Tag Archives: Research

Mastering the Art of Responding to CFP

Creative Writing, Creativity, Critical Pedagogy, Critical Thinking, Education in General, Global thought, Professional Development, Reading, reflection, Teacher Education, Teacher identity, Teachers' narratives, , , ,
Shiva Mainaly

Aristotle urges us to be a master of metaphors to grasp a living reality of a thing. Following the footsteps of Aristotle, George Lakoff and M. Johnson introduce a perspective on metaphor—a perspective that takes metaphor as imaginative rationality. Admittedly, I am inspired by these two theorists. My inspiration is that I could not help using a simile to share my modest success in getting some of my responses to Call for Conference Proposals (CFP)  accepted: Writing changes: remaking rhetoric in times of uncertainty organized by Corridors 2022 at Virginia Tech University, and  Geographies of the Fantastic and the Quotidian organized by Pacific Ancient and Modern Language Association (PAMLA) 2022 at University of Los Angeles California. For Corridors, I developed a paper entitled “Pedagogical Emasculation in the Wake of AI’s Growing Applications”, and for PAMLA, I submitted an abstract with the title “Backsliding New Materialism and a Resurgence of Interest in Virtue Ethics and Anthropomorphism”.

While responding to these two CFPs successfully, I came to know that responding to a CFP is almost similar to being a gentleman caller. Forgive my wild rush to John Dryden called ‘yoking heterogeneous ideas by violence’. More technically, responding to CFP and being a gentleman caller are distinctly disparate realms of activities. Just as forwarding a love/marriage proposal without paying sufficient courtship to a lady for a quite bit of time may backfire and probably end in rejection, so is answering to CFP without doing an extensive inquiry and without having background information on the topic. Any rush to reply to the CFP may backfire on the responder, often ending in outright rejection, which might weaken confidence and concentration. It is this point of commonality that pushed me to choose this figural trope. The fate of being a jilted lover is a bitter pill to swallow for any obsessed lover, in much the same way as it is for a responder to cope with the rejection of the abstract submission to CFP. With this figural gesture, I would like to reflect on my experience of responding to a host of CFPs.

We have seen many calls for proposals (CFP): CFP for conferences; CFP for book chapters and journal articles; CFP for intermezzo and review essays; CFP for web texts and digital projects; CFP for a success story and cross-border narrative; CFP for blogs and reflective writings, CFP for cases of advocacy, activism, and intervention; and to name just a few. Scholars, researchers, and instructors alike tend to respond to different CFPs they come across. Every responder to CFP deploys a nuanced approach. In spite of each scholar’s unique response style to CFP, there should be a few widely practised formularies to deal with CFP. Based on a few instances of my success in responding to CFP, I would like to craft a short account of responding to CFP.

In trying to emerge as a conference hopper, I kept exploring many other venues that organize national and international conferences such as the New Berry Library Conference (NBLC), Popular Culture Association (PCA), Modern Language Association (MLA) Pedagogical Training and Workshop, Northeast Modern Language Association (NEMLA), Conference on College Composition and Communication (CCCC), Rhetoric Society of Europe (RSE), Rhetoric Society of America (RSA) and the list goes on. Actually, these venues release CFPs that tend to address any aspect of burgeoning issues, ranging from colonial reckoning, the rhetoric of precarity and the rise of authoritarianism to social justice, the linguistic justice, power and precarity attendant to AI’s growing application in learning and teaching space. Being well informed of all these burgeoning issues and of relevant proposals to address the issue constitute a core competency on each CFP responder’s part.  Based on these two and various other successive experiences of responding to CFP, I would like to talk about some tips and strategies with which I succeeded in getting my conference proposals approved. I presented at a conference scheduled to take place at the University of Virginia Tech. Similarly, another conference proposal of mine was also accepted. In the second week of November 2022, I presented at a conference at the University of California, Los Angeles.

First, getting to the heart of an issue that takes centre stage in the CFP description is essential if we are to touch all the bases of CFP.  While describing an issue/topic for CFP, the CFP issuer tends to be specific in producing an outline of the issue; at the same time, they often write, ‘the CFP moves around this topic, but not limited to…’, to allow for a somewhat flexible space to explore and probe the proposed issue.

Previously, while formulating an excellent abstract draft for a conference call, I used to take a general approach without homing in on a specific aspect of the CFP. After multiple rounds of rejection, I learned that people want to listen to specific things. Though the conference offers a smorgasbord of various potential topics, it would be in our best interest to dwell on the specificity of the issue. As soon as I shirked off this tendency to drift away from the axis of specificity, I realized that it wouldn’t be challenging to hit the target with the single most focused thrust to the specificity. To this end, it appears that any temptation toward delving deep into the topic in a manner most lithe and supple because exploring any issue by being specific is crucial to the acceptance success of a response to CFP. As to some heuristics and nuances with which the exploration of an issue would lead to a reliable unfolding of the issue, I have come to propose here: Test the efficacy of the issue in different cultural contexts, check on its limit, be aware of its fallibility, assess if its relevance is rooted in time and occasion, reflect on its impact on our normative practice and pragmatic life, and finally stretch your imaginative faculty to probe the issue under consideration with a detached mindset. The simultaneous shifts in my mindset led me to come across an acceptable topic for the CFP I was managing to respond to.

Second, though the power of forming a fresh, attention-grabbing, and shift-stimulating perspective of any responder to CFP is highly valued, the ability to introduce this perspective tactfully and without a lag matters the most. To translate this realization into action, I reflected on my expectations about how CFP evaluators take my abstract submission and what metric they would apply to assess the submitted abstract. I also pondered if their metrics and criteria remain consistent or if they apply abstract-specific metrics. I did my best to align the core thrust of my conference abstract with the CFP evaluators’ submission-specific yardstick of judgment. At the top of my talent, I aimed at ‘striking the right chord’; with the right chord being struck precisely, the net outcome is an acceptance call.

Third, the responder to CFP should not come to terms with the issue on the first go. Instead, the responder should let the proposed issue come to terms with a cumulative effort to develop a fresh perspective. For this, curious and consistent immersion in the latent and the manifest dimensions of the issue is required of those who play what Peter Elbow calls the Believing and Doubting Game. The fourth point is the assertion that with the idea of responding to CFP comes the responsibility to CFP. CFP wishes to garner a wide range of ideas, thoughts, propositions, perspectives, comments, questions, critiques, and curiosities. Most CFPs expect a concrete contribution of ideas to the platform the CFP is creating. Thus, every responder to CFP needs to internalize that to respond to CFP is to contribute something new, a fresh perspective, a nuanced approach to dealing with the proposed issue anew, a distinct approach indeed!

