Avenues of Mobile Phones in ELT-Practices of Remote Schools in Nepal

Jeevan Karki- head shot

Jeevan Karki

Access to mobile phones are quite common in Nepal at the moment. It is even more common for teachers- both in the towns and remote areas. According to the Management Information system (MIS) report of Nepal Telecommunications Authority (mid-April, 2015), 90.4 percent of total population in the country have access to mobile service. Mobile phones are basically used for communication. Besides communication, it is used for taking photos and videos, listening to radio and music, watching videos even TVs, doing calculation, recording audios, flash light, playing games, surfing internet and even used as a mirror! This device has replaced some of other devices because of its multi-functional uses.

The use of mobile phone is widely discussed in classroom teaching learning in literature. Along with the advancement of technology, the features available in the mobile phones have assisted in teaching learning in classroom. The device seems to be an integral part of our lives. People can avoid their food but cannot avoid the mobile phone in the present context! The device is assisting both teachers and students in many ways in teaching learning. On the other hand, some people believe that mobile phones should not be allowed in the classroom both for teachers and students. They argue that it distracts them from teaching learning. As we cannot avoid it in our day to day lives now, we also need to look for creative ways of using it in schools. We can use it appropriately in schools and show students the proper use of the device and encourage them to use it appropriately and properly.

In the subsequent topic I discuss the use of mobile phones in ELT classroom with reference to the teachers’ practice of mobile phones in the remote schools of Solukhumbu.


Solukhumbu is located in Northern part of Nepal, which is in the geographically challenging landscape. Roadways are difficult here. So is the case of communication. There is no proper access of telephone in some places of the district. However, teachers use mobile phones not only for communication but also in teaching learning in the classrooms. In a training for English teachers in Solukhumbu, I talked with teachers on how they have been using mobile phones in English classes. One of the teachers, D. L. Shah (pseudonym) said:

We use mobile phones for dictionary, songs, teaching chants through audio visuals and teaching listening.

It shows that the teachers can use the mobile phones both for themselves and students. They use the device for teaching language through songs and chants. The authentic audio and the language used in them is good exposure for children to learn language. Likewise, the video facility makes presentation of chants and songs even more special for children. On the other hand, teachers use it for teaching listening, which is one of the effective use of the device. Mobile phone is very easy device for teaching listening. Listening can be done in two different ways. First, we can store the authentic listening materials in the device, design some tasks and use the audio. Likewise, if such audios are not possible, we can also record the audio ourselves or by the help of our colleagues or even students and use in the class. This can bring variety in the classes. While interacting with primary level teachers, it is found that they generally skip or do the least, the listening activities in the textbook or while the curriculum gives more emphasis on listening in this level. Curriculum has allocated 40% of total activities of class one in listening, 35% in class two, 30% in class three, 25% in class four and five. Use of mobile phones can bridge this gap. Not only for students, the device is also serving as a resource bank for teachers’ professional development. Like, Shah uses the device for dictionary. Teachers can install dictionary in their smart phones (even in simple phones) and use it for searching the meaning of word, pronunciation, spelling, parts of speech, synonyms/antonyms and the use of the words. Talking about the use of it as a resource bank another teacher, Arjun Thapa said:

We use it to see teaching resources like curriculum and teachers guide in PDF form and also play games with children on the phones for entertainment.

It further explores another avenue of the use of mobile phones. The device can also help them to collect the resources, store and use whenever required. The resources like curriculum, teachers guide and books are available free of cost through curriculum development centre Nepal (there is even apps for smartphones). This saves both their money and time. It shows the device is proved to be equally useful for reading too. On the other hand, if there is access to internet, we can have the abundant knowledge in our fingertip and the mobile phone has made it even easier to access. Some of the useful site for teachers can be Wikipedia, teaching channel, British Council etc. Likewise, as Thapa mentioned, the device can also be used for entertainment with students. Not merely entertainment, there are apps that give both teachers and children education and entertainment. Badal Basnet, a young teacher added this very benefit as follows:

We can teach grammar using mobile phones e.g. grammar apps to practice on different topics, show the pictures for vocabulary.

