All posts by Ganesh Bastola

Welcome to Third Quarterly Issue 15 (108)

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:

  1. Mastering the Art of Responding to CFP by Shiva Mainaly
  2. Managing a Chaotic Classroom: A Memoir of an Early Career Teacher by Surendra Prasad Ghimire
  3. My Experience as a Motivator in my Teaching Career by Sangita Basnet 
  4. English Teachers’ Experiences on Learner-Centered Teaching Pedagogy by Tripti Chaudhary 
  5. 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 SaudNanibabu 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

Happy Reading!

Lead- Editor
Ganesh Kumar Bastola

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

Dear Valued Readers,


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 .

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

Welcome to Pandemic Pedagogy Special Issue- Second Quarterly Issue (April-June), 2020, 12(95)

How is everything there? How is your lifestyle in isolation? Not easy, is it? We have been in a halt and despair from the last couple of weeks, especially due to the spread of Corona Virus. It has really affected all walks of our lives in general and education in particular. We have not been able to normally accomplish our daily activities. We have been mentally pressured, physically idle and psychologically awkward due to the lock-down. However, we have been trying to settle down ourselves and continue our discontinued activities virtually.

In this issue, we have collected the reflections of the academics to explore the various practices of online-based teaching and learning. We have also amalgamated some specific tips for teachers of the 21st century to let them know more about digital literacy and using ICT tools to enhance their knowledge and skills required in a virtual classroom in one side and teacher-led professional development on the other. We have tried our best to envisage and offer the possible options from Face-to-Face mode of delivery to virtual ones. Moreover, we as teacher-educators, believe that we need to be able to tackle the problem of our students timely pertaining to 21st-century skills for quality education.

Education is not meant to be limited within the four walls of the classroom rather we should let it go beyond the formal setting. We should always think of the possible alternatives of the physical classroom for expanding the cognitive horizon of our students because teaching-learning can have good going with virtual mode as well. Thus, we are yet to analyse how online classes and resources could serve the purpose in the digitally savvy era of the 21st century to enhance the personal growth of the students and the professional development of the teachers. With the global call for social distancing resulting in the closure of educational institutions, there has been a discourse of how to best use the technology to deliver education in distance mode. The time has come and we have realised the essence of the virtual mode of delivery and it is not just to replace the traditional practice but to initiate the innovative global spectrum of education invited by technology and globalisation for the succinct enhancement of e/resources. The more we bring innovation in our teaching-learning process, the better our activities and learning becomes. Thus, teachers can utilise several social media platform to design and implement online classes for promoting contextually relevant resource materials. In this situation, the government has to initiate and research for the best choices to impart education via this virtual mode to tackle the situation created by COVID-19 pandemic such initiation can be a paramount option for the practice of online-based classes in the days to come in Nepal. In doing so, we teachers need to be supportive and updated.

Journeying for the 12 years, we have tried our best to screen our invaluable papers via the single-blinded peer review process. We have also initiated inviting one of the scholars from academia to share via the interview session. ELT Choutari has pertinently served to disseminate diverse local and global context replicating our ELT situation in Nepal and contextually relevant knowledge to reach into a global context and vice-versa to contribute to the wider readership. At Choutari, we explore the innovative practices made by teachers teaching at different levels on a thematic basis and provide a huge platform for the novice/expert practitioners to read, write and publish their papers to overcome the situation.

As you know, we always think, ink and link our innovative ideas and personal experiences into our classroom practice for the overall development of our students. In this April 2020 issue, we focus on COVID-19 pandemic pedagogy in general and some other relevant and strategic tips to enhance professionalism via ICT tools and digital asset in particular. We have included teachers’ reflections, online-based pedagogical practices, and experts’ perspectives and practices about the virtual classroom.

In this pandemic issue, Tikaram Poudel, Assistant Professor at, Kathmandu University reflects his experience of shifting his academic activities from face –to- face mode of delivery to a virtual one exemplifying some online-based tools to initiate online classes such as MOODLE Portal, Google Meet, etc.

In the second post, Ashok Sapkota, a faculty in the Department of English Education, Kirtipur, TU, depicts the need and awareness of ICT preparatory tools and their ways out for online-based teaching process in English language education.

In the third post, Jeevan Karki, a teacher trainer, researcher and writer hints some specific measures for professional development via teacher-led professional development (TLPD) in virtual route. Concerning his experience, the actual teachers who led such professional development activities are far better than the outside experts of TPD because these teachers know their students, content and context better.

Likewise, in another blog post, Puskar Chaudhary, an M. Phil practitioner at Kathmandu University, discusses digital literacy and its implementable assets. He also highlights the technocratic knowledge and expertise of a teacher to cope up with classroom challenges.

In another post, Dipak Prasad Mishra, an M. Phil practitioner at Kathmandu University, revisits his personal experiences and brings his lived learning experiences despite the COVID-19 pandemic. He also discusses the opportunities and challenges of the virtual mode of learning and teaching.

Likewise, in another post, Dhansingh Dhami, a master graduate at Kailai Multiple Campus, elucidates his nostalgia replicating Ramayana and its mythical social distancing and its closer lens to the current pandemic which is useful for brainstorming to foster our intuitive knowledge.

And last but not the least, we have also presented an exclusive interview with Dr Karna Rana, an academic coordinator at Open University, who provides insightful input for online classes, and resources to facilitate students and its possibilities at present and future in Nepal.

Here are the list of posts for you to explore:

  1. Teaching virtually during the COVID-19 pandemic – A reflection of a university professor – Tikaram Poudel, PhD
  2. E-learning is only a means but not a replacement of physical classroom – Karna Rana, PhD
    3. Teacher-led professional development in crisis and ever – Jeevan Karki
  3. Awareness of ICT tools: Micro-management and way forward – Ashok Sapkota
  4. Perceptions on digital literacies and implementation practices: Perspectives of English teachers – Puskar Chaudhary
    6. Lockdown, social distancing and isolation in Ramayan: An overview – Bhan Singh Dhami
    7. Unstoppable learning despite the COVID-19 lockdown – Dipak Prasad Mishra

Finally, I would like to thank ELT Choutari entire team in general and Dr Karna Rana, Jeevan Karki, Babita Sharma Chapagain, and Mohan Singh Saud in particular for their rigorous effort in reviewing and editing the blog pieces. We are excited to announce you about the expansion of our team of reviewers to further enhance the quality of content on Choutari. Join me to welcome Sagar Poudel, Ekraj Koirala, Nanibabu Ghimire, Jnanu Raj Poudel and Karuna Nepal, the energetic members with robust experiences in teaching-learning and reading-writing. Let me thank them for their support and rigorous review of the papers starting from this issue.

On behalf of ELT Choutari Team, I would like to offer this ‘Pandemic Pedagogy’ special issue and thank all the invaluable contributors of the issue. If you are thinking of writing and publishing, we are always open to create give you space here. Share your write-up with us at
Thanking you once again for your continued readership, professional support, and volunteering enthusiasm to work with us collaboratively. If you enjoy reading the write-ups, please feel free to share in your circle, and of course, drop your comments too.

Happy Reading!

Ganesh Kumar Bastola
Lead editor of the issue