The fifth point that guided my approach to responding to CFPs is being aware that often CFPs asks for a fresh take on burgeoning issue/problem. Any response to CFP should look like a solution. Adopting a down-to-earth overture is a curtain-raiser to grappling with CFP head-on. The sixth tip comes in the guise of tonality. Maintaining an insistent tone serves two-pronged purposes: one is to bracket off any interference from digressive and deluding thoughts, and the other is to help the proposed perspective gain purchase. The use of an insistent tone wards off any trace of opaqueness that might arise while homing in on the target expectation of CFP. A response to CFP needs to be formed in keeping with the persistent presumption that whether others accept a proposal or not hinges on the same tone underpinning the proposal’s substratum.

The seventh clue to conveying a response to CFP is tricky. Throughout career-building in the academic field, students, scholars, and instructors respond to different types of CFP. Their responses often vary from acceptance and partial acceptance to outright rejection. In the case of outright rejection, it might be tough to bear the brunt of rejection, which might sap the spirit and entelechy one has been cultivating since the beginning of one’s academic footprint. In this condition of being in a low spirit due to sporadic rejection, one must groom oneself with a philosophical maxim, dictum, or conviction. In the wake of angst and anxiety consequent upon the rejection of any response to CFP, it would be tactful if one with the experience of rejection switches instantly from the erstwhile mental frame of lapsing into frustration and lamentation to a new mindset informed by the conviction that having been rejected means being hurled on the rose bed of renewal.

The last trick that may prove pivotal is catching a glimpse of and acting following the zeitgeist of contemporaneity that by and now diffuses across the world of CFPs. The spirit and entelechy of inclusion have penetrated every stroke of knowledge-making. Any linguistic shred and fragment are redolent of an alienating, exclusionary, and unjust practice, triggering a domino effect that ultimately spoils the inherent acceptability of the proposed perspective, no matter how full the proposal would be. All these strategic clues ultimately come down to a praxis that justice-fostering, dignity-ennobling, and identity-acknowledging rather than a collocational, standardized, and stereotypes-filled language pave the way for enriching the acceptability of proposed response to CFP.

Graduate students preparing to enter the job market are always hard-pressed to devote their whole time to completing their dissertation research. Nevertheless, they must invest more time in responding to CFPs for conferences, book reviews, review essays, success narratives, cross-border narratives, writing about their observation, and reflective writing. Since responding to the CFPs for a book chapter, journal articles, and intermezzo requires both intensive and extensive efforts, involvement, and time, it is relevant to conclude that trying to catch low-hanging fruit is an appropriate option for them. However, in no way should it not be understood as an underestimation of the potency and potentiality of graduate students inching closer to a threshold of the job market because there is quite an incredible number of graduate students who have already adorned their CVs with gems of their productive scholarship. However, speaking from a practical perspective and arguing in consideration of the pressure of time, including plenty of both teaching and administrative responsibility on the part of graduate students, there is every reason to advise that trying to catch low-hanging fruit still sounds like a lucrative and economical alternative for graduate students. In connection with this, responding to the CFPs for a conference, book review, review essay, essay on graduate student’s observation, and reflective writing such as cross-border narrative would be inviting and enticing for Ph.D. candidates on the verge of graduation who have built up a professional mindset of plunging into the job market soon.

At last, I would like to opine my thoughts on a type of stereotype that recurs in most of the announcements of CFP. On seeing sentences—such as ‘for book reviews and review essays, graduate students are encouraged and welcomed to contribute’—I felt irreparably stung by a scorpion of inferiority and of being pigeonholed. A query flashed across my mind instantly. There anyone, including me, could not but ask a question—why cannot graduate students, especially PhD candidates, respond to higher CFPs? The answer is obvious. In a general sense, responding to the higher CFPs demands time, resources and involvement. Graduate students are busy people who have a lot of work to do. I too was not an exception to this condition. Therefore, I was occasionally pained to see this sentence, but now I have mastered such a normal thought. With this unpleasant stream of thought, I would like to cut a long story short by saying that trying to catch low-hanging fruit—CFPs for conferences, book reviews, review essays, and reflective and observational writings—is a wise approach to redressing the harsh rhetoric of publish or perish. For clarity’s sake, I have presented below some pointers that could be helpful for any responder responding to a CFP:

  • Read and understand the CFP: It is in our best interest to go through the CFP document to understand the theme, topic, and requirements. Supportive here is the idea of paying attention to guidelines, word limits, formatting instructions, and submission deadlines.
  • Choose the right topic: Selecting a topic that aligns well with the theme of the conference or event is of enormous importance. Responders ought to make sure their research is relevant and innovative. Being mindful of the contributions the responder’s abstract makes is worth pondering.
  • Prepare an abstract: Of all the pointers pivotal to making a success of responding to CFP, crafting a compelling abstract that summarizes our paper or presentation is instrumental. So, the responder needs to clearly state the problem they are addressing, their methodological choice, and critical ideas and insights. It is good to ensure that the abstract is concise and engaging. The most crucial thing is the need to capture the attention of the reviewers.
  • Follow the submission guidelines: Successful responders to CFP ought to adhere to the submission guidelines provided by the organizers. They should pay close attention to formatting requirements, citation styles, and any specific file formats they may request.
  • Highlight your contribution: Each scholarly and institutional venue tends to judge an individual contributor to CFP in terms of their contribution. To that end, it is essential for them to clearly articulate the unique contribution of their work. The key to mastering this hurdle is to explain how it fills a gap in the existing literature, provides novel insights, or offers a fresh perspective. The responder need not dither about emphasizing their research’s significance and potential impact.
  • Present your qualifications: In an age in which an assertion is evaluated vis-à-vis self, highlighting our expertise, qualifications, and relevant experience in the field we are part of is of paramount importance. To buttress our credibility as responders to CFPs, providing a brief overview of our academic or professional background is imperative to establish credibility.
  • Proofread and edit: Before turning in our response to CFPs, it would be a cautionary measure to carefully proofread and edit our paper or abstract. If we ensure that our abstract is well-structured, free of grammatical errors, and coherent, it will be accepted. This is the principle we all need to live by. For that purpose, we can opt for feedback on our abstract from colleagues or mentors to improve the quality of our writing.
  • Meet the deadline: Submitting our response without crossing the specified deadline is advantageous because late submissions are typically not accepted. Hence, being proactive and active while planning our time and allowing for ample review and revision is of utmost importance.
  • Tailor your response: What matters most is the customization of our response to the specific requirements of the CFP. Reviewers are interested in hearing specific things; no one likes hearing general things. Thus, it is good to keep any idea of submitting generic or recycled content at bay. Tuning our response with the particular and genuine requirement is pivotal to actualizing the chance of acceptance.
  • Be professional and courteous: Since being soft and gracious matters a lot, it would be beneficial if they interact with the organizers and reviewers professionally and respectfully if they respond promptly to any inquiries or requests for additional information. The secret formulary to heighten our chance of having our abstract approved is one associated with living with a growth mindset and collaborative disposition throughout the process.