Basnet focuses on use of the device in teaching grammar and vocabulary. There are several English grammar apps, which are useful for both teachers and students. For even junior students, we can use the grammar apps to design the language presentation and practice activities. If the number of student is less, we can even use the apps to practice the language items in groups. Another very important use of this device as stated by Basnet is the use of pictures to present vocabulary. Pictures are very useful to present vocabulary, which is especially useful for the beginners. We can use the camera of the device to click the pictures of animals, birds, persons, things, fruit, vegetables, plants and so on and use them to teach vocabulary. In the same way, there are pictorial apps to teach vocabulary. Adding another technique of teaching vocabulary using the device another teacher, Jitendra KC said:

We can record the sounds of animals and play for teaching vocabulary. Likewise, it can also be used to take photos of objects, animals and person, and generate talks.

Opening another avenue KC shared how we can record the sounds of animals available in his surrounding and use in teaching vocabulary. One of the most used features of the mobile phones these days is the camera and hence it is very common to have real life photos in our device. KC thought of using them to generate talks. Photos are very useful for teaching speaking. We can show a photo to students and generate simple to high level discourse. Photos can be used to practice wh and yes/no questions. Teachers can show a photo and encourage students to ask questions like, where did you take the photo? Who/what are/is in the photo? Did you take it in Tihar? Etc. In the same way, the same photo can be used to generate conversation of students. Students can talk about the photo with each other. On the other hand, the same photo can be used for teaching writing- a wide range of writing skills from words to paragraphs. After having the talks and conversation about the photo, we can now ask student to write few words or sentence or small paragraph about the same. In fact, the device can assist us to provide input for students to generate outputs. It also can help to minimize the use of other resources.


Mobile phone is a new digital resource and material. It contains variety of resources and yet handy to use. We can use this device to teach all four skills and the aspects like grammar and vocabulary in ELT. Not only in ELT, this device can be used in teaching other subjects too. It is useful both for teachers and students- especially senior students. Although there can be some threats of using mobiles, there are multiple advantages of using this device in classroom teaching learning. In fact, using mobile phone in classroom teaching learning is an opportunity for new generations to teach the proper and appropriate use of the device.

Jeevan Karki is an editor with ELT Choutari.

Translation as a technique; not a method in ELT: Bal Ram Adhikari


Bal Ram Adhikari

Society of Translators Nepal has recently organized the first ever translation conference in Nepal. The conference served as a forum for translators, researchers, linguists and translation enthusiasts to share their knowledge, experiences and construct new knowledge. The conference also explored the issue of the use of translation in ELT. Although translation method has been severely criticized in ELT pedagogy, the latest approaches and methods entertain judicious use of translation. In this context, Choutari editor Jeevan Karki has spoken to Bal Ram Adhikari (Vice- president of the Society, Translator and Faculty, Department of English, TU) to explore more about translation, the conference and translation in ELT.

Q: Welcome to ELT Choutari! What are you doing these days?

Thank you for this sharing opportunity! Apart from writing essays in Nepali, I’m busy in different translation projects.  I’m giving the final touch to Nepali Anubad Sahitya-ko Itihas (History of Nepali Translation Literature), a research-based book to be published from Jagadamba Prakashan. A Grammar of Contemporary Nepali is ready for the press, which is going to be published from Nepal Academy. I’ve just finished the translation and editing of sixteen English short stories into Nepali. I’m also fine-tuning my previous research report Anubad Siddhanta (Translation Theories) for Nepal Academy.

Q: When you look back, how long is the history of translation in Nepal and what is the scope of translation in Nepal?

Let’s look at the first part of your question— History.  Nepalese translation has a short history with a long tradition. Tradition is what we do and history is the documentation of what we have done so far.

As a tradition, the translation activity in Nepal is as old as the languages like Nepali, Newari and Maithili. Translation has remained an integral part of this multilingual landscape. Documentation of this age-old activity has begun now. Translation in Nepal is believed to be more than 850 years old. However, the early translation was confined to such writings as royal inscriptions, and records of donations and deeds. To talk of literary translation, it is believed to have begun with the translation of Shakti Ballav Arjyal’s translation of Mahabharat Virat Parva in 1771 from Sanskrit. In my research, I have divided the duration of eight and a half century into four periods, namely the early period, the developmental period, the modern period and the contemporary age.

