Category Archives: Case Studies

Integrating ChatGPT in English Language Teaching in Nepalese Community Schools: Opportunities and Challenges

AI in Language, Case Studies, Creativity, Critical Thinking, Education in General, ELT Resource, How AI help in shaping language, reflection, Reflection during Covid-19, Reflections, Research paper, Teacher Education, Teacher identity, Teacher's Experience/anecdotes, Teachers' narratives, Teaching Tips, Technology, Technology in ELT, ,
Mr. Arjun Jung Rayamajhi

Introduction

 The development of artificial intelligence (AI) is transforming the global education system. ChatGPT and effective AI models are now essential innovations in the language teaching and learning field. By providing technology to community schools with limited resources and infrastructure, scholars can gain insight into the potential and challenges of AI in resource-poor environments. This paper is a reflection of the recent empirical studies and my personal experience as a teacher and researcher to relate critically to the effects of ChatGPT on English language teaching. The input analyses the moderation through which AI transforms pedagogy, addresses learners’ differentiated desires, and works under the moral and infrastructural measurement of AI technology in Nepal. The data of this input are grounded in teacher interviews, classroom observations, and student-centred surveys, digging deep into the use and impact of AI tools. The output provides recommendations for maximising ChatGPT use to promote language acquisition in resource-scarce classrooms while alleviating accessibility, training, and moral challenges.

The ChatGPT: A Personalized and Engaging Commitment

The individualized ChatGPT capability to provide learners with feedback that is personal and immediate has been a possible offer of integration of learners up until now; something that is not practicable in a typically busy community classroom. ChatGPT is an artificial intelligence model called OpenAI, which is a state-of-the-art generative machine that can understand and produce human-like text after recognition of the given output. It is, in other words, a pillage of the substitution of creative slaves. It is also a testament to the increasing sensibility that there is a need for differentiated instruction (Zhang, 2022). In its essence, the ChatGPT implies that learners should learn at a pace which is commensurate with the timing that befits them. I personally think the OpenAI model is selfish and a more strenuous taskmaster. The state-of-the-art artificial intelligence OpenAI is more observant than a schoolteacher is and is a capable assistant anytime, even when students are away from the classroom (Sharma & Koirala, 2021). It makes the conversation more interactive and more exciting; the chatbot responds in the way the learner asks the questions. This miraculous discovery also helps shift it from the strength of monologue teaching, making space for the value of voices by offering the learners opportunities to communicate, share, be more interactive, and engage in the conversation (Patel & Uddin, 2022). Indeed, it is a deviation that it is possible because the basis for differentiation and the structure of any learning system is a one-size-fits-all mentality (Thapa, 2021). Time has changed, and increasing sensitivity embraces the ideas of differentiated instruction in such a diversity of educational responses from the learners.

 Pedagogical Transformation: From Deliverer to Facilitator

As for the pedagogical transformation, the other phenomenon observed with the help of ChatGPT is the possibility to shift the role of teachers from the main source of knowledge to the person who designs the improved learning processes (Mishra & Koehler, 2006). The key manifestation of this AI incorporation was the opportunity to use AI not as the medium to replace a teacher but as a tool that supports the learning process. In this way, teachers stop being the main content deliverers and become the facilitators and guardians of the AI-supported learning process. Generally, teachers are also communicators and problem-solvers; they possess the complex skill set that they should hand down to their students. The example of the pedagogical transformation made me reflect on the potential of teachers to design more individualistic and student-friendly plans that incorporate a range of AI-based tools. This, of course, requires teachers to become literate in AI and be aware of the options and the limitations of machines in their problem-solving strategies. To me, such a transfer implies a range of professional development opportunities, a permissive organisational culture, and facilitating policies regarding the conditions under which teachers can participate in experimentation and engage in reflective practice.

 Confronting Challenges: Infrastructure and Equity

I acknowledge that the successful integration of AI requires teachers to balance the affordances of the digital media and their professional judgment and situational knowledge. It challenges teachers to organise print-based interpretations so that the students’ work is steerable, so that it can provide the role of humans, such as motivation and ethical guidance, because their work was or could be used to take advantage of the affordances of the artefact. Even though I view my reflection from an optimistic perspective, it is a fact that the infrastructural and resource challenges persist in the schools of Nepalese communities. For instance, the lack of internet connections, the lack of digitalisation of the devices, and sporadic power interruptions become an obstacle to the promise of the integration of AI. Socially, such disparities present threats of increasing the inequities in education that would favour the students in cities or good school districts over disadvantaged rural students. I think my reflection necessitates an immediate policy action to close this gap and investments in enhancing digital infrastructure and the fair distribution of technology.

 Ethical Considerations: Striking a Balance between Innovation and Integrity

Another ethical aspect that has been imprinted in my mind was the issue of danger. While ChatGPT has the potential of becoming a learning scaffold, one of its applications, the unregulated and unrestricted use, could lead to more plagiarism, reduced creativity, and a weaker need for critical thinking. All three problems touch upon excuses issued by educators when talking about ChatGPT. In my view, the solution is neither to eliminate the use of AI nor to promote the paradigms of its application that would be equitable. Teachers and policymakers play the most active role in the promotion of decency, offering students digital ethics lessons that teach them how to use AI tools meaningfully and responsibly. In the Nepalese context, a considerable amount of national and institutional support is needed. On a national scale, the government should adopt a policy that would regulate the use of AI in education, making it more just. For this, the curricula change is a must, with digital ethics and literacy being added. Moreover, the government should offer guidance and resources for educators, explaining how to use AI responsibly. On the institutional scale, a school should pay due attention to the note of how important academic honesty, perseverance in the face of misuse, and the desire to solve problems instead of finding an easy way out are. Teachers will always be in need; such moral custodians will have to teach students how to become their own moral mentors, inciting them to use ChatGPT as a source of inspiration for development, rather than praise for creativity.

Moving toward Sustainable Integration: Policy Support and Professional Development

As has been discussed above, the integration of ChatGPT cannot be successful via a technical training programme but rather one that is evidence-based with pedagogical, ethical, and reflection aspects. From the reflection I have undertaken, professional development is continuous, situational, and participatory. The aspects can create teacher confidence and innovativeness. Education policymakers can help in developing clear guidelines and ethical norms that ensure AI supplements the current subject matters and increases universal access. To achieve this measure, the initiatives should be co-designed with teachers, students, and communities to be culturally responsive and viable.

Conclusion

 This paper discusses the implementation of ChatGPT in Nepalese community schools, identifying its benefits and drawbacks, and analyzing its potential contribution to English language acquisition. It discusses AI applications like ChatGPT, which offers the possibility to experience a personalized learning process and support engagement growth in the underprivileged setting. The implementation of ChatGPT at Nepalese community schools offers more advantages than disadvantages. While achieving individual educational plans and centring students resulted in multiple case benefits, this method requires stronger control on the part of teachers, infrastructural investments, and ethical considerations regarding the current programme. Policymakers and teachers can use this to understand that while the introduction of new technology can be more advantageous, this consideration should also be supported with a relevant and sensitive approach based on the context and students’ perspectives. This paper confirms the opinion on the potential extension of the educational process with the help of technology. However, it also emphasizes the significance of the human factor, critical thinking, and ethical competence.

The implementation of ChatGPT in Nepalese community schools can truly be an opportunity. It seems to be the most eternal way to individualised learning, which guarantees student interest with the help of an approach based on an individualistic manner. Still, it has a number of challenges, such as the appearance of new teacher roles, impacts on infrastructure, and the necessity to consider ethical considerations all the time. The future of AI-enhanced language learning is conditioned by the context-targeted planning and assumes the consideration of the educator’s expertise, institutional and national policy, and independence of the students.

 References

 Adhikari, P., & Pradhan, S. (2021). Digital inequality and its impact on education in Nepal.    International Journal of Education and Development, 43, 2, 114–128.

Bates, T. (2020). Teaching with AI: Embracing artificial intelligence in education.            Educational Technology Journal, 58, 6, 22–34.

Bhandari, S. (2021). Promoting digital literacy in Nepal’s education system. Asian Journal of Educational Research, 5, 3, 45–52.

Bista, B. (2022). AI and education: Opportunities and challenges in Nepalese community schools. Journal of Nepalese Education, 17, 1, 88–101.

Brown, T., Mann, B., Ryder, N., Subbiah, M., Kaplan, J. D., Dhariwal, P., … & Amodei, D. (2020). Language models are few-shot learners. Advances in Neural Information Processing Systems, 33, 1877-1901.

Gautam, M. (2021). Teacher preparedness for AI integration in education in Nepal. Journal of Modern Education, 25, 4,110-125.

Giri, A. (2021). Differentiated instruction in Nepal’s classrooms: An AI perspective. Nepal Journal of Education Studies, 9, 2, 102–114.

Hwang, G. J., & Chu, H. C. (2021). AI-assisted personalized learning and its effects on student performance. Educational Technology Research and Development, 69, 1, 87–104.

Khatiwada, S., & Bhandari, P. (2022). Pedagogical transformation through AI in Nepalese schools. Journal of Educational Development, 10, 1, 50–64.

Mishra, P., & Koehler, M.J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108, 6, 1017–1054.

Zhang (2022). Towards risk-aware artificial intelligence and machine learning systems: An overview. Decision Support Systems, 159, 113800.

Patel, P., & Uddin, M. N. (2022). AI for algorithmic auditing: Mitigating bias and improving fairness in big data systems. International Journal of Social Analytics, 2(1), 49.

Thapa, K. (2021). Adapted long short-term memory for concurrent human activity recognition. Computers, Materials &Continua, 69(2),16531670.

 

Author’s Bio: Mr Arjun Jung Rayamajhi is an MPhil scholar in English Language Education at Kathmandu University. He is a secondary-level English language teacher at a community school in Nepal, where he has been actively engaged in classroom teaching, academic mentorship, workshops, and training. His research areas are ICT and ICT-based teaching. He can be reached at arayamajhi16@gmail.com.