Works Cited

Garver, E. (1994). Aristotle’s rhetoric: An art of character. University of Chicago Press.

Lakoff, G., & Johnson, M. (2008). Metaphors we live by. University of Chicago Press.

About the Author: Shiva Mainaly is a PhD in rhetoric and composition from the University of Louisville. Currently, at North Dakota State University (NDSU), he will become a postdoctoral research fellow from August 2023. A prolific author, he has published numerous articles in prestigious journals like the Journal of International Students, Constellation, and Composition Studies.

English Teachers’ Experiences on Learner-Centered Teaching Pedagogy

Professional Development, Reflections, Research ideas, Research paper, Teacher Education, Teacher's Experience/anecdotes, Teachers' narratives, , , , ,
Tripti Chaudhary

Abstract

The article entitled ‘English Teachers’ Experiences on Learner-Centered Teaching Pedagogy’ attempts to explore the narratives of English language teachers on learner-centred teaching pedagogy. The information for this study was gathered through interviews with three English teachers teaching at the secondary level in a  public school. The findings revealed that English language teachers have shifted their teaching pedagogy from the grammar-translation method to task-based language teaching pedagogy and teachers have effectively focused on the child-centered method with the use of Information Communication Technology (ICT) tools.

Keywords:   Grammar translation, ICT, learning, narrative, pedagogy

Introduction

I remember the days when I was a student at the secondary level. My English teacher used to teach us to translate the text from English to Nepali and used to make us memorize the text as they were. I, along with my colleagues, used to have a hard time memorizing the text and, in some contexts, we had a hard time understating the texts even though they were translated into Nepali and mother tongue. Despite the hardships in learning and understanding the text, with the same practice, I overcame the iron gate, School Leaving Certificate (SLC) with good marks. I was expecting a shift in the teaching methodology in higher education. However, my expectations were ruined as the tradition of translation was reiterated there as well. It seemed that English was never understood without translation. English was never taught in English and the same traditional method was introduced, practised, and internalized. Later as a teacher, I applied the same method for a long. I made the students memorize the text, translate it into the mother language, and so on. Due to that reason, I still feel reluctant and anxious while speaking with others in the English language. In the very beginning of teaching language, the grammar-translation method was applied rigorously but was criticized due to its limitations (Richards & Rodgers, 2010).

But, from the very day of the beginning of my classes at M.Phil., I realized the differences in the teaching-learning environment. I found out how learning is to be transferred and how teaching is to be placed. I witnessed a drastically different role from the Professors. Every time readiness of the Professor, the use of ICT in the classroom, the use of different teaching and learning materials, and the appropriate teaching approach and methods such as Communicative Language Teaching, Cooperative Language Learning, and Task-Based Language Teaching approach fascinated me to engage more in the classroom practices and transfer the skills to my classes.  Henceforth, in this scenario, I feel that this is a pertinent issue to explore how do English teachers narrate their teaching approach now and then? I decided to carry out a mini-research by incorporating the narration of teachers on how language teaching pedagogy has changed from the past to the present.

In the context of the changing pedagogy, the roles of the teachers also change.  English language teachers need to play various roles to dig out students’ hidden knowledge and the overall development of the students. They are supposed to play the role of facilitator, mentor, role model, information provider, resource developer, planner, assessor, etc. (Sapkota, 2017). The teachers’ roles depend on teaching pedagogy, which plays a crucial role to impact on the learning outcomes of students.

Methodology

Teachers’ stories themselves can be better resources for language teaching pedagogy. Verifying this,  Richards (2002) advocates that teachers’ pedagogical knowledge can be enhanced through teachers’ stories themselves. Similarly,  Anam et al. (2020) claimed that teachers are different in their actions, reactions, strategies, and decisions because they have different values, beliefs, cultures, and experiences. Therefore, they are stores of knowledge and skill. With this fact, I carried out this research and tried to dig out their stories.

This research is a small-scale study of the English teacher’s experiences with learner-centred teaching pedagogy. This is qualitative research, comprising the narrative inquiry method.  Qualitative research is to get a subjective response from participants; hence, semi-structured open-ended questions were employed for the interview. Purposively, I selected three English teachers of secondary level from a public school in Pokhara, who have more than 10 years of teaching experience. Then, I took consent from each participant before conducting the research. Finally, I explored the stories of the teachers and developed themes based on their narratives.

Data Analysis

I took interviews and recorded the participants’ voices on the device. The teachers namely, Mr. Light, Mrs. Ray, and Mr. Shree (pseudo names) participated in the interview. Finally, based on the information collected from the teachers, I drew themes and findings of the study.

Findings

This section presents the discussion and results of the study under three broad themes.

Teaching Learning Pedagogy

The participants had a great memory of the grammar-translation method in their student’s life. The grammar translation method is based on learning grammar rules and vocabulary. Grammar is taught with explanation in the native language and is only later applied in the production of sentences through translation from one language to another (Rahman, 2012).  In response to the question, how did you learn English, and which method did your English teacher apply in your class?  Mr Shree shared,

The teacher used to teach us English, translate text from English to Nepali, and write rules and structure of grammar on the blackboard, like; s+v+obj… um, and we students would rote the rule of tenses, articles, prepositions etc., and apply it for making a sentence.

As a learning experience, Mr. Shree learned English through the GT method and grammar was the major factor in learning English.  However, the participants indicated the change that they have been experiencing regarding teaching-learning pedagogy.

 The participants mentioned various innovative ideas including task-based language teaching  Task-based language teaching is an approach to language teaching that provides opportunities for students to engage in the authentic use of the target language through tasks. As the principal component in Task-based Language Teaching (TBLT), the task provides the main context and focus for learning, and it encourages language use similar to the way language is used outside of the classroom (Kim & Douglas, 2014). Mr. Light curiously revealed his experience,

I am using student centre activities which are very important for students because they get involved and try to give their ideas. Most often the time, I like engaging them in project work, puzzles, and information collection on related topics. They enjoy a lot with their work. Umm, I still remember that one day, I gave them writing a biography of a renowned person in the world, in that case, they searched name list of popular singers, dancers, poets, and players and wrote about them interestingly. They made me surprised because I had never heard about renowned people from different backgrounds.