As to English-Nepali translation, it’s almost a century-old phenomenon. Nepali-English translation, on the other hand, has only crossed five decades. Shyam Das Vaisnav’s collection of poems Upahar is the first Nepali literary writing to be translated into English. Laxmi Prasad Devkota translated it under the Present in 1963.

Now, let’s turn to the second part of your question— its scope. Translation is growing as a widening gyre in Nepal. Academically, all Nepalese universities have recognized it as a distinct discipline. Literature, linguistics and language education departments have a separate course on translation in their master’s programmes. In practice, translation has been lifeblood of all forms of news media. Now the success or failure of our multilingual information marketplace depends largely on our ability to translate into and from the dominant languages like English. Similarly, publishing houses in Nepal are heavily relying on the translation business. Look at the books translated from English and Hindi floating in the book bazaar. Professionally, some daring bilinguals are coming to the front, who proudly call themselves translators. It indicates that translation in Nepal is moving in the direction of professionalism. There is also an organization of translators ‘Society of Translators Nepal’. Similarly, Nepal Academy has established a separate department of translation.

dsc01824Q: It sounds encouraging. Let’s relate this to the recent fervour created by the Society of Translators Nepal. Last month, the Society organized the first ever conference on translation in Nepal. What was the aim of it and how do you evaluate the conference?

The Society organized a two-day conference and a three-day exhibition of translated books. It was our effort to put our motto into action:  Sharing, Caring and Daring in Translation. That is to say, the aim of the conference was to create a platform where translators, translation researchers, theorists, and translation enthusiasts could come and share their experiences, practical insights and theoretical information. This is what happened in the conference. They came. They shared their experiences and insights. They cared each others’ views. They dared to admit their own limitations and weaknesses as translators.

Success! This conference has created academic and professional discourse on translation in Nepal. We translators are in a position to claim our academic and professional visibility. We had 18 paper presenters and more than 100 participants, including professors and university students. One of the goals was to bridge the gap between translation academicians and translation practitioners. I think we have been successful to some extent achieving this goal.

Q: What is the role of translation (process) in the language development of an individual?

It’s an issue under the perpetual debate. Translation is a bilingual process- a mental process which connects one language with the other. Such a connection can take place at different levels of languages ranging from words through sentences to discourse and pragmatics. Now let’s turn to the second part i.e. language development, which implies the growth of an individual’s verbal and syntactic repertoire, and their contextual use. The question is– how does translation contribute to an individual’s language development?

The role of translation in language learning is always positive! Sure enough! But the condition is its cautious handling. It should be used as a technique of teaching and learning a second language rather than as a method. In the past translation as a method was overused. As a result its impact on language development was negative.

The impact of translation on a person’s language development can be explicit as well as implicit. We can see its explicit impact on learning vocabulary. It is direct. The use of a bilingual word list to expand word power in the second language is pervasive. So is case in learning grammar structures. However, in the case of language skills, its role is not as dominant as in learning vocabulary and grammar. Its impact is implicit. Moreover, we should not confine translation only to word-to-word and sentence-to-sentence rendering. It’s also the mental transfer of first language awareness to second language learning. Mental translation is always at work in the mind of a second language learner. From our own experiences, we second language learners can tell how valuable translation has been in our overall language learning process.

The translator is in direct encounter with two languages at the same time. The translator enters not only into the mechanism of language but also experiences its inner spirit. From my own experience as a translator, I can say that it is probably the best way of developing language sensitivity and sensibility.

A communication crisis is another important factor that pushes our language ahead. During the work, translators find themselves in a communication crisis. The crisis is that they always struggle for words, expressions and structures while communicating the source writer’s message to the audience of a different language. They become untiring researchers in search of proper expressions. They are in the choiceless situation- they have no choice but to find out expressions in the target language to communicate with their readers. They often come face-to-face with their own ignorance i.e. limited knowledge of language. The very realization of ignorance forces them to read more, write more and contemplate more. This ultimately develops their language knowledge, and reading and writing skills both.    .

