On behalf of the ELT Choutari team, I would like to wish everyone a slightly belated Happy New Year 2016! And welcome to a special Anniversary issue once again!!
This is the eighth year of our blogging about ELT. We are grateful to you for reading and promoting the ELT khurak we provide here. And we are grateful to those who have contributed to this issue. Your contribution to professional conversations here is invaluable, as always.
The last year 2015 remained the year of despairs in Nepal especially due to destructive earthquake and five-month-long crisis resulted due to discontented voices of communities especially Madhesi, Tharu and Janjatis following the country’s new constitution. It has affected all walks of life, and education and ELT in Nepal have been impacted as well. But we also believe that as educators we can play a role: we can understand and communicate issues, we can rethink education at all levels, and we can even improve our day to day teaching. It is not just a coincidence, therefore, that the writings in this issue address difficult issues of power and struggle, opportunity and justice to the general masses.
Bearing the responsibility of representation of the Nepali people, the Constituent Assembly (CA) presented a constitution for the first time in Nepal’s history. The constitution has ensured Nepal as Federal Democratic Republican state with three-tier government (federal, provincial, and local), competitive multi-party democratic system, secularism, inclusion and policy of proportional representation, president as ceremonial head-of-the-state, people’s sovereignty and fundamental rights including economic, social and cultural rights. It is for professionals and educators in all fields to help realize the aspiration of the people by contributing through the means at their disposal. Education is arguably the most powerful means for social transformation. We will welcome fellow educators to share ideas with broad social vision through this venue.
We are yet to understand how the sociopolitical changes above will affect education, but as educators, it is our role to make sense of the change, to shape it, to give it meaning. It is for us to make the best contribution we can to the education of the future generations of Nepalis. We certainly cannot continue to do whatever we have been doing; we can and must invite others, ignite ideas, and involve ourselves in conversations about change, about where and what and how we can be most productive and professional in the new contexts.
At Choutari, we plan to produce new issues on special themes and issues. While we are likely to publish on longer time intervals than before (most likely quarterly instead of monthly), we will remain the open space run by independent volunteers, continuing a tradition and adding a necessary dimension to professional conversation.
Here we reflect on the past, present, and future of our work. We would like to invite you to consider joining us and contributing as directly as you can. If you can spare the time and have new ideas, please contact us; this could be your means of impacting the professional lives of English language teachers across the country (and also across the world). We have thrived on the power of volunteerism, volunteers with knowledge and experience, passion and energy, technological skills, and a desire for collaboration and networking. If you have any of these to contribute to the community, or have questions before you join, please do not hesitate to send them at eltchoutari at gmail.com.
Thanking you again for your continued readership and your support, and wishing you a great year ahead again.
In this anniversary issue, Prem Phyak, a PhD scholar in University of Hawaii, dedicates a blog post to the legacy of a famous applied linguist, Professor Alan Davies. In the context of sad demise (in September 2015) of Professor Alan Davies, the author shares some of his major contributions in relation to teaching, discourse, ELT policy and Applied Linguistics in Nepal. In the second post, Tikaram Poudel, assistant professor in Kathmandu University, examines the texts relevant to influence of English on Nepalese society and provides a fresh perspective for looking at the socio-educational issues of Nepal in relation to English language in education.
In the third post, Shyam Sharma, assistant Professor in Stony Brook University, New York, appreciates and analyses the benefits of multilingualism in relation to Nepal’s multilingual context and education. In another post, Uttam Gaulee, a PhD scholar in University of Florida, recalls the days of his principalship in an English-medium school in Nepal, and provides the perspective on harsh socio-economic inequality and division created by public and private (English-medium) education.
Likewise, in another post, Doreen Richmond, a teacher educator in the USA, who did writing lessons in some classrooms and training sessions in rural parts of Nepal, shares her experience of teaching writing as a process to younger and older students. In another blog post, Hem Raj Kafle, assistant Professor in Kathmandu University writes on his PhD experiences, a thoughtful memoir of his six years engagement in Kathmandu University. In this blog post, Dr. Kafle provides deep thoughts on the process of pursuing PhD and the product of it.
Here is the list of posts in this issue:
- Prem Phyak: Local Contributions of a Global Applied Linguist: A Tribute to Professor Alan Davies
- Tikaram Poudel: English in Nepal: From Colonial Legacy to Professionalism
- Shyam Sharma: The Beauty and Power of Multilingualism
- Uttam Gaulee: Boarding the Illusory Train
- Doreen Richmond: Writing about Writing
- Hem Raj Kafle: Post-PhD Ramblings: What is There to Remember?
On behalf of ELT Choutari Team, I would like to express my sincere acknowledgement to former team members, contributors, and readers for continuing this professional legacy of local and global ELT discourse. Hope you will enjoy the readings. We will be grateful if you could share your thoughts and comments on the blog posts and also share them with your networks.
Ashok Raj Khati