 

Fostering Learner Investment in Nepalese EFL Classrooms through Project-Based Language Learning Approach

Case Studies, Creative Writing, Critical Pedagogy, Education in General, Miscellaneous, post-method pedagogy, Reflections, Scholarly Article, Teacher Education, Teacher identity, Teacher Training, Teacher's Experience/anecdotes, Teachers' narratives, ,
Mr. Dev Ram Joshi

Introduction

Project-based language learning is a procedural approach of language learning activities through the planning, exploring, analyzing, and synthesizing, in which the learners present their findings in the class either orally or in written form (Beckett, 1999). Dhungana (2025) believes that the project-based learning (PBL) model encourages students to learn actively by using different strategies to develop their language skills and improve achievement. He further supported this model as an opportunity and a transformative method to develop the 21st-century skills in the learners to maintain international standards. Furthermore, PBL creates a productive environment for learning, but the projects are to be selected rigorously, students are to be guided in each step, and there should be proper assessment of the students to encourage all of them for meaningful learning and cosy presentation in the class (Fleming, 2000). PBL can be taken as an innovative and inquiry-based learning method that fosters learners’ active engagement in language learning through continuous guidance of teachers and exploration of students. This framework of learning develops not only the language skills but also the soft skills during the process of conducting and completing the project works (Ecuador, 2019; Maulina, 2024; Nasir & Dermawan, 2021).

The concept of PBL was developed by stepping on the project method (Kilpatrick, 1918), experiential learning and teaching (Dewey, 1938), and sociocultural theory (Vygotsky, 1978). Similarly, the historical steps for this approach began after the 1980s, when a task-based approach to language learning took place in ELT (Beckett & Slater, 2005; Wang, 2020). In the context of Nepal, this method gained value in the Nepalese education system when the national curriculum framework (2076 B.S.) envisioned life skill-based and competency-based subject-wise curricula. Then, the English curricula and textbooks, including other subjects, incorporated project works after each chapter of the textbooks from grades six to twelve. Additionally, the curriculum development centre has designed an internal evaluation guideline (2080 B.S.), which provides rubrics to evaluate students’ project works and other academic activities objectively and reliably.

Regarding empirical studies on project-based learning (PBL), the existing literature focuses on the effectiveness, challenges, and possibilities of PBL in the EFL classroom (Dhungana, 2025; Sanchez, 2019; Maulina, 2024; Devkota et al., 2017; Guslyakova et al., 2021; Aldabbus, 2018). Likewise, other studies have focused on how PBL fosters learner active participation and confidence of students in EFL classrooms (Aubrey, 2021; Giri, 2016; Nasir & Dermawan, 2022). Furthermore, Bastola (2021) examined how PBL can guide students to solve problems while learning English. Acharya (2023) analyzed the perceptions, practices, and challenges while applying PBL in health education. Gibbes and Carson (2014) scrutinized PBL from learners’ perspectives, Yuliani (2017) studied how PBL can enhance learner autonomy, and Somani and Rizvi (2018) compared PBL and traditional approaches of language teaching under a quasi-experimental design. However, I could not find the studies on PBL that investigated it to promote English language learner investment and integration of internal assessment with it.

I found my students avoiding investing in English language learning, which led them to low performance in all skills and aspects of language activities. Then, I asked them how much time they invest in English, and they replied that they only spent five to twenty minutes on English, and they again added that they usually do not pay much attention to the English subject, as they can pass it. I thought that if they depend only on classroom teaching and do not put in extra efforts outside the class, they might not perform what the are capable of. Similarly, overconfidence and exam-focused preparation in any subject is not good for knowledge and personal development. Therefore, this study aims to enhance learner investment through PBL incorporated with internal assessment techniques in secondary level students of Nepalese public schools by using the following research questions.

  1. How does PBL, integrated with internal assessment, enhance learner investment in learning English?
  2. What are the challenges and possibilities while implementing PBL in the EFL classroom?

Methods

As a practitioner teacher, I improve my professional practices with the help of action research by following the steps: planning, acting, observing, and reflecting (PAOR) (Burns, 2010). In this research, I have employed a project-based language learning approach integrated with an internal assessment system as the interventional technique to increase the time, effort, and dedication of my secondary level students in English language learning under the framework of technical action research by following the PAOR structure (Kemmis et al., 2014). The students of grade nine and ten (e.g. English medium sections of 9A and 10A), who numbered thirty and fifty students respectively, were the participants. I got my students to complete the projects mentioned in the textbook in regular teaching. Here I have presented projects: reading, writing, observing, and giving a speech project and peer/classroom teaching as the integrated project works, which I had provided during two long vacations, and I supported them to present their projects in the class. I observed how they have prepared and what resources they have studied, I collected their reports and looked at them closely, and I observed their classroom presentation by following the rubrics. Similarly, I had surveyed the status of students about their time, efforts, and dedication that they have about English language learning by asking open-ended questions. Finally, I analyzed the reflections that occurred in the class based on thematic analysis, followed by research questions and themes generated from classroom performance of students (Burns, 2010; Kemmis, McTaggart, & Nixon, 2014; Mertler, 2019).

Results and Discussion

Reading, Writing, Observing, and Giving Speech Project

As I had assigned the task of preparing a long essay, most of the students had prepared the essay as per the instructions, and a few students expressed the reasons for not completing the project work. And I provided them a few days to complete the task. Meanwhile, I provided feedback on their essays and guided them to make a final draft of the essay to record them in the file of project work. To make a clear understanding of the topic, we discussed the topic, and most of the students took part in the conversation actively. After the reading, writing, and observing (i.e., watching and listening) activities, students were taken towards preparing a draft of a speech to present in the class and one day, public speaking training was conducted by using multimedia and teaching the techniques of giving a speech. Students presented their speeches one by one every day. I evaluated their speech based on the modified criteria of internal assessment (e.g., report preparation-5, accuracy and clarity-5, confidence and style-5, content coverage-5, Timing-5), and I converted 25 marks into 16 marks to match the criteria of the internal assessment guideline, as there is a provision of testing listening and speaking for 16 marks. Thus, this project work contributed to the development of not only all language skills and aspects but also collaboration, confidence, creative, and interpretive skills as the students got help from peers, teachers, and other references during the process.

There was a girl who was unable to buy a copy for making notes, but she bought a grammar book and practice book, being encouraged to learn English after I conducted public speaking training for a week. I asked her, “Why and how did you manage the money for all these things?” She happily answered that she went to work on the farm as a labourer for five days and earned twenty five hundred rupees, which was enough for her. After such a long preparation, huge efforts, and investment of time, effort, and dedication, she was able to give such a nice performance. The integrated and task-based activities encourage students to be involved in learning activities for a long time (Joshi, 2024). He further claimed that the writing proficiency gaps could be maintained through continuous support to the students and involving them in publishing booklets of their project works. Similarly, Joshi (2025) claimed that the empathetic communication and supportive environment in the class help students to cope with stress during the preparation and presentation of academic activities. Furthermore, active participation and confidence of students can be enhanced through balanced project work in EFL classrooms (Aubrey, 2021; Giri, 2016). To sum up, it is certain that the PBL enhances the learner investment if the project works are designed carefully and if the students are supported in each step, not only in the classroom but also through technology and library resources.

Classroom/Peer Teaching Project

My English medium students were good at reading and average at speaking and writing skills. Therefore, I guided them to select any reading text and prepare for teaching to develop all their language skills integratively. Therefore, I provided this project work during the long holiday of Dashain and Tihar. When the classes began, I checked my students’ project works and provided feedback on their word meanings, answers to the comprehension questions, and other tasks that they had worked on. Before getting them to present their lessons, I explained and clarified their confusion related to the texts. I guided my co-teachers (students) to present their lessons at the beginning of the class within the timeframe of ten to twenty minutes, but some students requested the whole period of 45 minutes, and then I checked their preparation first and allowed them to take the whole class, ensuring detailed preparation. Meanwhile, I facilitated and judged them during their presentations. Some of the students presented excellent, and some did average. However, the hopeful point was that they maximized their time, efforts, and devotion in English language learning activities.

There was a boy in grade ten who used to stay passive in the class, but he used to ask questions related to English, not related to the current topic. When I provided him a chance to teach, he taught in such a way that students exclaimed with delight that his performance was perfect. After the presentation, I asked him how much time he had spent preparing for the lesson, and he replied with pride that he had spent a week for the preparation; consulting extra books, watching YouTube videos, and discussing with Chat GPT to prepare the lesson. Similarly, there was a girl in grade nine who was assumed to be fussy as she used to remain passive but talkative with her friends. She was average in subject matter, quiet, and not interested in communicative activities in English. However, when she got a chance to present her lesson, she used a clear, confident, commanding voice while teaching and used English most of the time. I asked her the same question, and she replied that she had worked two weeks to prepare a lesson. Rusli et al. (2021) accepted that peer teaching is significant to enhance the academic achievement of students as it creates an environment that develops confidence and motivation. Yuliani (2017) also supported this and claimed that PBL promotes learner autonomy.

Integration of Internal Evaluation with PBL

National Curriculum Framework (2076), Secondary Level Curriculum (2078), and Internal evaluation criteria (2080) recommend the incorporation of internal evaluation of English from nine to twelve with regular learning facilitation process through creative tasks and project works. Similarly, there are listening and speaking skills to be tested separately for 16 marks. However, the curriculum’s intention is for integrated language learning activities. Therefore, I decided to test language skills integratively through project works that I discussed earlier. I tested listening and speaking skills as per the curriculum during the classroom teaching. Saud et al. (2024) also emphasized the modification of internal assessment rubrics to contribute to learning language with a holistic approach rather than just evaluating students’ achievement.

Challenges and Possibilities of PBL in EFL Classrooms

Besides the unlimited benefits of project-based learning, due to more closures of schools and frequent holidays, not all of the students got a chance to present their projects by taking the sufficient time they wanted. Additionally, the lack of time challenged me as well because I could not conduct learning activities by covering all the projects mentioned in the textbook. Although the students were motivated to engage in project work, a few students got frustrated due to the lack of resources that they required to prepare for the projects. Some students have neither access to additional materials nor the library (e.g., physical or digital), in the initial stage, they did not accept these PBL techniques as it was new and had never been presented in class before as a regular part of learning, so the lack of confidence prevented them from smooth learning. Similarly, the students with a poor language base tried to avoid the project works, but they did so after the huge support and encouragement.