Q: What is the state of translation in second language pedagogy, ELT in particular?

Translation is a reality of the second language teaching. Translation is not something from outside that we are imposing on second language learners. In the context like ours where English is being learned as an additional language, we cannot skip translation. Our learning setting is bi-/multilingual; our students are aspiring bilinguals in English; English teachers are bilinguals; the goal of teaching English itself is to make our students bilingual in English. And translation, be it textual or mental, is a route along which our students and teachers shuttle back and forth between their mother tongue and English.  I think, to negate translation and advocate monolingual practice (i.e. English-only) is to negate all these bilingual realities.

Contemporary second language theories and practitioners are awakened to such realities. Most of the second language teaching approaches and methods have recognized the intrinsic value of translation in language teaching and learning.  However, by this I am not saying Grammar Translation Method has made its comeback to second language pedagogy. Here my focus is on translation as one of the several techniques of language teaching and learning.

Let’s name some of the teaching methods that candidly cherish translation as a teaching technique. Communicative Language Teaching is one of them. In the early 1970s, CLT gave space for the judicious use of the mother tongue in the second language classroom. Other contemporary methods, namely Task-based Language Teaching, Participatory Approach, and Content-based Instruction all have regarded translation as a technique that can be used in different stages of a lesson with the varying degrees of intensity for various purposes. It means the question is not whether to use translation or not but how to use translation for effective teaching.

At this point I am reminded of David Graddol’s book English Next. In the book Graddol has clearly stated that translation and interpretation are two dominant skills to be developed in users of Global English. Its implication is that translation is not only the means, it is also being one of the goals of English Language Education.

But I am disappointed to see how translation is perceived, treated and used in our context. English teachers, educators and trainers are still oblivious to the changing perspectives towards translation. In private schools translation is still a taboo as it was in the early and mid 20th century. They are practicing their ignorance. They are swayed by the fallacy that the use of the mother tongue and translation hamper the learning of English. On the other hand, in the public schools, translation is either overused or wrongly used.

I hope that English teachers trained in the contemporary language teaching methods will find respectful space for translation in the days to come and will use it in a balanced way.

dsc01814Q:  The quantity of translated books (both in English and Nepali) is increasing in Nepal. How is their quality?

It’s good to see the increasing number of translated books in the market. It’s not only the books, with the books is increasing the transfer of ideas and literary crafts across the languages. With the transfer is increasing cross-cultural awareness. Also with the growth of translation is expanding our publishing industry and translation is on the way to becoming a profession. However the worry is that quantity is waxing and quality is waning. Obviously, when there is a race for quantity, quality is often left behind. Most of the translations are poor in quality i.e. clumsy and stilted language, misinterpretation of the source text and its distorted presentation. But we should not forget that some translations are exemplary. I hope such translations will inspire the new translators.

Q: Whose role is it to ensure the quality of translated literature and other materials? What is the role of Society of Translators Nepal to improve their quality?

It’s the translator who becomes the target of criticism when the text fails to come up to certain standards. Undoubtedly, quality is subject to translator’s art and skills, sincerity and sensibility. It means the translator’s role is the key to good translation. However, there are a myriad of other factors at play in translation. First, we should understand that translation is not everyone’s cup of tea. There is a widespread misconception that any good bilingual can be a good translator. Translation is a distinct area of creative writing which calls for rigorous practice, study and training. Moreover, policy and investment of the publishing houses are of paramount importance. Most of the publishers offer a meagre amount to the translator. Even worse, they make no provision for editing. Likewise, the readers’ role also cannot be overlooked. Quality conscious readers can contribute to the publishing of good translations.

Society of Translators Nepal is not the organization to make a direct intervention in quality enhancement. All it can do and has been doing is raise awareness of translation through informal interactions, talks and seminars, and conferences. We invite translators to our talk programme to share their experiences. We have been organizing a seminar to mark the International Translation Day on 30th September. This year we organized the first national conference.