As an expression, Mr. Light keeps students at the centre of learning and plays the role of advisor, mentor, and facilitator of students’ tasks. The finding re-verifies the research finding by Bhandari (2020) and also highlights that today’s teacher role has tremendously undergone various changes.

Role of ICT in Language Teaching Pedagogy

The use of contemporary technology in teaching languages has been intensely growing over the past decades worldwide (Warner 2004 as in cited Khatiwada, 2018). It has brought significant change in the teaching and learning styles of teachers and students. Every sector of our life is influenced by ICT. In the same way, English language teaching is also affected by rapid growth in the use of ICT in Nepal.  The use of ICT in the classroom has changed the roles of students and teachers. In this scenario, Mr. Light eagerly offered his experience and said,

 My students easily can learn the vocabulary from online sources and the exact pronunciation of words. By using Google, they create poems, write essays on different topics, and make project works from different reading materials.

The story of Mr Light revealed that the use of ICT has been found to assist students in assessing digital information efficiently and effectively since it is used by students to discover learning topics. In the same line, Moubtassime (2021) claimed that the use of ICT help them avoid the problem of pronunciation and grammar issue.

Similarly, Mrs. Ray said, “I use YouTube for teaching listening and speaking skills by relating with topic based on the syllabus”.

It means there are various online platforms where students can practice and learn the language.  Lee (2000) focuses on the importance of claiming it as a key factor in enhancing the learners’ motivation for language development and linguistic proficiency. In conclusion, it is believed that the internet facilitates teachers to find new ideas, new techniques, and ways of teaching that assist in their teaching profession. Internet is helping them for creating a child-centred classroom. Hence, the use of ICT in the language classroom seemed to be very beneficial to both students and teachers.

Language Proficiency

Learning is the process of acquiring and understanding new knowledge, behaviour, skills, and values but language learning is defined as developing the ability to communicate in a second and foreign language. My participants narrated their experience in response to the question- how do you compare your students’ learning achievement and your own? Mr Light explored his experience of the past, “In our school age, learning was content-based, so we were able to say exact answers according to the expectation of the teacher.” In the same line, Izadinia (2009) asserts that years ago teachers were considered unquestioned authorities who were responsible for delivering knowledge to students, and students, in turn, were doomed to listening (p.7). But, on the other hand, in recent periods, teachers have had different experiences than their own students’ life, so, Mrs Ray shared

Students nowadays are more fast and smart than teachers, sometimes in connection with the internet, they already get information and knowledge before getting formal classes.

From the above-mentioned explanation learning achievement is relatively different when compared to past and present. The curriculum is also designed differently based on communicative skills thus students of the past seemed good at content whereas students of the present have good proficiency in the English language and they have good knowledge of ICT as well. Moreover, they can also use this tool for searching relevant learning materials.

Discussion

The study has traced the major trends in English language pedagogy from the past to the present. The grammar translation method was the dominant teaching approach in the Nepalese context. Teachers utilized only textbooks as the best learning resource. They did not have access to  ICT even though it could stimulate learning motivation through collaborative learning and also improve learning efficiency. The use of ICT in language teaching promotes students’ motivation and learning interest in the English language (Ghimire, 2019). Due to this reason and the demand of the situation, teachers have gradually changed their teaching pedagogy and have applied different teaching approaches for the betterment of students. The stories of participants revealed that they have applied a task-based language teaching approach which promotes students’ engagement in the classroom.  It has created a comfortable language learning environment and students love to use the English language with their friends and teachers (Bhandari, 2020).

Moreover, ICT is playing a crucial role in English language teaching where the internet is the most available, flexible, practical way and a treasure of vast knowledge, teachers are utilizing it for the purpose of meaningful classrooms and developing good communication skills. Thus, in this changing pedagogy of teaching, teachers are providing a great number of learning activities as mentioned above, and opportunities for students to communicate in the target language. The internet facilitates teachers to find new ideas, new techniques, and ways of teaching that assist in their teaching profession. With this, they can create a child-centred classroom.

Conclusion

The study revealed that the grammar-translation method used in language teaching and learning has been shifted. It has been replaced by the task-based language teaching approach where teachers want their students to use the ICT tools and engage themselves while learning. Student-centered learning is more focused these days where they learn in their self-paced learning environment. Teachers have also been transformed from dictators to facilitators where learning is placed at the center rather than the subject matters.

References

Alfadley, A., Aladani, A., & Alnwaiem, A. (2020). The qualities of effective teachers in elementary government schools from the perspective of EFL elementary teachers. International Journal of English Language Teaching, ECRTD, UK. 1, 49-64.

Bhandari, L.P. (2020). A task-based language teaching approach: A current EFL approach. Australian International Academic Centre.

Ghimire, N. B. (2019). Five facets for effective English language teaching. Journal of NELTA Gandaki.

Izadinia, M. (2009). Critical pedagogy: An introduction. In P. Wachob (Ed.), Power in the classroom: critical pedagogy in the Middle East. Cambridge Scholars Publication, 7-16.

Khatiwada, K. P. (2018). Online engagement for developing writing in English: perception of teachers and learners. Kathmandu University.

Kim, M., & Douglas, S. R. (2014). Task-Based Language Teaching and English for Academic Purposes: An Investigation into Instructor Practice in Canadian Context. TESL, Canada.

Lee, K. W. (2000). Energizing the ESL/EFL Classroom through Internet activities.

Moubtssime, H. H. M. (2021). The use of ICT in learning English: A study of students in Moroccan University. SAR Journal, 4(1), 19-28

Rahman, M. (2012). Grammar translation method: An effective and feasible method in Bangladesh context. Department of English and Humanities. BRAC University, Dhaka, Bangladesh.

Richards, J.C. (2002). Teachers’ narrative inquiry as professional development. Cambridge University Press.

Richards, J. C. & Rodgers, T. S. (2010). Approaches and methods in language teaching. Cambridge: Cambridge University Press.

Sapkota, K. P. (2017). EFL teachers’ readiness in the secondary classroom: A narrative inquiry. Kathmandu University.

About the Author:   Ms Tripti Chaudhary is pursuing an M.Phil. in English language education at Kathmandu University. She has been working as a Program Coordinator in an International Non-Government Organization in Finland Nepal. She has been working in different INGOs for a decade to contribute her knowledge and skills in the education field. The areas of my interest include teacher professional development, parental education, and research in different areas.