Despite the challenges, the project-based language-learning model creates space for an open, context-specific, and active learning environment if we can manage the challenges mentioned earlier. Similarly, the effective implementation of internal evaluation incorporated with regular teaching and PBL techniques can ensure the required investment and engagement of all learners and support for proficiency gaps as well. The internal evaluation criteria are used for providing marks to prepare results, but these have not been incorporated effectively with classroom teaching and internal evaluation in many schools, due to students feeling threatened in project works without a support system (Saud et al., 2024). Therefore, only after creating supportive mechanisms and effective implementation of internal evaluation can learning opportunities be provided (Joshi, 2025). Devkota et al. (2017) explored the challenges and opportunities, and their findings are also similar to my study, as they mentioned that the time and school environment play vital roles in making PBL more fruitful in EFL classrooms.

Conclusion

As the purpose of the study, the investment in students for the English subject increased at a satisfactory level. I wanted my students to spend at least an hour every day. However, some of them provided up to two to three hours, two weeks, and most of them gave an hour happily, although they used to give only five to twenty minutes. Similarly, they increased their efforts and invested money not only in reference materials but also invested time to consult the library. As a result, they performed better in the class, their handwriting improved, clarity and confidence increased, and they learnt collaborative skills to give and take help in the learning process. Although the project work was new and unique, and the previous trend was just a repetition of the course content in vacations, my students accepted the plan for project work easily after they observed some project works in videos. Not only during the project work but also in regular teaching, the technique (e.g., encouraging students to share their learning in the class as a task or a project) made students alert and prepared. This study will be helpful and a reference for those English language teachers who want to implement PBL in EFL classrooms to enhance learners’ active participation, and for language policy designers to revise the internal assessment guideline in the coming days. This study only presented the reflections of two project works, just for internal assessment and fostering learner investment, and further investigations can be conducted to integrate soft skills in the language learning process through project-based learning.

References

Acharya, S. (2023). Perceptions, practices, and challenges of applying project-based learning in health education. Journal of Education and Practice, 14(2), 112–121.

Aldabbus, S. (2018). Project-based learning: Possibilities and challenges in primary classrooms. International Journal of Education and Research, 6(4), 75–88.

Aubrey, S. (2021). Enhancing English language learner engagement through project-based learning. TESOL Quarterly, 55(3), 780–804.

Bastola, B. (2021). Project-based learning to develop problem-solving skills in English language classrooms. Journal of NELTA, 26(1–2), 45–58.

Beckett, G. H. (1999). Project-based instruction in a Canadian secondary school’s ESL classes: Goals and evaluations [Unpublished doctoral dissertation]. University of British Columbia, Canada.

Burns, A. (2009). Doing action research in English language teaching: A guide for practitioners. Routledge.

Curriculum Development Centre. (2019). National curriculum framework for school education. Government of Nepal, Ministry of Education, Science and Technology.

Curriculum Development Centre. (2021). Secondary level (Grades 9–10) English curriculum. Government of Nepal, Ministry of Education, Science and Technology.

Curriculum Development Centre. (2023). Internal evaluation guideline for school education. Government of Nepal, Ministry of Education, Science and Technology.

Darvin, R., & Norton, B. (2023). Investment and motivation in language learning: What’s the difference?. Language Teaching, 56(1), 29-40.

Devkota, B., Karki, R., & Shrestha, S. (2017). Challenges and possibilities of implementing project-based learning in EFL classrooms in Nepal. Journal of Education and Research, 7(1), 32–49.

Dhungana, A. (2025). Investigating the effectiveness and implementation challenges of project-based learning: A case study of public school teachers in Chitwan, Nepal. Journal of Balkumari College, 14(1), 89-96.

Dhungana, K. (2025). Effectiveness and implementation challenges of project-based learning in English language teaching. Nepal Journal of Language Education, 10(1), 15–28.

Gibbes, M., & Carson, L. (2014). Project-based language learning: Learners’ perspectives. Innovation in Language Learning and Teaching, 8(2), 171–189.

Ginting, D. (2021). Student engagement and factors affecting active learning in English language teaching. Voices of English Language Education Society, 5(2), 215-228.

Giri, R. A. (2016). Project-based learning as a 21st-century approach in English language teaching. NELTA Journal, 21(1–2), 12–25.

Guslyakova, L., Kuznetsova, N., & Ivanova, E. (2021). Problems of implementing project-based learning in EFL classrooms. European Journal of Education Studies, 8(10), 34–46.

Joshi, D. R. (2024). Teachers’ experiential strategies for bridging writing proficiency gaps among secondary level students. Far Western Review, 2(2), 91-105.

Joshi, D. R. (2025). Exploring counselling-based pedagogy in EFL classrooms: Perceived values of English language teachers in Nepal. Far Western Journal of Education, 2, 57-73.

Karki, S. (2018). Effectiveness of project work in developing students’ speaking skills. Journal of NELTA, 23(1–2), 101–113.

Kemmis, S., McTaggart, R., & Nixon, R. (2014). The action research planner: Doing critical participatory action research. Springer.

Maulina, M. (2024). Empowering English language learners through project-based learning for language proficiency. Indonesian Journal of Applied Linguistics, 14(1), 66–78.

Mertler, C. A. (2019). Action research: Improving schools and empowering educators (6th ed.). Sage Publications.

Nasir, M., & Dermawan, A. (2022). Enhancing learners’ participation and confidence through project-based learning in EFL contexts. Asian EFL Journal, 24(5), 90–104.

Rusli, M., Degeng, N. S., Setyosari, P., & Sulton. (2021). Peer teaching: Students teaching students to increase academic performance. Teaching Theology & Religion, 24(1), 17-27.

Sanchez, R. (2019). Effectiveness of project-based learning to improve students’ speaking skills. English Language Teaching Journal, 12(6), 123–134.

Saud, M.S., Aryal, S., & Sapkota, J.L. (2024). Student assessment in formal education: Nepali community school teachers’ perspectives. Prithvi Academic Journal, 7, 67-77.

Somani, R., & Rizvi, M. (2018). A comparative study of project-based and traditional approaches in English language teaching: A quasi-experimental design. International Journal of Instruction, 11(3), 15–30.

Yuliani, S. (2017). Promoting learner autonomy through project-based learning in EFL classrooms. Advances in Language and Literary Studies, 8(2), 68–77.

Author’s Bio: Dev Ram Joshi is an English language teacher at Mahunyal Secondary School, Bhajani-1, Kailali and the MPhil scholar at Far Western University, Nepal. He has been teaching English at the secondary level for over ten years. His areas of research interest include language proficiency gaps, psycholinguistics, motivation, transformative pedagogy, learner empowerment, self-directed learning and professional development, ecosystem in language education, and ELT material development. He can be reached at teacherdrjoshi@gmail.com.

 

 

Implementing ICT in Rural Community Schools: A Reflective Journey from a Student to a Teacher

Case Studies, Creative Writing, Creativity, Critical Thinking, Education in General, Global thought, Miscellaneous, reflection, Reflections, Research ideas, Teacher Education, Teacher identity, Teacher's Experience/anecdotes, Teachers' narratives, Teaching Tips, , ,
Mr. Janak Sigdel

Introduction

The integration of Information and Communication Technology (ICT) has transformed educational practices worldwide, fostering innovative teaching and learning experiences (UNESCO, 2018). In developing countries like Nepal, however, ICT implementation remains uneven, particularly in rural community schools. Despite the government’s efforts to promote ICT in education through policies such as the School Sector Development Plan (SSDP, 2016–2023), the challenges in rural contexts continue to hinder its effective use. This study reflects on my personal and professional journey as both a learner and a teacher in Nepal’s community schools, focusing on the challenges of ICT implementation and the realities of the digital divide between rural and urban educational settings. I was born and raised in a rural village in Tanahun District, Nepal. My early education took place in a community school that lacked basic ICT infrastructure, including computers, projectors, and even electricity. Like many rural students, I completed my schooling without ever having seen or used a computer. My only exposure to ICT was through conversations among teachers, which made computers sound like distant, mysterious tools.

The lack of digital exposure during my schooling reflected a broader issue: Nepal’s rural-urban educational disparity, especially in access to technology. Several studies align with my own personal experience, whether as a student or a teacher in various schools. For example, a study by Joshi and Ayer (2024) found that most rural schools in Nepal still lack the infrastructure and training needed for ICT integration. Similarly, Phunyal (2024) reported that many community schools have computers but lack consistent electricity and internet facilities, making their use infrequent and symbolic rather than transformative. Similar challenges are echoed in Lomo et al. (2024) when they reported that insufficient funding, weak stakeholder support, training challenges, poor electricity and internet access, and high maintenance costs constrained head teachers’ efforts to support ICT integration in teaching and learning. It has been reported that teachers have poor ICT skills, schools have poor internet connectivity, and a lack of computers, which creates a significant challenge in its implications (Lamsal, 2022). This report aligns with my personal experience in using ICT in teaching and learning.

Transition to Higher Education and Exposure to ICT

 After completing my School Leaving Certificate (SLC), I moved to Pokhara for higher education. I passed intermediate without seeing computer use in the teaching and learning process. However, this transition marked a turning point in my educational journey. While pursuing my Bachelor’s degree, I joined a computer institute and completed a basic computer course. I also began teaching in a private school, where I observed the effective use of ICT in classrooms. Students were taken to the computer lab for a computer class, as well as being taught the contents through ICT tools.

Teachers used projectors, digital content, and multimedia presentations, and I noticed how students were more engaged and motivated. Their enthusiasm contrasted sharply with my own schooling experience. This observation deepened my understanding of the digital divide, a term referring to the unequal access to technology across social, geographical, and economic boundaries (Van Dijk, J., 2020). However, even in higher education, the integration of ICT was limited. Most lecturers relied on traditional lecture methods, highlighting a systemic gap in technology adoption even at the tertiary level.

ICT in Higher Education: A Source of Inspiration

During my master’s degree at Tribhuvan University, I experienced technology-enhanced learning environments for the first time. Professors used laptops, projectors, and digital resources to teach English, which significantly enhanced classroom engagement. They utilised ICT tools in preparing teaching materials and presentation slides, and employed these tools to involve students in group work. The most exciting thing I experienced was that they provided project work that required students to use computers in reporting the work. The ICT use really brightened up the classroom, ended boredom, enhanced students’ participation, and allowed students to explore the world of knowledge using technology. These experiences reinforced my belief that ICT could revolutionise teaching and learning if properly implemented. It inspired me to become an ICT-oriented teacher who could bring innovation into classroom instruction.