Q: What are the further plans of the Society?

Apart from the annual conference, the Society (http://translators.org.np/) is going to publish its first journal within a couple of months. We are midway through editing of A Bilingual Glossary of Terms. Similarly, we have planned to run some small-scale translation workshops.

Q: What do say to the budding translators and the translation enthusiasts?

First and foremost, we should understand that translation is a distinct field of study and practice. It has its own charms and challenges. No suggestion works unless we sit down and translate. When we start translating, our own experience will guide us. What I say is that those who do not love language should not come to this field. Fall in love with language; be the explorer of meanings; be ready to be an unsatiated leaner of language; be ready to fail and learn from your own failure.  Be a voracious reader and be an everyday writer. Be the part of the shangha of translators. Share your experiences and listen to others. Translate something every day.


Peripheral Classrooms: Reflections of English Teachers in Nepal

In community schools, teaching and learning of English has always been taken as a ‘difficult’ task. Teachers and students confess that it is a difficult subject to teach and learn respectively.  As a teacher, do we reflect on our own classes? Do we ask ourselves how are our classes going? Reflection upon our own classrooms certainly assists us to improve our pedagogical practices.

In this connection, our Choutari editor, Ashok Raj Khati has asked to five English teachers to reflect on their own English classrooms from different regions of Nepal. In the context of English language teaching, they briefly express their ideas in relation to resources, participation of students, use of English and L1, their best practices in English classroom and challenges they face.The five secondary level English teachers are: Babu Ram Basnet (Solukhumbu) Chandra Singh Dhami (Ramechhap), Kamal Raj Basyal (Palpa),  Durga Prasad Pandey (Dang) and Khagendra Nath ‘Biyogi’ (Bajhang).

562665_685671534783323_943408360_nBabu Ram Basnet                                                     Mahendrodaya Secondary School, Salyan, Solukhumbu

Teaching English is not always a fun but it is a very tough job in this part of country. We do not have enough resources, like the internet and other supportive materials, to facilitate English language teaching. Therefore, students do not get enough and authentic exposure in English. I have to read out listening text myself as we do not receive cassettes in time. There are 65 students in grade 10, which is a large classroom in our context. In the same way, the large classrooms are a barrier to many participatory activities. There are many activities to be done and performed by students such as drama, simulation, games and role plays. I am not able to do all these in such a large class which ultimately affect their learning achievement.

Students come from different socio- cultural and economic backgrounds, they usually speak in Nepali language among them. They are generally good in writing but hesitate to speak in English. They have fear to lose face among their friends if they commit any mistakes. So that, I am not satisfied with their fluency in English. To some extent, I am applying traditional method while teaching English. It is often challenging to correct their home assignments in a class of 45 minutes. I use group and peer correction technique several times. I conduct class test in regular interval to know how they are doing. The most challenging part of my teaching is developing speaking skill on the part of students.

15174624_1208623562564901_1405021138_nChandra Singh Dhami                                                       Manthali Higher Secondary School, Manthali, Ramechhap

My classroom in tenth and ninth grades are large, which contains the students with mixed ability. Likewise, students come from diverse socio-cultural and linguistic backgrounds. We have a ‘media’ hall equipped with different facilities such as internet, speakers, tape recorder, dictionary and projector. I often make them watch movies, biographies of poets, popular TV show and show activities related to English language learning. For instance, while teaching English sounds, I often download native speakers’ accent for them to practice. I regularly conduct unit and monthly test. It provides me timely feedback on the areas to improve. We have cassette players, charts and other daily use materials. Students sometimes prepare charts in different lessons.

Majority of students try to speak in English in the classroom. I often use group work and drilling. I make them write in group as a process writing. Students also speak in Nepali language particularly when they do not understand reading texts. I encourage them to speak in English even outside the classroom. Students also take part in speech and debate competitions. I use shorter expression. Even if, students have positive motivational orientation towards English, I am still not satisfied with the progress. Many students do not have same pace in learning English and it can’t be. However, the challenge for me is to cope the students with different levels of English language proficiency.