Inspiration to Transformation: My Academic Odyssey

Creativity, Education in General, ELT Resource, Global thought, Professional Development, Reading, reflection, Reflections, Research ideas, Teacher Education, Teacher identity, Teacher Training, Teacher's Experience/anecdotes, Teachers' narratives, Teaching Tips, , , , ,
Dammar Singh Saud

Introduction

Growing up in a middle-class family with five siblings, my formative years were shaped by the love and care of my elders, instilling in me a sense of confidence and freedom. Among them, my father emerged as the most influential figure, guiding me with his hard work and selfless values. As I reflect on my educational journey and professional life, I realize how my father’s schooling continues to resonate, impacting my academic pursuits and shaping me into an educator who seeks to inspire and transform the lives of others.

The Enduring Legacy of My Father: Inspiring Values in My Academic Journey

Growing up in a modest family in the Baitadi district, my father’s determination, love for education, and selflessness left an indelible impact on my values, beliefs, and personal growth.

Despite their humble circumstances, my father’s family recognized the transformative power of education, impressing upon him the importance of prioritizing learning for a brighter future. Embracing this wisdom, he excelled academically and obtained top honours in the Kanchanpur district, the western part of Nepal. Working part-time to support his further studies, he completed B.Ed. in mathematics from Tribhuvan University, Nepal, and devoted over 36 years to teaching secondary-level mathematics in rural areas.

My father’s life experiences taught me the value of hard work, honesty, and unwavering determination to achieve my goals. His struggles also instilled in me a sense of gratitude for the opportunities I have today. His most profound lesson, however, was selflessness, his unwavering dedication to his family and society left an indelible impression on my character. As I pursued my academic journey, my father’s influence continued to guide me. Although my circumstances were more privileged, his lessons taught me that diligence and integrity make success possible.

His teachings not only shaped me as a good person but also as an authentic individual. I am determined to pass these invaluable lessons to my future family and students. With his enduring legacy as my compass, I seek to inspire and transform lives, just as my father has done throughout his remarkable journey.

Empowerment Through Education: A Personal Academic Journey

My academic journey commenced at home, where my family played the role of my first teachers, introducing me to alphabet belts and basic numbers. Though I began my formal education in a government school like my siblings, I had the privilege of studying in private (boarding) school (first in my family). This choice garnered public attention and prestige in our village, underscoring the value of education.

During my primary education, I excelled in memorization-based learning, securing top positions in my class. However, the system of rote learning limited my true understanding of the subjects. Shifting to government education posed initial challenges due to larger and more diverse classes, but I adapted over time, benefiting from a more flexible learning environment, albeit lacking student-centred approaches.

Upon completing my SLC, I went to Nainital India for my I.Sc., however I realized that my I.Sc. didn’t align with my interests, and faced language difficulties and homesickness. My family, understanding my predicament gave me the freedom to decide my academic path, leading me back to Mahendranagar, my hometown.

Embracing my interest in English, I pursued I.A. with English as my major subject. My academic journey continued rapidly, culminating in a B.A. with a major in English from Mahendranagar. My pursuit of higher education led me to Kathmandu, where I completed my M.A. in English literature from the central department of English in Kirtipur, achieving a first division. During my master’s studies, I harboured aspirations of becoming a police officer, inspired by the bold heroes of Hindi movies. However, my passion for teaching gradually surfaced, steering me away from the police force.

In this journey, education has played a pivotal role in empowering me intellectually. It provided me with knowledge, skills, and critical thinking abilities, enabling me to navigate various academic pursuits successfully. Furthermore, education has empowered me economically by opening doors to career opportunities and professional growth, allowing me to contribute meaningfully to society.

Education also fosters social empowerment, equipping me with the ability to share knowledge, mentor others, and contribute to the transformation of education in Nepal. Through my role as an educator, I have had the privilege of training teacher educators, presenting research papers at national and international conferences, and integrating innovative teaching strategies with ICT in language classrooms.

As I reflect on my academic journey, I recognize that education has been the key to my empowerment in multiple dimensions. Not only has it enriched my personal and professional life, but it has also instilled a deep sense of responsibility to empower others through the dissemination of knowledge and a commitment to transformative education.

Empowering Teaching Through Innovative Integration of ICT

As I embarked on my teaching journey at Darchula Multiple Campus, Khalanga, Darchula, Nepal in 2009 after completing my M.A. in English Literature from Tribhuvan University, I initially questioned whether teaching would become my true passion and profession. Not having an ELT background, my first experiences in university-level ELT classes left me feeling somewhat apprehensive. However, the positive responses and appreciation from both students and colleagues ignited a newfound enjoyment in teaching, leading me to realize that teaching was indeed my passion.

To improve my teaching skills and enhance my expertise in English Language Education further, I pursued a one-year B.Ed. and M.Ed. from Tribhuvan University. Determined to stay up to date with the latest pedagogy and educational technologies, I delved into integrating ICT into my ELT classrooms. The availability of ICT infrastructure, including computer labs, laptops, projectors, multimedia smart boards, and internet facilities, provided valuable tools to enrich the teaching and learning process.

The integration of ICT, though initially challenging, proved to be a motivating force in my teaching practices. Participating in various training sessions, workshops, webinars, and conferences, and learning from online resources like YouTube videos, I gradually adapted to using ICT more effectively in language classrooms. My colleagues often sought technical support from me when incorporating educational software such as MS Teams and Zoom during the transition to online classes amidst the pandemic.

Witnessing my students’ satisfaction and a keen interest in my classes further fueled my motivation to innovate in teaching by strategically incorporating ICT. A significant incident that highlights this impact occurred on 5th July 2021 when I was allowed to conduct ICT training for my colleagues at Far Western University Darchula Multiple Campus Khalanga Darchula. The training focused on using MS Team for upcoming online classes, and it became evident that many faculty members lacked familiarity with ICT in education. Their enthusiasm to learn and improve their ICT practices was inspiring. Guiding them through the basic functionalities of MS Team, such as creating class schedules, adding students as members, conducting quizzes, and facilitating group discussions, the session proved to be both engaging and fruitful, garnering appreciative comments from the participants and the dean of the Faculty of Humanities and Social Sciences.

Despite facing challenges within the academic environment and culture, where well-performing teachers are sometimes undervalued or discriminated against based on political affiliations, I have remained steadfast in fulfilling my professional duties honestly and responsibly. The support and belief from my family, friends, and students have been instrumental in sustaining my resilience.