Research supports this realisation. According to Pun (2013), the use of ICT in teaching English promotes learner autonomy, motivation, and language exposure beyond textbooks. Similarly, Adhikari (2022) emphasises that teachers’ attitudes and digital competence play crucial roles in the success of ICT integration. Furthermore, Paudel (2021) argued that teacher professional development programs must include digital literacy and pedagogical training to ensure the sustainable use of ICT in schools.

Encountering Realities as a Teacher in Rural Community Schools

 My enthusiasm for using ICT faced harsh realities when I began teaching in a rural community school in Tanahun. The school lacked not only computers but also electricity. There was no internet connection, either. I had to depend on mobile data to connect to the internet. The mobile data was also poor. I was disappointed with the realities I confronted there at that time. I was just puzzled about how to integrate ICT in my real teaching without ICT tools at school. The classroom size was large. I had the responsibility of dealing with tech-savvy learners who were more interested in using technology in learning a language. I wanted to be a scuba diver, but the circumstances forced me to be helpless. There was also poor support from the administration in utilising ICT in teaching and learning. I talked to the head teacher and the SMC chairperson. They spoke of the financial challenges the school was facing. My colleagues were discussing the lack of opportunities for ICT training, despite their wishes. Only a few teachers are well-trained in ICT. I desperately wished for an appropriate policy at the local level to address the challenges of ICT implementation in the community school. My knowledge and training in ICT felt irrelevant in that context. Similarly, Rana (2018) and Paudel (2022) identify financial constraints, inadequate training, and the absence of institutional commitment as core barriers.

After four years, I was transferred to a secondary school at Bhimad, where the situation was slightly better; there were computers and projectors, but no internet connectivity and unreliable electricity. Moreover, most teachers were digitally illiterate. Even computer teachers conducted classes theoretically without hands-on practice. These challenges align with findings from Sharma (2020), who observed that many rural schools in Nepal possess ICT tools but lack effective usage due to insufficient training, irregular power supply, and a lack of maintenance support.

Current Teaching Experience and Continuing Challenges

Currently, I teach English at a community school in Tanahun. Despite my persistent efforts to integrate ICT tools into lessons, barriers remain. Limited resources, poor connectivity, and a lack of institutional support continue to restrict meaningful ICT use. I have maximised available tools, using personal mobile phones, recorded videos, and downloaded materials, but systematic integration remains out of reach.

This situation aligns with broader national findings that rural teachers face “second-order barriers”—attitudinal, skill-based, and policy-related constraints that prevent effective ICT use (Ertmer, 1999; Paudel, 2021). Dong, C. (2025) reported that teachers faced major obstacles in integrating ICT into their teaching, primarily because they lacked adequate ICT training and professional development Rana and Rana (2020) in the Malaysian Online Journal of Educational Technology observe that the implementation of ICT in rural Nepal is highly context-dependent, constrained by geography, socio-economic status, and policy support. The persistence of these issues reveals the urgent need for localised training, infrastructure investment, and policy follow-up. Their findings reinforce the idea that rural ICT integration requires systemic rather than individual-level solutions.

Reflections and Implications

My journey from a student deprived of ICT to a teacher striving for ICT integration reflects the systemic inequities in Nepal’s education system. The journey helped me come up with the idea of the challenges of ICT implementation and its corresponding measures. The lack of sufficient ICT resources, inadequate ICT-based training for teachers, inconsistent electricity supply, poor internet access, a lack of alternative sources of electricity, insufficient administrative support, and a lack of ICT skills are identified as the major challenges to the effective implementation of ICT in rural community schools in Nepal.  It underscores that ICT implementation is not merely a technological challenge but a socio-economic and policy issue.

These various experiences helped me to develop the insights to minimise the challenges. Conducting regular ICT training for teachers, promoting digital literacy among students and teachers alike, and community and local government participation in ICT initiatives. Schools must search for financial resources, and stakeholders need to provide administrative and technical support to mitigate the challenges that emerge with the effort to integrate ICT in teaching and learning, particularly in rural community schools. The findings also triggered changes in the policy-making and implementation aspects to seek a solution to the challenges observed. The majority of teachers who have not had the opportunity to learn ICT skills need to be provided with training for proper implementation of ICT in the language classroom, and ultimately to transform the traditional way of teaching to the recent ICT-integrated teaching.

Therefore, policymakers and educational leaders must consider various factors, such as strengthening infrastructure (including electricity and internet access) in rural schools, conducting regular ICT training for teachers, promoting digital literacy among both students and teachers, and encouraging community and local government participation in ICT initiatives. Furthermore, the SMC chairperson and head teachers should share equal responsibility for adopting technology in classroom teaching and learning. The teachers also need to be aware that the use of technology enhances the learning outcome, meeting the goal of quality education. Additionally, various tiers of government need to collaborate to address the challenges of implementing ICT in education. These governments need to formulate an appropriate IT policy and equally emphasise the implementation part. Moreover, these governments need to allocate a budget for infrastructural development and the management of ICT tools in schools. As UNESCO (2023) notes, equitable access to ICT is a key driver of inclusive and quality education. Without addressing the underlying barriers, the digital divide will continue to widen.

Conclusion

This reflective account highlights that ICT integration in rural community schools of Nepal remains a significant challenge despite policy intentions and teachers’ enthusiasm. The author’s experiences mirror those of many rural educators who aspire to innovate but are constrained by contextual limitations. Bridging this gap requires more than distributing devices; it demands sustained commitment to infrastructure development, teacher professional development, and community engagement. Only then can ICT truly transform education in rural Nepal.

 

References

Acharya, C. P. (2014). Use of ICT/Web tools in ELT in Nepal. Journal of NELTA, 19(1–2), 1–13.

Dong, C., Ji, H., Yang, T., Wu, H., Liu, C., Xie, X., … & Zhang, X. (2025). Janus Adsorption of Polar Ion Hubs for Simultaneous Regulation of Zinc Deposition Kinetics and Interfacial Stability in Long‐Cycle Aqueous Zinc‐Ion Batteries. Advanced Functional Materials, e13529. https://doi.org/10.1002/adfm.202513529

Ertmer, P. A. (1999). Addressing first-and second-order barriers to change: Strategies for technology integration. Educational Technology Research and Development, 47(4), 47-61. https://link.springer.com/article/10.1007/BF02299597

Joshi, K. R., & Ayer, R. (2024). Teachers’ experiences and challenges of integrating ICTs in English language classrooms in rural schools of Nepal. Journal of NELTA Gandaki, 7(1–2).

Lamsal, H. L. (2022). Exploring challenges and opportunities of remote teaching at Nepalese community secondary schools during the COVID-19 pandemic. Utamax: Journal of Ultimate Research and Trends in Education, 4(1), 29-38.

Lomo, D. A., Abonyi, U. K., & Ahwireng, D. (2024). Headteachers’ support and challenges toward ICT integration into teaching and learning in Ghanaian Basic schools. Leadership and Policy in Schools, 24(2), 330–345.

Maski Rana, K. (2018). ICT in rural primary schools in Nepal: Context and teachers’ experiences. (Doctoral dissertation, University of Canterbury).

Ministry of Education, Science, and Technology (2019). Education in Figures 2019. Government of Nepal.

Paudel, P. (2021). ICT integration in community schools of Nepal: Opportunities and barriers. Journal of Education and Social Studies, 4(1), 56–67.

Pun, M. (2013). The use of multimedia technology in English language teaching: A global perspective. Crossing the Border. International Journal of Interdisciplinary Studies, 1(1), 29–38.

Rana, K., & Rana, K. (2020). ICT in rural primary schools in Nepal: Context and teachers’ experiences. Malaysian Online Journal of Educational Technology, 8(1), 36–53.

Tondeur, J., Van Braak, J., Ertmer, P., & Ottenbreit-Leftwich, A. (2017). Understanding the relationship between teachers’ pedagogical beliefs and technology use in education: A systematic review. Educational Technology Research and Development, 65(3), 555–575.

UNESCO. (2018). ICT Competency Framework for Teachers (Version 3).

UNESCO. (2023). Global Education Monitoring Report 2023: Technology in Education. Paris: UNESCO.

Van Dijk, J. (2020). The digital divide. John Wiley & Sons.

 

Author’ Bio: Mr. Janak Sigdel is an English teacher at  Chandra Jyoti Secondary School, Ghirhing, Tanahun. He is the Roster Trainer of the Education Training Centre, Gandaki Province. Currently, he is pursuing an MPhil from Nepal Open University. He can be reached at schoolchandrajyoti31@gmail.com.

 

Identity construction of the Nepali EFL students

Case Studies, Reflections, Teacher's Experience/anecdotes, , ,
Arjun Basnet*

Context

As an English professional teaching in English medium private secondary schools in  Kathmandu valley, I found many students having different abilities, skills, attitudes, and behaviours. Among many students, I marked Aaravi as the School Prefect (the School Head Girl) who is good at speech.  She was amiable among her friends. Prayush, the next student, is a nimble person always good at writing. He often bagged one or the other title including prizes in essay/poetry writing competition. Likewise, Chetan, the other student, seems to be confident in an oratory competition. The title ‘the Best Speaker’ would be of his own. At the same time, I remembered Anurodh and Aradhana, the other students who would neither do assigned work nor would speak English in the class in spite of having strict rules of speaking English in English Medium School.  Actually, they were not dull, rather were slow learners. They constructed distinct identities like Aaravi ‘the School Prefect’, Prayush ‘a good writer’, Chetan ‘the best speaker’, and Anurodh and Aradhana ‘the slow learners’ despite the same teaching approaches adopted in the EFL class. Looking at all the students having different identities, I thought that students’ identity is ‘an issue’ (MacLure, 1993) found in English as a Foreign Language (EFL) class while participating in different EFL activities (Pavlenko & Lantolf, 2000). Student identity is shaped with a reference to the classroom environment where they are situated through various classroom interactions, conversations, behaviours, and actions. In this context, I situated Aaravi, Praysh, and Chetan as subconsciously legitimate members (Wenger, 1998) and Anurodh and Aradhana as incompetent members in the class (Toohey, 2000) because the first three situated their learning and later two failed to ‘situate’ according to the context.

This write-up discusses the identity construction of students in English medium secondary schools arguing the ideas of Block (2007) who says that the students have second language identities. My arguments in this article are largely informed to acknowledge how the student identities are constructed in second language learning in English Medium Secondary schools in Nepal.

