Dear valued readers and contributors,
Greetings!
It gives us immense pleasure to release the second quarterly issue (April-June 2023) of ELT Choutari. The articles in this issue are the product of a recent Four-Week Virtual Workshop on Teachers’ Narrative Writing led by the ELT Choutari team. It aimed at empowering teachers to write reflective narratives (experiences and stories) offering them moments to pause and reflect on what they do, why and whether or not the process is serving the purposes. Choutari think this process of reading, writing and critical thinking empowers teachers professionally. Working closely with mentors, the participants produced some original and thought-provoking reflective narratives based on their rich experiences. This issue acknowledges the power of teachers’ own voices, personal journeys, triumphs, and challenges, ultimately inspiring and igniting change within the educational community. The issue presents you reflective blogs on students’ feedback and teachers’ support, story of teachers teaching in rural schools, integrated curriculum from teachers’ perspectives, and dealing with assignments.
Dasarath Rai, in his narrative highlights the shift in language teaching principles and the importance of addressing learners’ needs. The author shares his personal experiences of collecting students’ feedback to create more rewarding and meaningful learning experiences to them. He emphasizes the need for teachers to innovate and create their own methods based on the context and students’ unique requirements.
Similarly, Jham Bahadur Thapa provides a personal account of teaching English in low-resourced rural communities and navigating through some unique challenges. The author provides insight into the complexities and evolving nature of teaching English in a rural context.
Likewise, Laxmi Shrestha in her critical reflective narrative shares her mixed feelings about teaching integrated curriculum in elementary school highlighting some challenges she faced such as lack of access to the curriculum and resources, limited professional development, assessment procedures. It demonstrates how the top-down approach to curriculum development and dissemination is not working and raises questions about the process and preparation of implementing new curriculum in classrooms. The author also discusses some ways out to address it.
Additionally, Surendra Prasad Ghimire reflects on his experience of teaching large class in college and shares the challenges associated with students’ late assignments submission. The author also shares some way outs he and his students tried out to tackle this issue.
Here is the list of blogs for you to navigate in this issue:
- Students’ Feedback and Teachers’ Support to Advance Teaching Practices: A Teachers’ Reflection by Dasarath Rai
- Teaching English in the Rural Schools: A Teacher’s Reflection by Jham BahadurThapa
- Integrated Curriculum in Schools: A Teacher’s Reflection by Laxmi Shrestha
- Dealing with Late Assignment Submission in Colleges by Surendra Prasad Ghimire
Finally, I would like to thank our editors and reviewers in this issue, Mohan Singh Saud, Nanibabu Ghimire, Ganesh Kumar Bastola, Jeevan Karki, Sagar Poudel and Karuna Nepal for their relentless effort and contribution.
ELT Choutari is a platform for researchers, scholars, educators, and practitioners to share their perspectives, practices, and stories from classrooms and communities. If you enjoy reading the articles, please feel free to share them in and around your circle and drop your comments.
We encourage you to contribute to our next issue (July- September) and send your articles and blogs to 2elt.choutari@gmail.com.
Happy Reading!