Through the transformative power of education and the innovative integration of ICT, my passion for teaching has flourished, empowering me intellectually and professionally. Beyond my personal growth, I aspire to be an agent of change, promoting the meaningful use of ICT in education and contributing to the advancement of the educational landscape in Nepal.

M.Phil. at Kathmandu University as a Gateway for Transformation

I decided to pursue an MPhil in English language education from Kathmandu University with the unwavering support and encouragement from my family, friends, and students. Their belief in my abilities and the significance of advancing my academic journey propelled me to seek an institution that would catalyze personal growth and transformation. In this esteemed institution, I got amazing mentors, whose mentorship equipped me with both theoretical knowledge and practical competencies, instilling in me the confidence to implement cutting-edge teaching strategies and adapt to the ever-evolving needs of my future students. Through their guidance, I deepened my understanding of English language education and acquired the necessary skills to become a proficient teacher for 21st-century learners. Engaging in teacher professional development activities, I was exposed to innovative teaching methods, educational technologies, and effective pedagogical approaches that are most relevant in today’s dynamic classroom environments.

Furthermore, the vibrant academic environment at Kathmandu University fostered a strong sense of community among fellow students. Collaborative projects, discussions, and academic events enriched my learning experience and provided me with diverse perspectives on educational practices. This supportive network of peers and colleagues further contributed to my personal and professional growth, creating a nurturing environment for exploration and intellectual development.

During my M.Phil. journey at Kathmandu University, I experienced a profound personal transformation and achieved notable professional growth. Embracing innovative teaching strategies, I contributed to the academic field through publications and disseminated knowledge to a broader audience. Additionally, my academic journey extended into teacher education and research, as I provided training and presented research papers at national and international conferences, contributing to the advancement of Nepal’s education system. This transformation has empowered me with the confidence to foster positive change and cultivate a passion for learning among future generations.

Summing up

My academic journey has been a transformative experience, catalyzed by the influence of my father’s dedication to education and selflessness. From the early years of learning at home to my pursuit of higher education at Kathmandu University, I have been intellectually and professionally empowered. By integrating innovative teaching methods and ICT in the language classroom, I have witnessed heightened student engagement and satisfaction. This journey has also enabled me to contribute actively to the field through my publications and knowledge-sharing endeavours with fellow educators. Supported by the unwavering belief of my family, friends, and students, I am determined to leverage the transformative power of education, creating a positive impact on the lives of students, and fostering progress within Nepal’s education landscape as I continue to evolve as an educator and researcher.

About the Author: Dammar Singh Saud is an assistant professor at Far Western University, Nepal. He holds an M.A. in English Literature and an M.Ed. in English Language Education. Currently pursuing an MPhil in English Language Education at Kathmandu University, his research interests include ELT Pedagogy, ICT in ELT, Teacher Professional Development, and Translanguaging.

Welcome to Second Quarterly Issue of ELT Choutari 13(99)

Editorial, , , , , ,

Dear Valued Readers,

Namaste!

ELT Choutari is pleased to present the second quarterly issue (April-June) of 2021. This issue has covered a wide range of areas of applied linguistics, classroom pedagogy, ELT practices, and writing tips for teachers. This issue consists of six blog posts having diverse issues from mini research to reflective notes.

Due to the spread of the new variant of COVID-19, our country is back to lockdown. With this teaching-learning is going to suffer again, which will result a ‘learning crisis’ for a majority of students around the country who have limited Internet access and lack of digital facilities. The virtual mode of delivery may not be productive and long-lasting to mitigate the possible learning crisis unless we access digital devices (gadgets and smartphones) and broadband internet access with teachers, students, and their parents. And the role of teachers is equally important to be technocratic and pedagogically creative to enhancing students’ potentials in the virtual mode. Besides, the parents are to be capacitated to facilitate the learning of their children.

We know it’s not easy but we need to do something to keep the learning going. Therefore, teachers and parents are expected to play a pivotal role in engaging students in alternative ways to create learning opportunities for students. The parents must identify the available alternatives of learning like TV, radio, social media, virtual classes, etc. Likewise, schools and teachers should support them to explore the right alternatives in their context. Then they can encourage, support, observe and monitor the engagement of their children and manage necessary stuff to the extent possible. The teachers, on the other hand, can engage students in different activities in two ways; synchronously and asynchronously. They can also facilitate their students via different learning platforms such as Schoology, Edmodo, Easy Class, Google Classroom, and they can also use digital apps and tools such as online quiz using quizizz, Kahoot, ProProfs, Mentimeter, etc. to engage them in their learning wherever possible. Meanwhile, they also should support to develop contents to be delivered via radio or TVs.

During this emergency, teachers need to be more resourceful and innovative to keep the learning going. One way to be so is to keep themselves abreast of the ideas, alternatives, and ways out to deliver education during the emergency. A  couple of months back, we had published particularly the pandemic issue and post-pandemic issues, which could be resourceful for you in many different ways. So, we recommend you go through them. Most importantly, we encourage you to reflect and write the challenges, alternatives, good practices, and striking moments during teaching-learning in the emergency and send to us for future submission.

In the first post, Arjun Basnet analyzes the processes of identity construction among students in the EFL classroom. He further discloses the various forms of identity construction such as discourse identity, social identity, affinity identity, L1 identity, and institution identity through positioning, becoming, and being. He argues students create their identity through the process of opportunity and achieve native-like English competence via YouTube and English songs.

Mr. Puskar Chaudhary, in the second post, investigates the assessment techniques and tools used by the English language teachers for assessing learning in the remote teaching-learning context. He states that assessment is an integral part of teaching-learning to examine the understanding of the subject matter and to evaluate whether the learning goals have been achieved.

Similarly, in the third blog post, Prakash Bhattarai shares his ideas about factors affecting effective English teaching-learning. He further highlights that the materials and methods teachers use in the language classroom should be contextual and culture-sensitive because the prescribed methods and materials developed by other experts may not work in all contexts. He further notes teachers should use the tasks that make learners active and creative to create an environment for learner autonomy and collaborative learning.

Likewise, in the fourth article Dipak Prasad Mishra and Surendra Bhatt explore the perceptions of parents on the implementation of English as a Medium of Instruction (EMI) in public schools through Bourdieu’s lens of the symbolic power of language theory. They further highlight the relevancy and appropriateness of EMI in the Nepali context. They argue that EMI has been taken as a symbol of power and linguistic capital to develop English skills in unpacking critical analysis and its practices.

