Dear valued readers and contributors,
It gives us immense pleasure to release the third quarterly issue (July- September 2023) of ELT Choutari. This issue is non-thematic and replicate different experiences of teaching and learning English in different contexts. This issue has covered a wide range of areas of classroom pedagogy, classroom management, students’ motivation, students centred pedagogy, teachers professional transformation and practitioners’ reflections.
We believe that documenting teachers’ teaching experiences, challenges, and successes fosters a deeper level of understanding of their pedagogical approaches. The (emerging) practitioners learn innovative teaching methodologies, adapt to new language trends and develop relevant materials effective and useful in their language classroom. We honour the practitioners’ voices, their personal expeditions, and challenges to foster a collaborative culture and supportive environment for igniting change within their academia.
In the first post, Shiva Mainaly highlights the significant impacts of Call for Papers (CFP) on the conference attendees. He shares how important it is for the responder to respond about CFP and how it backfires if it is not addressed appropriately. The author further highlights how CFPs tend to address any aspect of burgeoning issues, ranging from colonial reckoning, the rhetoric of precarity and the rise of authoritarianism to social justice, linguistic justice, power and precarity attendant to AI’s growing application in learning and teaching space.
Similarly, in the second blog post, Surendra Prasad Ghimire provides a personal account of teaching English in low-resourced rural communities and navigates some unique challenges. The author provides insight into the complexities of low-resourced classrooms and offers some ways of teaching English in a rural context.
Likewise, Sangeeta Basnet in her reflective narrative shares how psychological assets play crucial roles in language classrooms and how those problems cause deterioration in academic performance. She also suggests some ways to address parents and teachers to create a healthy environment for them to share their problems, hear their past stories, and encourage and inspire them to do better in their academics.
Tripti Chaudhary, in the fourth blog post, shares her nostalgia and believes to have a paradigm shift in teaching pedagogy since the grammar-translation method. She further discusses how the rote memorisation has been transformed into a practice-driven approach in our academia in the 21st century.
Finally, in the fifth blog post, Dammar Singh Saud reflects on his experience of teaching culturally diverse students in school and shares how he was influenced by his father’s dedication to education and selflessness. He further highlights how innovative teaching method and the use of ICT plays pivotal roles in teaching teaching-learning process.
Here is the list of blogs for you to navigate in this issue:
- Mastering the Art of Responding to CFP by Shiva Mainaly
- Managing a Chaotic Classroom: A Memoir of an Early Career Teacher by Surendra Prasad Ghimire
- My Experience as a Motivator in my Teaching Career by Sangita Basnet
- English Teachers’ Experiences on Learner-Centered Teaching Pedagogy by Tripti Chaudhary
- Inspiration to Transformation: My Academic Odyssey by Dammar Singh Saud
Finally, I would like to thank our editors and reviewers in this issue, Mohan Singh Saud, Nanibabu Ghimire, Jeevan Karki, Jnanu Raj Poudel, Sagar Poudel, Karuna Nepal, Ekraj Adhikari, Yadu Gnawali, Binod Duwadi, Puskar Chaudhary, and Dasharath Rai, 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 (October-December) and send your articles and blogs to firstname.lastname@example.org.