15239253_735504923267147_1974166001_nKamal Raj Basyal                                                                 Krishna secondary school, Peepaldada-Jheskang, Palpa

There are 56 students at grade 10 in my school which accommodates 29 girls, 26 students from Magar community and 5 from Dalits. Three language use can be observed there in the classroom – Magar, Nepali and English. They are from low income and mostly from middle class families. Their socio-cultural background is not much trouble for me while teaching English as they have positive motivational orientation toward learning English. Likewise, we have whiteboards, electricity, audio-tape/cassette players and necessary charts in English in the classroom. But, we do not have the internet facility in school.

I have found that my students are active in different learning activities in English class where I try my best to use English only and inspire them to use it. I believe it maximizes exposure in English. Next I have generated weekly discussion on certain topics related to the course. In regular interval, I conduct several contests like debate, spelling and quiz in English. Regarding teaching technique, I generally use group and pair work and role plays to facilitate English language learning. I also encourage them to go to library and read books. Therefore, teaching English has always been a fun for me. I am satisfied with their progress. I specially enjoy teaching grammar and vocabularies. However, I often find myself challenged while teaching listening and free writing. So I need to be well prepared to deal with listening and writing activities.

1931541_925213197563390_775367134454601593_nDurga Prasad Pandeya                                               Padmodaya Public Model Secondary School, Ghorahi, Dang

I work in a government funded school having the classes from grade 1 to 12. It has around 87 classes and 5, 000 students. Generally, the student- teacher ratio is one to 50-78 students. Therefore, we teach in large classes. We have irregular internet access and the multimedia projector is only in the audio visual room and students have very less access to them. We also have a smart board but there is no skilled man power to operate it but white boards are available in each room. Teachers make charts and posters for the upper classes and use printed charts the lower/primary classes.

When I reflect on my English classes, my students work very happily in pair and groups particularly to practice speaking skills and some project based tasks. Many of them are found excited and interested to work in group or pair but a few are found reluctant to do all these activities and they prefer individual tasks. I instruct them both in English and Nepali languages. I particularly need to use Nepali as they understand me and are unable to respond in English. They are also not encouraged to converse in English. Another challenge of teaching English is being unable to create English speaking environment in school, which is the result of the low exposure of English in lower classes. It eventually affects their performance in upper classes.

11178286_1427707574212674_9151478527758031773_nKhagendra Nath ‘Biyogi’                                                   Bhairab Higher Secondary School, Jhota, Bajhang

I as an English teacher in this rural area, find myself encouraged in the recent years. Although the classroom is large, we have some minimum resources to facilitate English language class such as tape recorders, computers and other necessary materials. They are taken to computer room to play various language games. Similarly, I make use of laptop and the internet in the classroom. Students prepare charts of CVs, wild life reserve, language functions and so on inside the classroom. There are many different charts in schools, student make use of them in English class in different ways. Many of them use Nepali language inside the classroom. However, I inspire them to speak English. Every day, I ask them a question (as a part of general knowledge), related to English and they enjoy it very much. (For instance, how many words can you make from the word ‘examination’?). I also conduct quiz, debate and speech competition. Regarding the participation of students, they normally work in group and pair. Students are always invited to the front of the classroom to work or present the task assigned. Few students also feel shy to do so.

In the same way, I am selective on using methods and techniques in my ELT classes. Most importantly, I reflect back on my classroom activities to figure out what is working and what is not. Students are found improving the skills of English language these days. It might be the result of increased exposure of English through technology and social media. Another important activity that I do is to visit students’ parents (nearby school) once a week. I talk to them about their children’s progress. While talking with them, I figure out four types of students – outstanding, excellent, good/average and low achiever. The most challenging task for me is to teach and work with the low achievers. Some of them cannot read and write properly. Therefore, it is always challenging to find the strategies to support them.

Choutari team sincerely acknowledge teachers who shared their valuable reflections in this interactive article. They have particularly highlighted the diverse pedagogical practices and issues while teaching English in peripheral parts of Nepal. Now, we request you to feel free to share your thoughts and reflections after reading these reflections here.