ABSTRACT
Wajifunzaji wa lugha ya pili hufanya dosari mbalimbali za kiisimu katika ujifunzaji wao. Tafiti mbalimbali kuhusu suala hili zinaonesha kuwa dosari katika ujifunzaji wa lugha ya pili au lugha ya kigeni hutokea kama athari za lugha za kwanza za wajifunzaji. Mwandishi wa makala haya alikisia kuwa dosari zinazofanywa na wajifunzaji wa Kiswahili hazitokani na athari za lugha za kwanza pekee, bali kuna masuala mengine yanayowasababishia wajifunzaji kufanya dosari katika ujifunzaji wa Kiswahili kama lugha ya pili. Hali hii ndiyo iliyochochea raghba ya kufanyika kwa utafiti huu unaohusu dosari za kimofosintaksia zinazofanywa na wajifunzaji wa Kiswahili katika shule za sekondari nchini Uganda. Makala haya ni sehemu ya tasnifu ya uzamivu ya mwandishi wa makala. Data ya utafiti uliozaa makakala haya ilikusanywa kwa kutumia uchambuzi matini pamoja na ushuhudiaji. Uchanganuzi wa data uliongozwa na Nadharia ya Usasanyuzi Dosari iliyoasisiwa na Corder (1967). Matokeo ya uchambuzi wa data yamebainisha kuwa wajifunzaji wa Kiswahili katika shule za sekondari nchini Uganda hufanya dosari mbalimbali za kimofosintaksia. Dosari hizo ni pamoja na matumizi yasiyo sahihi ya vipatanishi vya kisarufi, matumizi yasiyo sahihi ya viambishi, vielezi, virejeshi, vivumishi, kuchanganya njeo, utohozi usiofaa pamoja na kutokukanusha kwa usahihi.

ABSTRACT
Abstract: Makala hii inahusu ubainishaji wa maswali ya balagha kwa kuzingatia viashiria vya kimofolojia katika mazungumzo ya Kiswahili. Maswali ya balagha ni maswali yasiyohitaji majibu yenye lengo la kufikisha ujumbe kwa wahusika. Maswali haya hutumika kama mbadala wa kauli mbalimbali. Ili kupata kile kilichokusudiwa, maswali haya hayana budi kubainishwa. Suala la ubainishaji wa maswali ya balagha hutofautiana kulingana na lugha. Kwa kuwa suala la ubainishaji wa maswali ya balagha katika Kiswahili haliko bayana, makala hii inalenga kutoa maarifa hayo kwa kuonesha viashiria vya kimofolojia vinavyotumika kubainisha maswali ya balagha katika mazungumzo ya Kiswahili. Data za Makala hii zilipatikana kutoka katika mazungumzo ya kwenye vibanda vya mpira, mamantilie na vijiwe vya bodaboda kutoka mikoa ya Dar es Salaam na Mbeya. Mbinu ya ushuhudiaji wa kushiriki ilitumika kukusanya data. Aidha, uchambuzi wa data umefanywa kwa kutumia mkabala wa maelezo. Nadharia ya Tendo-uneni ya Searle (1979) imetumika katika ukusanyaji na uchambuzi wa data za Makala hii. Matokeo yanaonesha kuwa katika mazungumzo ya Kiswahili, maswali ya balagha huweza kuashiriwa na viashiria vya kimofolojia. Kuna viashiria kama vialami pragmatiki, viunganishi na vitenzi ambavyo huukilia fasiri ya kibalagha. Makala hii inabainisha kuwa pamoja na kwamba kuna viashiria vya kimofolojia, bado muktadha wa mazungumzo ndio unaovifanya vipate nguvu ya kubainisha maswali ya balagha. Makala hii inapendekeza tafiti nyingine zifanyike katika miktadha tofautitofauti ili kuendelea kuweka bayana suala la ubainishaji wa maswali ya balagha katika Kiswahili kwa ajili ya kujenga maarifa ya kisemantiki na kipragmatiki.

