think so. But this time my two books are about national politics and criminal or corrupted politicians and Nepal’s corrupted media too. Such corrupt institutions were exposed by youth recently in our country. Similarly to what I wrote, real Nepali youth did take on society. Is this a coincidence or inspired by my writings? Certainly youths read. They are very clever to know about the literary situation in our country.
5. How are you feeling when you see your Poems published in several foreign sites.
I am happy that several foreign sites that published me are like golden jewelers, allowing me to express my emotions or creativity. So, I want to say infinite thanks in this interview to all who published me.
6. Do you want to share with our readers
A phrase that changed your life
That phrase was by you, your original voice: “Poetry unites people” by EVA Petropoulou Lianou. Yes, it is your truth that poetry associates society, community and all to express same common feelings with writing or typing. That inspires not only me, many others too.
7. What is your future project
My future project is to lead society, my nation, and the world by writing poetry of positive thought. In our world women are exploited with violence and secret harassment and those who speak up are silenced. Girl students are silently exploited by males in schools, colleges and many other places. Women are not secure. So self-defense should be made. Poetry writing should give an education into ethics and self-survival morally.
My project wants all people as children, youth, aging to live with good morals. Then world will be better.
Thank you so much ��
EVA Petropoulou Lianou ����
eviepara@yahoo.fr
As World- renowned poetess Miss Til Kumari Sharma is a Multi Award Winner in writing from an international area from Paiyun 7- Hile Parbat, Nepal. She is known as Pushpa Bashyal around her community. Her writings are published in many countries. She is a featured-poet and a best-selling co-author too. She is a poet of the World Record Book ” HYPERPOEM. She is one of many artists to break a participant record to write a poem about the Eiffel Tower of France. Her World Personality is published in Multiart Magazine from Argentina. She is feminist poet. She is published as the face of the continent ( Cover Page of Asia) in Humanity Magazine. She is made as portrait ” Poetic Legend of Asia” by Nigerian Painter. She is world creative hero of LOANI.