Similarly, in the fifth blog post, Bhan Singh Dhami explores how the local contents and texts in English materials can be utilized to enhance patriotism among English language learners of Nepal. He further claims the use of local content, culture, and discourse in materials can strengthen patriotism and strongly urges the stakeholders to maximise them in the materials and courses.

Finally, in the sixth blog post, Jeevan Karki, one of the editors of Choutari reflects on his nearly decade-long experiences of writing, reviewing, and editing journey and encourages teachers that they can write and publish. With some practical tips, he offers the first-time and new teachers practical ideas on choosing the appropriate contents/issues to write, and the writing style and processes to follow.

Here is the list of six blog posts of this issue:

  1. Identity construction of the Nepali EFL students by Arjun Basnet
  2. Assessing English language learners in remote teaching-learning by Puskar Chaudhary 
  3. What makes English language teaching effective? by Prakash Bhattarai
  4. English medium instruction in school education: parents’ perspectives by Dipak Prasad Mishra and Surendra Bhatt
  5. Enhancing patriotism through the local contents in ELT materials by Bhan Singh Dhami
  6. Dear teachers, you can write and publish! by Jeevan Karki

We hope the current issue will be another resourceful package for classroom pedagogy, practices, and developing writing habits. We are grateful to all the contributors for their enthusiasm to bring innovative ideas, reflective practices, and pedagogy-enhanced teaching-learning activities and collaboration to continue the voyage of reading, writing, and supporting each other. Moreover, We highly appreciate the efforts of the reviewers during the process of a rigorous review of the manuscripts. More specifically, We would like to thank the entire team of ELT Choutari in general and Mohan Singh Saud (the co-editor of the issue), Jeevan Karki, Babita Chapagain, Sagar Poudel, Karuna Nepal, Ekraj Koirala, Nani Babu Ghimire, Dr. Karna Rana, Ashok Raj Khati, Jnanu Raj Paudel, and Rajendra Joshi in particular to materialise this issue.

Finally, if you enjoy reading the blog pieces, please feel free to share in and around your academic circle, and of course, drop your comments in the boxes below. Likewise, please write about your experiences, reflections, experiments, reviews, or any other scholarly articles for our future publications. You can reach us at 2elt.choutari@gmail.com .

Thanking you once again for your continued readership, professional support, and volunteering enthusiasm to work with us collaboratively!

Wishing you a Happy Nepali New Year 2078!

Stay safe, stay healthy and happy reading!

Ganesh Kumar Bastola, Lead Editor of the Issue
Mohan Singh Saud, co-editor of the issue

TPD in community campus in Nepal: Importance and expectations

Teacher's Experience/anecdotes,
Nani Babu Ghimire

Background

Reflecting my experience of teaching in community campus in Sindhuli, I realized that very few teachers from community campuses have participated in professional development training or other aspects of teacher professional development. I am not aware if there are any training agencies active in providing professional development training for teachers of community campus. However, University Grants Commission (UGC) provides some grants for training, seminar, course refresher training, training on capacity development, etc. Few campuses apply for UGC grants to conduct small scale research and short-term academic training.

As a lecturer of a community campus of Nepal I feel that there is very important role of teacher professional development to improve teaching and learning activities of our community campuses. Professional development training is an opportunity for teachers to share their knowledge and develop new instructional practices. Teachers’ professional development (TPD) keeps academics up-to-date with the changing world and knowledge. Teacher agency is considered to be a core section of educational institutions, who can bring change in the performance of students as well as institutions. Teachers’ participation in all-round academic activities including their professional development training is expected to transform conventional practices of educational activities and produce dynamic graduates who can explore wider world across the border. Pokhrel and Behera (2016, P. 190) asserted “Teacher professional development is defined as a process of improving both the teacher’s academic standing as well as –acquisition of greater competence and efficiency in discharging her/his professional obligations in and outside the classroom”. Pennington (1990) considered that every teacher needs professional growth throughout their career. Gnawali (2008, P. 220) argues that continuous professional development of teachers is significant to enable them to understand classroom environment and changing pedagogies. Teachers can participate in various professional activities such as training, seminar, workshop, symposium, conference, teacher exchange, reflective practice, peer discussion, blog writing, researching, writing article, publishing, further study, online program, etc. Their participation in such programmes develops professionalism and strengthens their academic skills. Wajnryb (1992) emphasises teachers’ self-motivation in professional development activities increases their learning and becomes highly effective in their academic activities.

Importance of TPD for Teachers

Teachers’ professional development is significant aspect of teaching profession. It helps teachers develop various professional skills and knowledge Continuous professional development activities upgrade teachers’ teaching skills and help teachers survive in the profession. Their learned skills and ideas bring a kind of shift in classroom teaching and learning activities.  Teachers’ professional development, which has direct association with students’ learning, improves institutional performance, particularly academic achievement. They become creative as well as energetic through various exposures in TPD programme. They learn to understand the problems of students and they can address and handle students’ needs. TPD programme may encourage teachers to do researches in academic fields.

Teachers’ Expectation of TPD

As I mentioned above, I am unaware of university teacher professional development programmes where I have been teaching for many years. If I were one of them who develops university programmes, I would priorities professional development programmes for university teachers. I would say at least my campus could develop such programmes for faculties and administration staff for upgrading their skills and knowledge and for improving academic activities of the campus. Similar to Western universities, I have observed that my university needs to emphasise conferences, seminars, workshops, orientation and visiting programs. Academic activities particularly research and publication, which promote the university, would develop individual teacher’s professional personality and institution. I wish I would have such opportunities for participating and developing my academic knowledge and skills.

TPD in Community Campus

There is mixed perception about autonomy of institutions for the educational performance. Crossroad conversations in Nepal lead to criticisms against the current system of university management, a single body governance over all universities, which has spoilt educational quality. However, all the community campuses in the country are autonomous in their management as they rely on students’ fees similar to private colleges. Does this matter in educational achievement? Many may argue that autonomous institutions can develop better and perform outstanding like the ones which are totally privately managed. Why are the majority of community campuses not able to perform at the level of private colleges? There is always a strong financial support for community campuses from University Grants Commission although they are autonomous. Does this make any difference in academic performance? If so, why are they unable to demonstrate educational qualities in results and academic activities? These areas can subject to researches in Nepal.  Regarding TPD of the teachers of community campuses, I believe that teachers themselves need to understand their professional role and development of their professionalism, and they need to explore learning opportunities for their own career. . They need to be conscious and enthusiastic to take different training for their own professional development. However, there is always a greater role of institution to inspire teachers to find professional opportunities.