ABSTRACT
Abstract: This article, titled “The Phenomenon of Clarity and Ambiguity in the Poetry of Prophetic Praise: A Comparative and Critical Study between Hamid Mahmud Ibrahim Alhijiry and Muhammad Jamilu Sadisu”, conducts a comparative and critical analysis of the prophetic praise poetry of the two poets. Drawing on the Arabic critical theory of Clarity and Ambiguity, the study identifies elements of excellence in their poetic expression. The article begins with an introduction that outlines the aims, significance, research problem, and methodology. It then provides a brief overview of the poets' biographies, examines the literal and technical meanings of Clarity and Ambiguity within the framework of Arabic literary criticism, and discusses the importance of applying this theory to literary analysis. A comparative analysis of selected prophetic eulogies by both poets follows. The study adopts an analytical approach, and the findings reveal that both poets demonstrate equal proficiency in the use of clear diction, sentence structure, and rhetorical imagery.

ABSTRACT
Abstract: This paper aimed to examine the psychology of ethnic minority in The Spirit Catches You and You Fall Down. It specifically analyzed key incidents that reveal how entrenched power structures enforce a singular narrative of health and illness, often disregarding the Hmong perspective rooted in their cultural beliefs and practices. Furthermore, it discussed the implications of these disparities on the psychological well-being of the family, illustrating how their identity and lived experiences shape their interactions within a predominantly Western framework. The descriptive method was used, and the analysis was based on the Critical Race Theory (CRT). The findings unveiled the systemic racism and cultural barriers that contribute to the miscommunication and mistrust between the Hmong family and medical professionals. Besides, the study recommended recognizing diverse cultural narratives in healthcare to promote equity and understanding, suggesting that a more inclusive approach can bridge the gap between differing worldviews, thereby improving patient outcomes for minority communities.

ABSTRACT
Abstract: Project-based teaching is a modern educational approach that is particularly effective in developing coherent language for 5-6-year-old preschool children. Integrating literary works into learning not only enhances language development but also promotes creative thinking, communication, and social skills. This paper clarifies the current situation of coherent language development for 5-6-year-old children through project-based teaching at kindergartens in Nghe An province. The finding serves as a practical foundation for designing project-based lesson plans to improve the effectiveness of this approach in preschools.

ABSTRACT
This study presents a theoretical analysis of “The Word,” a poem by Ali Jimale Ahmed, a prolific thinker who is, in addition to being an academician, also a highly regarded poet, literary critic, culturologist, essayist, novelist, and a polyglot whose literary production draws on African, Western, and Arabian/Middle Eastern knowledgebases in their classical, medieval, and contemporary eras. Using English as his chosen medium of communication, and controverting the familiar rhythms, metric structures, alliterated sounds, and rhymes known for the poetry recited in his native Somali tongue, the poet Ahmed explores in this sonnet a terra incognita path of problematizing the function as well as limitations of language, rekindling the essential debate over language on the one hand, and use of poetic language on the other, in his unique style of versal discourse in “the word”.

ABSTRACT
The social and cultural pluralism of modern reality has highlighted the different manifestations of student potential in terms of readiness, interests, experiences, culture, needs and learning capabilities, making the traditional, one-dimensional way of teaching and learning inadequate. Based on this logic, it seems that Differentiated Teaching and Learning constitutes a modern teaching perspective, which, through the utilization of Developmentally Appropriate Programs, is capable of responding to the complexity of the multi-level activation of the psycho-spiritual potential of each student, in the acquisition of skills, in their active involvement in the teaching process and in the development of motivation for the construction of new knowledge. The purpose of this research is to determine the degree of enhancement of the quality of the teaching provided, through the implementation of an annual educational intervention program with the implementation of Developmentally Appropriate Programs within the framework of Differentiated Teaching and Learning in kindergartens. The research was implemented in the academic year 2023-2024 in four (N:4) kindergartens in the Epirus region, of which two constituted the experimental groups and two the control groups. A structured questionnaire with open and closed-ended questions was used to collect the research data. The findings of the research highlighted the importance of utilizing Developmentally Appropriate Programs within the framework of Differentiated Teaching and Learning in providing high-quality education in preschool.