Understanding student identity

Student identity is a fundamental issue that originated from the interest in the student’s subjective experience of being a self. Student identity is how the students understand their relationship to the world, how that relationship is constructed across time and space, and how they understand possibilities for the future (Norton, 2013). The identity of a student is constructed both in the formal and informal experience of becoming a student as a part of a worldwide community of professionals with shared goals, values, discourses, and practices. The students construct their identities understanding themselves, their actions, and their minds based on time and space by negotiating experience, community membership, nexus of multi-membership, and the relationship between local and global. They generate identity based on their works, social discourses, their grades, communicative power, narratives, etc., and form their existence in the class. Their mutual engagement in the classroom offers the possibilities for more personalized interaction which constructs student identity.

In the process of identity construction, language learners negotiate their sense of self in the learning process and contribute to their meaning-making process in second language learning. It is understood as a purely social construct of ‘being’ co-constructed by ‘self’ and ‘others’ to explore how they see their life based on interactional practices. According to Block (2007), student identity is an encompassing process of being active participants in their community of practice and showing their relationship among the members constitutive of and constituted by the learning environment. Shields (2015) says that the students in EFL class interlace between local culture and society and find their new existence into ‘being’. He argues that new experiences of learning English as a second/foreign language shapes individual learners and other students to construct learner identity. The students construct their identity perceiving themselves as an agency, classroom as their learning community, and learning as their mastering tool. The students do not autonomously construct their identities in a social, cultural, and political vacuum; rather socio-cultural and socio-political discourses. While participating in the class, the English learners construct multiple identities either by being a member of groups or having certain roles or being the unique biological entities that they are, and so on.

The study

The identities of students that I have discussed in this paper are based on the analysis of narratives from seven students from English medium secondary school, anonymized as Andeela, Bishal, Deepak, Sulav, Sanjeev, Supriya, and Utsukta. The participants were the students studying in class IX and X in English medium schools. Only four English medium schools having more than 1000 students were chosen from Kathmandu and Lalitpur districts.  To generate the data, I had in-depth interviews with each participant. I also had informal conversations with the participants. All the interviews were audio-recorded and transcribed in the meaning-making process. In addition, I also took field notes of events and activities that the participants took part in.

Students’ identity construction

The participants in this study reported that the students constructed their identity through the process of positioning, opportunity, and transformation. Within these three themes, the students were found constructing discourse identity, affinity identity, social identity, L1 identity, authored identity, being and becoming, student identity, and inner circle identity in the Nepalese EFL context. The students constructed their identities from their subjective experience as the learners and their extrinsic forces are the source of raw materials (Falsafi, 2010).

Positioning in students’ identity

On the basis of attitudes they possessed, behaviours they performed, actions they did, and conversations held among the friends and the teachers, the students ascribed different positions in the classroom. Sulav’s narratives gave me insight that the students construct discourse identity in the EFL classroom. This identity is constructed through the pattern of thinking, speaking, behaving, and interacting (Miller & Marsh, 2003, as cited in Clarke, 2008) with him as Sulav says:

I improved my English from sixth grade when one of my friends suggested me that I should listen to English songs, native speakers’ voice and watch English movies from YouTube. I did so and started reading novels, prose, and fiction which gradually improved my English.

I situated meaning from his discourse as a tool of inquiry (Gee, 2005) to understand his discourse positioning as a native-like fellow. Such a discourse identity was developed through English songs, listening to native speaker’s voices, and reading books. Social identity was constructed through the social position established by the students based on classroom norms, cultures, interactions, and conversations. Supriya’s expression ‘I actively take part in classroom interaction with the teacher and students’ reflected her classroom participation in the classroom context because the class was her social community of practice from where they learned trajectories of learning among the teachers and students actively participating in the classroom conversation. They constructed identity by participating in interaction actively in the social identification process involved the use of classroom resources to construct her identity. Utsukta’s claim of speaking compulsory English in the class was a claimed processor (Wenger, 1998) which gave a certain experience of participation, interaction, and communication in the classroom. Her social stance ‘the way of being in the world’ revealed her classroom world.

Sulav’s appointment as the School Head Boy, Spriya’s the School Prefect, Utskta’s the Vice-Prefect were their institution identity (Gee, 2001) proposed by their Principal considering their command over the English language. The institution empowered them to construct institution identity looking at his language propensity as Sulav recalls that ‘Principal sir chose me as the ‘School Head Boy’ thinking that my English is good.’ Andeela showed her smooth relationship with her dialogical process at both moments of expression, listening, and speaking and revealed her authored identity. Some of the students were found constructing affinity identity based on affinity group that varies on the basis of their interests, demands, age factors, and nature. This type of identity is revealed when the students perform certain types of actions in the classroom or school premises. The expression of Bishal ‘ …I always sit with Rashik and Ayush’ showed that Rashik and Ayush were his affinity members whose allegiance set him primarily a common endeavour or practice and secondarily to other students of the class in terms of shared culture or traits they possess. The affinity relation was not limited only to close circle within limited friends; it was limited to a large space with students having common cultures and norms. For instance, Sulav had a good relation with other students. Therefore, affinity identity is a focus on distinctive social practices that create and sustain group affiliation, rather than on institutions or discourse or dialogue directly. Some other students in the classroom were found constructing L1 identity; might always talking in Nepali as a crude identity marker (Block, 2007) despite strict school rules. The main reason for speaking their mother tongue was to be open up among the friends. This happened not because of lack of English proficiency but because of his L1 identity as a deep abiding pride.

Opportunity in students’ identity

Students’ equal participation in learning is an opportunity to the students of English medium secondary schools and their joint engagement in having interaction is supplementary. The statement of Supriya, Sulav, and Bishal ‘…the slow learner is given more priority in class’ revealed how the students in the class got an optimum chance of participation and how EFL teachers managed time for their students. Such opportunities provided to the students in the classroom helped them construct ‘Becoming’ and ‘Being’. The identity of the students was not found “static and one dimensional, but multiple and changing” (Norton & Toohey, 2002, p.116) when I saw hierarchical learning from their junior classes, Utsukta revealed:

I’m from Gulmi. My parents took me to Kathmandu from there and enrolled in Himalaya Higher Secondary school where I studied up to class five. In class six, I was enrolled in this school. My English is now good, yeah… good, better than others. I can speak English fluently and express my feeling better… My English teacher is supportive and he encourages me to do better in English. When I was in sixth grade, one of my friends suggested that I should listen to English songs and watch English films and so did I. I found English films and movies really original, and they helped my English in pronunciation, grammar structures, and vocabularies.

In the above excerpt, Utsukta constructed her identity as ‘becoming’. Her present condition as ‘a better learner’ is her ‘being’ or existence. Enrolling in that school and practicing English through English films and songs were her ‘becoming’.

Transformation in students’ identity

The students’ narratives clearly showed that they crossed a long gap to recognize the sense of who they were in course of time. I found the change in all my participants; especially Sulav, Supriya, Utsukta, and Deepak whose identity was changed in secondary education. Sulav’s identity as a native-like fellow, Supriya’s nimble social worker, and Utsukata’s obsessive orator was not transformed overnight, rather took a process of transformation in language capability and thinking power. Even after coming from a rural area, Deepak got mastery in the English language as a symbol of transformation to accomplish his dream of gaining an inner circle identity (Kachru, 1983). Deepak’s interpretation I am trying to make my English better to develop British-like competence was very powerful to me to construct students’ inner circle identity constructing in English medium schools in Nepal. I found that they were constructing such an identity from their complex participative experience and their overall behaviours (Wenger, 1998) to get a native-like orientation in their linguistic performance. All my participants narrated that they were trying to make native-like English. This clearly showed distinction between ‘us and them’ division with ‘inner, outer’ and expanding circle’ (Kachru, 1983) and central and periphery (Philipson, 1992). Deepak wanted to be in ‘inner circle’ (powerful Western countries where English language as a native language) from the peripheral dichotomy (Underdeveloped country where English is a second or foreign language) looking at the possibility that ‘centre’ has high stakes in maintaining his operation as he interpreted:

I want to do my higher study from Britain as Andrew suggested because of the excessive use of technology used in language learning. I need very good English, therefore, I am now practicing day and night to make my English native-like.

The excerpt above clearly illustrates Deepak’s interest in constructing inner circle identity by going to the UK, the powerful western country where English is their native language.

Conclusion

In this brief article, I have discussed the different processes of identity construction of students who were studying in English medium schools in Nepal. Through their lived stories, I found that the students were constructing their discourse identity, social identity,  affinity identity, L1 identity, and institution identity through positioning, becoming and being and student as identified through the process of opportunity and inner circle identity by making their native-like English learning from native speaker’s voice from YouTube and English songs through transformation. The students’ perspectives as discussed in this paper show that student identity is constructed in English as a foreign/second language classroom through their active engagement. The identities were not found going parallel because the identities constructed in one field infused their identities in other fields. I found that the students are holistic social agents who have the power to construct different identities in the classroom. They actively take part in certain practices, construct identities, negotiate the meaning of their actions and take control over their learning in pursuit of their goals of learning English for which they require an extended amount of time, effort, and commitment.

About the author

Mr. Arjun Basnet is an M.Ed., M.A., and MPhil in ELE from Kathmandu University. Mr. Basnet is a teacher, teacher-educator, and freelance researcher. Mr. Basnet works as a full-time faculty at Bijeshwori Gyan Mandir Sainik Mahavidyalaya, Bijeshwori, Kathmandu. Currently, Mr. Basnet serves as a Visiting Faculty at Kathmandu University, School of Education. He is also a Life member of Nepal English Language Teachers’ Association (NELTA). Mr. Basnet is interested in reading, writing, and research works.

References

Block, D. (2007). Second language identities. London: Continuum.

Clarke, M. (2008). Language teacher identities: Co-constructing discourse and community. Clevedon, UK: Multilingual Matters.

Falsafi, L. (2010). Learner identity: A sociocultural approach to how people recognize and construct themselves as learners. An Unpublished Doctoral Dissertation Submitted to the University of Barcelona.

Gee, J. P. (2001). Identity as an analytical lens for research in education. Review of Research in Education, 25, 00-125.

Kachru, B. (1983). The other tongue. Chicago: University of Illinois Press.