Conclusion

Qualification is of course a valid document to join an academy, but it is not all that can work throughout one’s professional life. With the changing context, an academy needs to upgrade own life skills for the place where he has been working and is going to work. An academic tutoring hundreds of students has a great role to change their lives whereas an institution has a greater role to all-round development of many youth generation and the country itself. Therefore, universities have to provide academics with options of professional development so that they can contribute to the development of institution and society.

References

Gnawali, L. (2008). Teacher development: What is it and who is responsible? Bodhi: An Interdisciplinary Journal, 2(1), 219-223.

Pennington, M. C. (1990). A professional development focus for the language teaching practicum. In J. C. Richards and D. Nunan (Eds.) Second language teacher education. Cambridge: Cambridge University Press.

Pokhrel, T. R., and Behera, S. K. (2016), Expectations of Teachers from Teachers Professional Development Program in Nepal. American Journal of Educational Research, 4 (2), 190-194. doi: 10.12691/education-4-2-6

Wajnryb, R. (1992). Classroom observation tasks. Cambridge: Cambridge University Press.

The author:

Nani Babu Ghimire is a lecturer at Siddha Jyoti Education campus Sindhuli, (TU) Nepal. He is currently an MPhil scholar in English education at Tribhuvan University.

A Three Dimensional Approach to Professional Development of English Language Teachers in Nepal

Professional Development, , , , , , , , , ,
Shikha Gurung
Shikha Gurung

Learning to be a teacher of English language in Nepal is a part of professional development of English teachers. The desire of becoming a better teacher is an important aspect of teaching profession. Calderhead and Shorrock (1997) acknowledged a question ‘What makes a good teacher?’ which intrigued and challenged philosophers, researchers and policy makers and teachers over many centuries. It generated diverse answers, varying in their nature and degree of specificity in different countries and across different periods in history.

In the context of Nepal where English language is one of the foreign languages taught in schools, every English language teacher has a challenge to establish himself or herself in the profession as he or she has to deal with the learners who speak one or more out of 125 indigenous languages in Nepal. English language teachers in Nepal have more challenges to move with the global circumstances, emergence of digital technologies in social life and integration of various technologies in instructional activities. Richards and Farrell (2005) defines professional development of a teacher as an examination of different dimensions of his or her practices. They suggest that teachers need necessary support to make them understand their professional values. Thus, teacher education must emphasise teachers’ knowledge and skills.

English teachers in Nepal can follow three ways such as reflective teaching, teacher networking and researching to develop their professional skills. Keeping teacher education at the centre, the teachers can generate their ideas and develop professional learning strategies themselves. Instead of highly relying on their teacher education, they can actually learn by doing, that is, they can reflect their own experiences on their jobs. Their experiences of teaching and learning process can be both the input and output. English teachers can record their teaching activities and review for the further teaching. Such reflective teaching of teachers can develop the habit of correcting own weakness and gradually improve their teaching skills. Here is more on reflection ….

Likewise, teacher networking helps them meet and socialise with people which provides them with opportunities of collaborating and sharing ideas with each other. Similarly, researching on their own experiences can support English teachers to identify own pedagogical issues, study about the issues and broaden their knowledge.

Reflective Teaching

According to Richards and Lockhart (1996), documentary analysis is one of the most practical approaches to the development of teachers that reflects their learning on their teaching. English teachers can make a diary about their daily teaching and examine their own teaching activities as well as the students’ classroom activities. This practical approach provides them with an opportunity of understanding their own teaching, analysing their teaching activities and improving their professional practices. This reflective approach to professional development of an English teacher can be the next strategy besides formal teacher training. Reflective teaching approach may be followed by writing report. English teachers in Nepal can prepare their reports by doing survey, peer observation and interview. English teachers can report about their English language teaching motivation, students’ learning attitude, learning behaviour and so on. Reflective teaching allows the teachers to work on their own weakness and strengths.

Teacher Networking

English teachers in Nepal can establish their professional network and share their ideas with each other to improve their teaching skills. For instance, Nepal English Language Teachers’ Association (NELTA) can be a platform for many English teachers in the country. English teachers can organise seminar, workshop, hot seat presentation, group meeting and so on for the better practice of ELT. Besides face-to-face meetings, they can also develop online learning community on social networking sites like Facebook, twitter, skype and so forth to share their problems and ideas. Such networks allow English teachers to exchange their understanding and experience of English language teaching. In course of time, English teachers can also attend national and international conferences where they can share their ideas. Kuti (2000) stated that network between the teachers provides them with opportunities of discussing their problems and sharing expertise across the world. McDonald and Klein (2003) claimed that professional network of English teachers helps them increase pedagogical skills and develop leadership in the profession.

Research

Teachers in their role are also researchers who consistently gather information throughout their everyday teaching and classroom activities, analyse the information and reflect on their instructional activities. Cochran-Smith and Lytle (1999) advocated that teachers, besides formal training and workshops, can develop their professional skills through research activities in their field. From the research activities, they actually start learning as they have to study and understand their professional issues in depth. They gradually become proficient to investigate their teaching and learning issues and become professional. In the 1960s, educational research particularised fields such as classroom research, teacher research and action research in teaching and learning process. Classroom research emphasised the evidences relevant to instructional activities, teachers’ perceptions and classroom resources. MacKay (2009) claimed that research on their own classroom activities makes the teachers more efficient in their profession. It is relevant in helping teachers review previous researches, become aware of the challenges of doing research and understanding what goes on in the classroom setting.

 

Sikha Gurung is an MPhil scholar in English Language Education at Kathmandu University School of Education since 2016. Professionally, she is an English teacher at Kathmandu University High School, Chaukot and an English lecturer at K and K College, New Baneshwor. She likes exploring various issues of ELT and writing about them.

References

Calderhead, J. Shorrock, S.B. (1997). Understanding teacher education: Case studies in the professional development of beginning teachers. The Falmer Press, Taylor and Francis Inc.: London.

Richards, J.C. & Farrell, T.S.C. (2005). Professional development for language teachers: Strategies for teacher learning. Cambridge University Press: New York.

Richards, J.C. & Lockhart, C. (1996). Reflective teaching in second language classrooms.    Cambridge University Press: New York.

Kuti, Z. (2000). ELTeCS: English Language Teaching Contacts Scheme a network for developing your expertise and a forum for sharing views. Pilgrims Ltd: Budapest, Hungary.

McKay, S. (2009). Second language classroom research. In A. Burns & J.C. Richards (eds.) The Cambridge guide to second language teacher education. New York: Cambridge.