Dear Esteemed Readers and Contributors,
Greetings!
We are pleased to announce the publication of the January–June 2026 biannual issue of ELT Choutari. This collection synthesizes reflective narratives, empirical action research, and scholarly critical reviews contributed by educators, researchers, and practitioners. The articles presented herein offer diverse pedagogical perspectives on English language teaching (ELT) and linguistic research within the specific sociocultural landscape of Nepal. By documenting authentic classroom experiences and refining pedagogical methodologies, ELT Choutari serves as a vital platform for bridging the divide between theoretical frameworks and practical classroom application.
The subsequent section offers a detailed introduction to our esteemed contributors, accompanied by concise summaries of their scholarly reflections and action research insights. We trust that these experiential narratives and pedagogical anecdotes will serve as a significant resource for our readers, providing actionable strategies and theoretical depth applicable to diverse educational settings. By meticulously documenting these voices, we aim to facilitate a broader understanding of the challenges and triumphs inherent in contemporary language instruction.
Mr. Arjun Jung Rayamajhi, in this article, replicates a deeply personal and moving story about the power of education. The author, who grew up in a small village in the countryside, far from amenities, has risen from a young student to earning a doctorate at a top-ten university in Nepal, and chronicles the harsh socio-economic constraints that stand in the way of rural students. It emphasizes that students can overcome the systemic challenges and continue to engage in their lifelong journey of learning through determination, early teacher encouragement, and academic resilience.
Likewise, Mr. Tirtha Raj Ranabhat, in his article, applies the method of narrative inquiry to understand the reasons for undergraduates’ reluctance to speak English fluently in a multicultural, multilingual classroom in Aadikavi Bhanubhat Campus, Tanahun. His research with students from different backgrounds sheds light on why this is the case: the influence of the mother tongue, cultural home environments, and a lack of targeted motivation for learning a language, as well as an educational bias towards written skills over oral fluency. He believes in using flexible and interactive teaching approaches which are inclusive and encourage learner autonomy and reduce language anxiety.
In his thought-provoking article, Mr. Dasarath Rai has raised the question: Does Punctuation Matter? and here is why: He makes an analogy between musical notation and structural grammar, and asserts that punctuation has a life beyond the literal and regulates pauses, emphasis, human emotion, and ideological authority. He condemns the lack of attention to the instruction of punctuation in the English classrooms of Nepalese schools and colleges, and says that without attention to such nuances, students are not equipped to become truly global, empathic communicators.
In his book review titled Teaching English as an International Language, Mr. Nar Bahadur Bist provides a comprehensive evaluation of the eponymous text authored by Ali Fuad Selvi and Nicola Galloway. The reviewer methodically deconstructs the core themes of the work, specifically addressing the historical expansion of global English, the strategic design of an EIL (English as an International Language) curriculum, and the necessary transition in assessment practices away from traditional native-speaker norms. By critically engaging with these elements, the review underscores the significance of the book as an interdisciplinary resource tailored for teacher educators, scholars, and policymakers alike.
Here is the list of blogs for you to navigate in this issue::
- Determination, Persistence and Success: Village to University by Arjun Jung Rayamajhi
- Hello Teachers! Does Punctuation Matter? by Dasarath Rai
- Learners’ Hesitation in Speaking English in the English Classroom in Multicultural and Multilingual Context: A Narrative Inquiry by Tirtha Raj Ranabhat
- Book Review: Teaching English as an International Language by Nar Bahadur Bist
Lastly, we extend heartfelt gratitude to all our editors and reviewers – Dr. Nani Babu Ghimire, Dr. Mohan Singh Saud, Dr. Jnanu Raj Poudel, Jeevan Karki, Sagar Poudel, Karuna Nepal, Puskar Chaudhary, and Dasharath Rai- for their dedicated efforts in bringing this issue to completion.
ELT Chautari remains a welcoming space for researchers, scholars, educators, and practitioners to share insights, practices, and narratives from classrooms and communities alike. We warmly invite you to contribute to our upcoming issue by submitting your articles and reflections to 2elt.choutari@gmail.com.
Happy Reading!
Lead Editor: Binod Duwadi
Co-Editor: Ganesh Kumar Bastola