Gee, J. P. (2005). An introduction to discourse analysis. New York: Routledge.

MacLure, M. (1993). Arguing for yourself: identity as an organizing principle in teachers’ jobs and lives. British Educational Research Journal, 19, 311-322.

Norton, B. (2013). Identity and language learning extending the conversation (2nd ed.). Bristol: Multilingual Matters.

Norton, B., & Toohey, K. (2002). Identity and language learning. In R. Kaplan (Ed.), Handbook of applied linguistics (pp. 115-123). Oxford: Oxford University Press.

Pavlenko, A., & Lantolf, J. P. (2000). Second language learning as participation and (re) construction of selves. In J. P. Lantolf (Ed.), Sociocultural theory and second language learning (pp. 155-177). Oxford: Oxford University Press.

Philipson, R. (1992). Linguistic imperialism. Oxford: Oxford University Press.

Shields, R. J. (2015). Walking into the ESL classroom: A narrative inquiry through the eyes of latino American immigrants in Southern California. An Unpublished Doctoral Dissertation Submitted to Drexel University, Philadelphia.

Toohey, K. (2000). Learning English at school: Identity, social relations, and classroom practice. Cleveland, UK: Multilingual Matters.

Wenger, E. (1998). Communities of practice: Learning, meaning, and identity. Cambridge: Cambridge University Press.

Can be cited as:

Basnet, A. (2021, May). Identity construction of the Nepalese EFL students. [Blog article]. ELT CHOUTARI. Available at: https://eltchoutari.com/2021/04/identity-construction-of-the-nepali-efl-students/

Speakers’ club for enhancing public speaking skills and English language

Case Studies, Teacher's Experience/anecdotes, , , ,
Gyanendra Yadav

Abstract

These days, public speaking seems to be an essential soft skill for an individual which needs to be focused in school. Speakers’ club can be an effective way to develop such skill in students in addition to enhancing language proficiency. Based on a case study, in this paper, I attempt at sharing my experience of being an active participant in a speakers’ club and conducting it in the school for a couple of years. In the first section of the paper, first I introduce readers with the notion of speakers’ club; then, I briefly talk about how I collected data for the study. Next, I discuss the importance of speakers’ club in public speaking in general and language learning in particular as well as the challenges we faced to conduct it regularly. And finally, I present possible ways to minimize such challenges before moving to the conclusion at last.

Key words: public speaking, speakers’ club, language development, social skill

Background

When I was doing my Masters, I attended a  Speakers’ Club in 2013, which was organized by senior English language teaching scholars at Kathmandu University. The speakers delivered wonderful speeches; in fact, they were so inspiring and motivating for me.  The programme encouraged to take part as a speaker in the next Speakers’ club. In the following programme, I was one of the featured speakers speaking on The person who shaped my life. It appeared to be an easy and interesting for me as I had written an essay on the same topic. I prepared as much as I could but I felt nervous to speak in front of mass. Actually, that was the first time I had ever participated in any speech competition. I shared how a teacher transformed me from an average student to a teacher. The participants were found to have touched by my story and some of them praised my speech at the end. I do not recall exactly who got the prize on that particular day but I cannot forget the way the toastmaster and other judges analysed and gave their feedback on my speech. This proved to be bedrock for my passion I developed in public speaking. Then onwards, I became one of the regular speakers of speaker’s club. It has been more than five years, but I still love to be part of it.

After years of practice, I realized that I have significantly improved my public speaking skill which has been an asset for me as a teacher. As a regular participant, it worked as a platform for me where I got familiar with the ingredients successful speeches and practised them in my own speeches. I was able to grab best speaker awards a number of times. I was so influenced that I introduced this concept in my school as well. Some students were found interested and they successfully conducted it throughout academic year. After one year, they became so confident that one of the students from my school took part in KU Speakers’ Club and was able to raise the best speaker award from the hand of ELT scholars doing masters and M. Phil. Similarly, the other students also followed him and gave influencing speeches and were successful getting award several times. Despite the fact that we could not run it regularly every year; many students were found to be benefited from this club and have developed themselves as powerful speakers.

Reflecting upon my experience as a participant in KU and coordinator of Speakers’ Club in my school, I realized that Speakers Club can be used as an effective means of developing public speaking and language proficiency. Thus, in this article I attempt at exploring the use of Speakers’ Club in the EFL context of Nepal.

Notion of speakers’ club

Speakers’ Club can be simply defined as a platform for language learners to develop their public speaking skills. Like an international toastmaster, it is a club one delivers and observes each other’s speeches. Participating in such club gives students an opportunity  for practising their public speaking skills and their language skills. First time, speakers’ club was introduced by a group of ELT scholars of KUSOED and it became so famous that many of us implemented it in our respective schools and college. I was one of them to take this program in school level.

The notion of speakers’ club was guided by the International Toastmaster which aims at developing public-speaking and oral communication (Sun, 2008, as cited in Hsu, 2012). While implementing this at my school, we modified some of the rules to make it suitable for school children. First, we became little flexible about the time in the beginning as students often ran out of ideas in the middle and could not speak for four minutes. Likewise, we paid little attention to grammatical errors  so that they would speak freely without stress . Moreover, we created a post: highlighter, whose job was to give compliment  on only positive aspects of the speech. This was found to be encouraging for students to take part in the club.

Besides these changes, the main notion of feature and impromptu speakers remained the same like in toastmaster. Thus like in toastmaster club, we also have two kinds of speakers in a session: four feature speakers and four impromptu speakers (see agenda sheet in Appendix 1). The feature speakers are given a topic of speech and they are supposed to speak for four minutes, not less than three and more than four. But the impromptu speakers, as the word suggests, are provided the topics for their speech on the spot and they have to speak for at least two minutes. This is found to be challenging for speakers as they are only informed about theme but the topics are unknown to them. Besides speakers, we have  toastmaster,  grammar checker,  fidget counter,  highlighter, and  timekeeper. The toastmaster  selects topic and theme of the speech and conducts  session effectively. Sometimes, guest speakers are called to deliver mock speech and their experience of public speaking and  sometimes we watch famous speech by professional speakers. Speakers’ club can also be significant for language learners in enhancing their speaking skills. In relation to speaking skill, Ur (1991) emphasized the importance of small talk that advanced or academic students need to develop ability to speak at length which can be developed through short lecture or talk. Likewise, Harmer (2007) takes student’s presentation as an activity for developing speaking skill by giving talk on a particular topic. It seems that when learners take part in speakers’ club, they get ample opportunity to deliver and hear many speeches and harness their skills by collaborating and learning from each other.

The case study

This program was introduced in our schools’ academic calendar and was conducted twice a month. Basically students from grade eight and nine participated in the program. In the beginning, the students were hesitant; I had to guide them in selecting title, themes and word for the day for speech. Sometimes, I had to play the role of grammarian and check their grammatical errors as they could do on their own. But slowly and gradually, they not only improved their speech but also learned to organize the event themselves with little support from teachers. Now, they seem to have become independent; they can organize the program on their own. After successful implication of Speakers’ Club for two years, last year the school introduced Nepali Speakers’ Club as well.

The respondents for the present study were M. Phil graduates and my students who had been actively taking part in Speakers Club. They were selected purposefully so that I can get the required information for the study. I used interview and FGD as data collection strategies and my own reflective notes. The participants were given pseudo-names to maintain confidentiality in the study. First, I interviewed three respondents using interview guideline (see Appendix 2), however, it was used just as a guideline to cover the emergent issues. It mainly covered three aspects: participants’ experience, challenges in conducting speakers’ club, and their learning as speakers and language learners. Similarly, I also conducted an FGD with my students focusing on the same aspects. Their interviewed were transcribed and finally I developed different theme for analysis and interpretation. These themes have been presented and discussed in detail in the following section.

Importance of Speakers’ Club

All the respondents expressed that Speakers’ Club has been beneficial for them in enhancing public speaking as well as other skills. Regarding importance, Bimala argued, “I have not found anyone who express speakers’ club is not beneficial or uninteresting”. All the respondents agree that they have benefited from speakers’ club in many different ways which was also reported by Yu-Chih (2008). Their responses can be presented and discussed under three major sub-themes: Building confidence, enhancing public speaking skills and developing language.         

Building Confidence in speakers  

Most participants expressed that they developed confidence as a result of participating in speakers’ club. Building confidence appears to be a common phrase in almost every respondent’s   answer when they were asked to express the benefits of speakers’ club. In the process of sharing her experience as a speaker, Bimala mentioned that earlier she had habit of looking at ground while giving speech and she would become nervous when she looked at her audience. In her own words, she put “I learned to be normal” by thinking audience as nobody and herself to be superior to them. Similarly, Rajan emphasized that hesitation or fear of speaking is one of the main problems which he overcame by giving speech in speakers’ club. He believed that through practice one can decreases their hesitation and can become better speaker. This seems to be supported by students in the FGD and by other study (Iberri-Shea, 2009). Most students agree that after long practice, they felt confident while giving speech in mass.

Improving public speaking skills

Enhancing public speaking was found to be the main expectation of each respondent. However the way they express their development as speakers vary from one to another. First, Sunil opined that he adored being part of speakers’ club. According to him, speakers’ club is “a platform for learners where they can practice and develop their skills to deliver effective speech in the mass”. Furthermore, he shared that he learned to use quotation and personal stories in his speech which made him winner twice. But he believed that winning is not final goal; rather speaking is an opportunity to explore their ability and a process to collect required information on particular topic which can be used to influence our audience. So, he seems to have connected speaking skills to personal and professional development as well. This seems to be in line with Yu-Chih (2008) who states that through such club students improve their proficiency in public speaking and other various skills.

Next, the respondents of FGD view public speaking a way to develop research skills. They expressed that speakers club gave them opportunity to research on different new topics. As a result they developed habit of collecting information from different sources to prepare and give speech. Their understanding was found to be in line with Iberri-Shea (2009) who states that “public speaking tasks require students to conduct research and develop support for their arguments” (p.23). Likewise, Rajan articulated that he became conscious about his errors yet it did not decrease his fluency. He expressed to have learned to maintain both accuracy and fluency even after being aware of his error.

Above all, the participants were able to learn to present themselves as speaker, use anecdote and quotation, research on different topics and developed as speakers. By the same token, Al-Tamimi (2014) argues that “public speaking such as speakers club has been proved as a suitable pedagogical activity for ESL/EFL students to develop their speaking competence” (p.66). They can better relate their stories with the context, make inferences from observation and experience, and derive conclusion effectively. These skills can be important in real life situation besides learning language and public speaking. In this line Thornbury (2005) states that for language learners, the experience of presenting ourselves in front of class and giving talk can be an effective way of preparing for real life speaking.

Opportunity to practice target language

In response to my question regarding language development, they believed to have developed their speaking skill and improve their grammar. First, a respondent in FGD put that learning English or any other language is not limited to book; it can be learnt better by speaking. He belied that the more one speaks the more they develop speaking skill. In the same line, Sunil also echoed this respondent when he stated that speaking, as a productive skill, needs practice; so the more we speak the more we develop speaking proficiency. He also added that such practice can have positive impact on writing as well since speech can be turned writing.

Next, Rajan and Bimala expressed that speakers could improve their grammar by focusing on the comments given by grammarian in the speakers club. They believed that speakers club can be used as platform to reflect on our error in order to minimize them and become better speaker. In this line, Ur (1991) states that developing leaners’ ability to express through speech is an important factor in language course.

Thus, delivering speech in speakers club seems to provide EFL learners immense opportunity of using language to influence people. They learn to use their communicative competence – “knowing when and how to say what to who” (Hymes, 1971, as cited in Larseen Freeman, 2000) in their speech to influence people. Thus, such meaningful discourse can help EFL learners acquire language subconsciously just like in natural setting (Krashen, 1982).

Challenges in conducting speakers’ club

From the interview and FGD, I found three main challenges in conducting speakers’ club successfully. First, they expressed that most students were hesitant to participate in speakers’ club. Bimala and Sunil mentioned that some appeared to be unaware of the benefits that speakers club can offer and therefore they were not interested in being part of it. Similarly, Rajan added that some participants were even found to have fear of speaking in public as it might reveal their mistakes. Rajan was in line with Ur (2005) who mentions being worried about committing mistake and fearful of criticism or losing face as common problems in speaking activities.

Next, it appears to be challenging to run this program smoothly. Time management because of busy schedule was expressed to be a major cause for irregularity in speakers’ club both in KU and in my school. In addition, toastmasters’ inability of selecting suitable topic and conducting program was also viewed as one of the reasons for discontinuity in the program. Third and most importantly, most participants argue that voting system had negative impact provided that some speakers could get more vote because of their popularity. They mentioned particular session in which the deserving candidates did not win even after giving better speech; instead a popular friend was selected as winner.

Ways forward

Having shared the above challenges, I present some possible solutions offered by the respondents in order to overcome them. First, managing suitable schedule and time can minimize a number of issues mentioned above. As suggested by Bimala, it would be better to manage routine in a way so that maximum students can participate. Next, Rajan suggested that guest speakers can be called to deliver speech, especially inspirational speeches. This might make demotivated participants realize the benefit of public speaking and motivate them to take part in the club. And they can be the in charge of their leaning (Iberri-Shea, 2009). Finally, voting system can be modified giving fifty percent right to the judges and fifty percent to the participants. This can minimize the biasness so that deserving candidate will have better possibility to be winner.

Conclusion

Speakers’ club is proved to be an effective platform for me and my students. This seems to be beneficial in EFL context as it builds confidence in speakers, enhances their public speaking skills, and develops language proficiency. Running this program smoothly for long period of time appears to be challenging if the participants are not enthusiastic and hesitate to participate. This can be minimized by planning, preparing and conducting the program properly. Effective time management and inspiring speeches by guest speakers can lead to better participation.

References

Al-Tamimi, N. O. M. (2014). Public speaking instruction: Abridge to improve English speaking competence and reducing communication apprehension. International Journal, 2(4), 45-68.

Harmer, J. (2007). How to teach English. London: Pearson Longman.

Hsu, T. C. (2012). Enhancing college students’ global awareness through

campus Toastmasters clubs. International Journal of Research Studies in Education, 1(1), 21-34.

Iberri-Shea, G. (2009). Using Public Speaking Tasks in English Language Teaching. In English Teaching Forum, 47(2), p. 18-23.

Larsen-Freeman, D. (2000). Techniques and principles in language teaching (2nd edition.). Oxford: Oxford University Press.

Krashen, S. D. (1982). Principles and practice in second language acquisition. New York: Pergamon Press.

Thornbury, S. (2005). How to teach speaking. London: Pearson Longman.

Ur, P. (2005). A course in language teaching: Practice and theory. Cambridge: Cambridge University Press.

Yu-Chih, S. (2008). The Toastmasters approach: An innovative way to teach public speaking to EFL learners in Taiwan. RELC Journal, 39(1), 113-130.

 

Contributor

Gyanendra Kumar Yadav is a research scholar at Kathmandu University and teaches English language at different colleges in Lalitpur. He is pursuing his M. Phil. in English Language Education from Kathmandu University, School of Education. He is also a life member of NELTA, and has published several journal articles and presented papers in NELTA conferences. His areas of interest include teaching English through literature, teachers’ professional development, and critical pedagogy.

Appendixes

Appendix 1

Speakers’ Club-KU (Season 7, Session 1)

4th Floor, Building C, KUSOED Hattiban

10 September 2017

Topic for Featured Speakers: Introduction

Theme for the Impromptu Speakers: Teaching profession

 

 

Word For the day: Passion
  • Toastmaster: Gyanendra Yadav
  • Grammarian: CB Khatri
  • Highlighter: Raju Shrestha
  • Time Keeper: Anupama Manadhar
  • Ah counter: Sharmila Parajuli
  • Fidget counter: Kausalya Khadka
  • Tech-support: Manuka Adhikari
  • Prize Sponsor: Regent school

 

Featured Speakers Impromptu Speakers
  1. Damodar Poudel
  1. Sudip Neupane
  1. Ishwar Koirala
  1. Keshab Prasai
  1. Jhaggu Gahatraj
  1. Deepak Regmi
  1. Yogendra Ruwali
  1. Birat Chaulagain

 

Best featured Speaker Best Impromptu Speaker
 

 

Appendix 2

Guideline for interview (speakers’ club)

Experience sharing

  1. Have you taken part in speakers club?
  2. Would you like to share you experience of being part of speakers’ club?

Importance of speakers’ club

  1. Do you find any benefits in participating in Speaker’s club?
  2. Can you share any concrete changes that you notice after participating?
    1. In Public speaking
    2. In Language development /as EFL learners

Challenges and ways to overcome them

  1. It is found difficult to continue the program for long. What is your view regarding it?
  2. What other challenges do you find?
  3. What can be done to overcome such challenges?

Peripheral Classrooms: Reflections of English Teachers in Nepal

Case Studies, Reflections, Teacher's Experience/anecdotes, , , , , , ,

In community schools, teaching and learning of English has always been taken as a ‘difficult’ task. Teachers and students confess that it is a difficult subject to teach and learn respectively.  As a teacher, do we reflect on our own classes? Do we ask ourselves how are our classes going? Reflection upon our own classrooms certainly assists us to improve our pedagogical practices.

In this connection, our Choutari editor, Ashok Raj Khati has asked to five English teachers to reflect on their own English classrooms from different regions of Nepal. In the context of English language teaching, they briefly express their ideas in relation to resources, participation of students, use of English and L1, their best practices in English classroom and challenges they face.The five secondary level English teachers are: Babu Ram Basnet (Solukhumbu) Chandra Singh Dhami (Ramechhap), Kamal Raj Basyal (Palpa),  Durga Prasad Pandey (Dang) and Khagendra Nath ‘Biyogi’ (Bajhang).

562665_685671534783323_943408360_nBabu Ram Basnet                                                     Mahendrodaya Secondary School, Salyan, Solukhumbu

Teaching English is not always a fun but it is a very tough job in this part of country. We do not have enough resources, like the internet and other supportive materials, to facilitate English language teaching. Therefore, students do not get enough and authentic exposure in English. I have to read out listening text myself as we do not receive cassettes in time. There are 65 students in grade 10, which is a large classroom in our context. In the same way, the large classrooms are a barrier to many participatory activities. There are many activities to be done and performed by students such as drama, simulation, games and role plays. I am not able to do all these in such a large class which ultimately affect their learning achievement.

Students come from different socio- cultural and economic backgrounds, they usually speak in Nepali language among them. They are generally good in writing but hesitate to speak in English. They have fear to lose face among their friends if they commit any mistakes. So that, I am not satisfied with their fluency in English. To some extent, I am applying traditional method while teaching English. It is often challenging to correct their home assignments in a class of 45 minutes. I use group and peer correction technique several times. I conduct class test in regular interval to know how they are doing. The most challenging part of my teaching is developing speaking skill on the part of students.

15174624_1208623562564901_1405021138_nChandra Singh Dhami                                                       Manthali Higher Secondary School, Manthali, Ramechhap

My classroom in tenth and ninth grades are large, which contains the students with mixed ability. Likewise, students come from diverse socio-cultural and linguistic backgrounds. We have a ‘media’ hall equipped with different facilities such as internet, speakers, tape recorder, dictionary and projector. I often make them watch movies, biographies of poets, popular TV show and show activities related to English language learning. For instance, while teaching English sounds, I often download native speakers’ accent for them to practice. I regularly conduct unit and monthly test. It provides me timely feedback on the areas to improve. We have cassette players, charts and other daily use materials. Students sometimes prepare charts in different lessons.

Majority of students try to speak in English in the classroom. I often use group work and drilling. I make them write in group as a process writing. Students also speak in Nepali language particularly when they do not understand reading texts. I encourage them to speak in English even outside the classroom. Students also take part in speech and debate competitions. I use shorter expression. Even if, students have positive motivational orientation towards English, I am still not satisfied with the progress. Many students do not have same pace in learning English and it can’t be. However, the challenge for me is to cope the students with different levels of English language proficiency.

15239253_735504923267147_1974166001_nKamal Raj Basyal                                                                 Krishna secondary school, Peepaldada-Jheskang, Palpa

There are 56 students at grade 10 in my school which accommodates 29 girls, 26 students from Magar community and 5 from Dalits. Three language use can be observed there in the classroom – Magar, Nepali and English. They are from low income and mostly from middle class families. Their socio-cultural background is not much trouble for me while teaching English as they have positive motivational orientation toward learning English. Likewise, we have whiteboards, electricity, audio-tape/cassette players and necessary charts in English in the classroom. But, we do not have the internet facility in school.

I have found that my students are active in different learning activities in English class where I try my best to use English only and inspire them to use it. I believe it maximizes exposure in English. Next I have generated weekly discussion on certain topics related to the course. In regular interval, I conduct several contests like debate, spelling and quiz in English. Regarding teaching technique, I generally use group and pair work and role plays to facilitate English language learning. I also encourage them to go to library and read books. Therefore, teaching English has always been a fun for me. I am satisfied with their progress. I specially enjoy teaching grammar and vocabularies. However, I often find myself challenged while teaching listening and free writing. So I need to be well prepared to deal with listening and writing activities.

1931541_925213197563390_775367134454601593_nDurga Prasad Pandeya                                               Padmodaya Public Model Secondary School, Ghorahi, Dang

I work in a government funded school having the classes from grade 1 to 12. It has around 87 classes and 5, 000 students. Generally, the student- teacher ratio is one to 50-78 students. Therefore, we teach in large classes. We have irregular internet access and the multimedia projector is only in the audio visual room and students have very less access to them. We also have a smart board but there is no skilled man power to operate it but white boards are available in each room. Teachers make charts and posters for the upper classes and use printed charts the lower/primary classes.

When I reflect on my English classes, my students work very happily in pair and groups particularly to practice speaking skills and some project based tasks. Many of them are found excited and interested to work in group or pair but a few are found reluctant to do all these activities and they prefer individual tasks. I instruct them both in English and Nepali languages. I particularly need to use Nepali as they understand me and are unable to respond in English. They are also not encouraged to converse in English. Another challenge of teaching English is being unable to create English speaking environment in school, which is the result of the low exposure of English in lower classes. It eventually affects their performance in upper classes.

11178286_1427707574212674_9151478527758031773_nKhagendra Nath ‘Biyogi’                                                   Bhairab Higher Secondary School, Jhota, Bajhang

I as an English teacher in this rural area, find myself encouraged in the recent years. Although the classroom is large, we have some minimum resources to facilitate English language class such as tape recorders, computers and other necessary materials. They are taken to computer room to play various language games. Similarly, I make use of laptop and the internet in the classroom. Students prepare charts of CVs, wild life reserve, language functions and so on inside the classroom. There are many different charts in schools, student make use of them in English class in different ways. Many of them use Nepali language inside the classroom. However, I inspire them to speak English. Every day, I ask them a question (as a part of general knowledge), related to English and they enjoy it very much. (For instance, how many words can you make from the word ‘examination’?). I also conduct quiz, debate and speech competition. Regarding the participation of students, they normally work in group and pair. Students are always invited to the front of the classroom to work or present the task assigned. Few students also feel shy to do so.

In the same way, I am selective on using methods and techniques in my ELT classes. Most importantly, I reflect back on my classroom activities to figure out what is working and what is not. Students are found improving the skills of English language these days. It might be the result of increased exposure of English through technology and social media. Another important activity that I do is to visit students’ parents (nearby school) once a week. I talk to them about their children’s progress. While talking with them, I figure out four types of students – outstanding, excellent, good/average and low achiever. The most challenging task for me is to teach and work with the low achievers. Some of them cannot read and write properly. Therefore, it is always challenging to find the strategies to support them.

Choutari team sincerely acknowledge teachers who shared their valuable reflections in this interactive article. They have particularly highlighted the diverse pedagogical practices and issues while teaching English in peripheral parts of Nepal. Now, we request you to feel free to share your thoughts and reflections after reading these reflections here.

EMI in community schools: A case from Mt. Everest region

Case Studies
Mahendra Kathet
Mahendra Kathet

In this blog post, I begin with rationale behind community schools adopting English as the medium of instruction (EMI) in Nepal, and a case of Schools with EMI from Solukhumbu district followed by importance of EMI and some suggestion for its effective implementation in schools.

Rationale for Community Schools adopting EMI

Since formal school education has introduced in Nepal, English has been included in the curriculum as a compulsory subject. Even English was later introduced in early child education and development (ECED) or pre-primary level. However, high school graduates from community schools have failed to develop their proficiency in English in school level. Whereas, proficiency level of the same graduates from private schools are better than of community schools. When analyzed the gaps, the only tangible difference between private and community schools is medium of instruction. The private schools have been using English as medium of instruction (EMI) while Nepali is the medium of instruction in community schools. The impacts are visible on the performance of the school graduates in higher education as a whole. When they pass SLC, and join the college to further studies, they find it difficult to cope up with teaching and learning methods. Only the bright and ambitious students can pursue their college studies while others face English language problem. Lack of adequate knowledge in English has left many of the students feel inferior and lag behind in higher studies in comparison to the students who come from English medium schools. The poor performance by community school graduates in higher education home and abroad has made children, guardians and teachers attract toward the private schools with EMI.

Families with strong financial backgrounds have started sending their children to expensive English medium schools. The children from financially weak families have been bound to continue going to community schools with poor English exposures. Even some of English teachers teaching in community schools are unable to conduct classes in English in remote parts of the country. Those with bachelor’s or master’s degree in English seldom communicate in English. The absence of English speaking environment has further deteriorated their English speaking skills. In many cases, they teach ‘English’ in Nepali language.  I have found that many lower secondary and primary school teachers can hardly read English texts with correct pronunciation. These days, many master’s degree holder teachers in the community schools are feeling awkward as they cannot communicate in English properly. Here, teachers’ inability to communicate in English means students lagging behind in higher education and job opportunities in the competitive world.

As a result of the justifications mentioned above, community people of Mt. Everest region (Solukhumbu district) in eastern Nepal have come together to adopt English as Medium of Instruction (EMI) in their village schools.

EMI in Schools of Mt. Everest Region

 With the beginning of academic session of 2011/12 A.D., EMI was adopted and are now practice in Khumjung Secondary School and Mahendra Jyoti Higher Secondary School along their four lower secondary and six primary feeder schools. However, a serious challenge came forth was teachers, who were not confident and reluctant to adopt the EMI despite their basic knowledge in English. The teachers were needed to enhance the teachers’ English knowledge and get them ready to teach in English.

 In 2011 and 2012, with the financial assistance from Himalayan Trust Nepal, we coordinated with Rato Bangala Foundation (Patan) to organize a month-long EMI training. This training solely aimed at increasing and improving communicative skills of the teachers in English language. A total of 40 school teachers were the beneficiaries of the training program. However, large number of teachers have remained deprived of EMI training. Then in 2013, REED Nepal, a non-governmental and not-for-profit teacher training organization took the responsibility of training the remaining teachers with EMI. The REED has started EMI training in the district since 2013 in co-ordination with DEO Solukhumbu and NCED .

I believe that hard working teachers, who practised the language seriously with colleagues and students during the training, have improved their English knowledge and skills. Some stiff teachers are still struggling to improve their skills to teach in English. In addition, classroom support programs and school based trainings are proving effective to help them learn as well. Ironically, some students are found far better than some of the teachers in terms of communicative skills in English.

As the teachers are always the key figures to impart quality education through English language to the students. If the teachers are not competent enough, students certainly lag behind and cannot achieve their expected goals. This vision prompted Himalayan Trust Nepal to grant financial support to 12 EMI schools in hiring competent teachers to teach in English medium.  Although there is not much sufficient exposure and English speaking environment as expected, students, especially children from poor financial backgrounds, are benefitting from this program.

Why EMI is important in community schools?

Earlier for thousands of years the world was so huge that people had only few ideas and hypothesis about it. Gradually, the human intelligence explored the world making access to it much easier and simpler. Remarkable human inventions of transportation and communication technologies has transformed the whole world into a global village. English language, which is the most widely spoken language, made communication possible at any part of the world. English language transformed the gigantic world into a small community.

English Language is an enormous medium of world knowledge and affairs.  Most of the world’s popular books and literatures are written in English. Ability to comprehend English means an easy access to the works of world’s most famous writers.  It is the dominating language as used in science and technology. Medical doctors, pilots, engineers, university professors can hardly develop their career in the absence of English knowledge.  Majority of the web-pages are written in English. Knowledge of English skills, therefore, allows us to enter into the world’s ruling intellectual resources. The knowledge of English opens the door to boundless opportunities including works in foreign countries.

Careers that involve lots of travel and international exposures such as the airline, tourism, film industries, etc. use English language  as their  official language and many  employers  in these sectors  demand a certain  level of  proficiency in English. The proficiency in English broadens social networking and increases our chances of getting a good job in foreign countries.

Most importantly, English has occupied a place of primary language in world business. It is a must for international business persons to learn and speak English. A lot of English speaking multinational corporations with offices in Nepal use English language to communicate.  They often use English in business meetings, customer services and sales, and marketing and  communications.

English is widely regarded as the language of higher education. It gives us access to the world’s famous and best universities. The academic proficiency obtained from such renowned universities opens up opportunities to find respectable job anywhere in the world. Learning English really can change our life. People all over the world study English as their second language in their school syllabus and children start learning English at a young age.

Suggestions for implementing EMI

Trends of community schools shifting their medium of instruction to English are high in different parts of the country. Although learning English is quite challenging and time consuming, many remote village community schools are taking the risk of implementing EMI. Lack of communicative skills in English in the teachers is one of challenges that the schools are facing with the change in their medium of Instruction.

Collaborative and consistent efforts in the part of teachers and management body are a must to improve English language learning environment for the EMI. The teachers equally need to be hard working and studious to cope with the change. The hard working and energetic teachers can also arrange self-learning opportunities, develop English language lab, teach English in an interactive way, develop self-learning package, build English language development centre and work together to develop their communicating skills. They can stimulate themselves to watch English program on TV, and listen to radio talk programs in English.

Another suggestion for facilitating effective implementation of EMI is making speaking English environment in the school premises. The teacher trainings should be based on classrooms communication English. The school authorities should also hire and appoint competent teachers, who will be the great asset for effective implementation of EMI. The authorities should also organize English learning sessions and encourage and facilitate other teachers to improve their spoken and written English. Enabling teachers for developing communicative skills in English will contribute to the success of EMI in schools and help students for their better performance in higher studies and better opportunities ahead.

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The author was the former head teacher of Khumjung High School, Solukhumbu and teacher trainer at Himalayan Trust, Nepal at present.