We are pleased to announce the release of the Issue of ELT Choutari (October-December 2025). This issue presents a collection of reflective accounts from English language teachers and practitioners, offering diverse perspectives on teaching, learning, and research.
Since it is a generic issue, it includes articles from diverse fields of English language teaching in the context of Nepal. ELT Choutari is a platform to share the English language teachers’ experiences regarding their practices and experiences. This issue is the result of the same. For this, we are grateful to all the contributors. We encourage English language teachers and practitioners to contribute in the future issues as this can share and document our reflective practices.
The following section includes the contributors with the gist of their reflections. We hope their experiences and anecdotes will benefit our esteemed readers.
Mr. Dev Ram Joshi, in his article, explores the engagement of learners in English language learning through project-based learning integrated as internal assessment in the secondary level curriculum. His technical action research reflects that his students increased the time to study English subject, developed their writing skill including handwriting and composition skills and presentation skills such as pronunciation, clarity, and confidence. Meanwhile, they started to learn English by studying other reference materials as well.
Likewise, Mr. Dammar Singh Saud in his article drawing on personal experience and educational theories, argues for reflective, context-sensitive, collaborative, and well-resourced Teacher Professional Development. He advocated that, learning from countries like Finland and Singapore, Nepal must prioritise teacher agency, mentorship, digital readiness, and long-term systemic reform.
Similarly, Mr. Khem Raj Rauteda, in his article, reflects his experience implementing translanguaging pedagogy to enhance learner engagement in a multilingual secondary classroom in Nepal. Through reflecting on his role as a facilitator and co-learner, he found that translanguaging nurtured culturally responsive pedagogy, strengthened relationships, and empowered students, providing valuable insights for inclusive English language teaching in multilingual contexts.
Similarly, Mr. Janak Sigdel, in his article, explores the ongoing challenges of implementing Information and Communication Technology (ICT) in rural community schools in Nepal. His reflection highlights key barriers, including inadequate infrastructure, lack of electricity, limited internet access, and low digital literacy among teachers. His article underscores the growing digital divide between urban and rural schools, advocating for policy interventions and capacity-building programmes to promote more equitable and sustainable ICT integration in education.
Likewise, Mr. Nar Bahadur Bist, in his article, deals with the complicated and changing nature of English as a Medium of Instruction (EMI) in language planning and policy in Nepal. He discusses how English has established a dominant presence in the education system, as well as a larger presence in society, despite Nepal’s non-colonial relationship with Britain, shaping ideologies, creating inequalities, and affecting cultural identity.
Moreover, Mr.Arjun Jung Rayamajhi, in his article, discusses the integration of ChatGPT in English language teaching in Nepalese community schools with its opportunities and challenges. He argues that ChatGPT offers the possibility to experience a personalized learning process and support engagement growth in the underprivileged setting. However, it also emphasizes the significance of the human factor, critical thinking, and ethical competence.
For your convenience, here are the hyperlinks to the blog posts:
Lastly, we extend heartfelt gratitude to all our editors and reviewers — Ganesh Kumar Bastola, Jeevan Karki, Dr. Nani Babu Ghimire, Dr. Jnanu Raj Poudel, Sagar Poudel, Binod Duwadi, Puskar Chaudhary, Dr. Yadu Prasad Gnawali, and Dasharath Rai—for their dedicated efforts in bringing this issue to completion.
ELT Choutari is a platform for researchers, scholars, educators, and practitioners to share insights, practices, and narratives from classrooms and communities. We invite you to contribute to our upcoming issue by submitting your articles and reflections to 2elt.choutari@gmail.com.
Prologue: In this reflective note, I have attempted to explore three key themes: how I learned English for communication, how I have grown as an English teacher, and how the teaching paradigm has shifted from chalkboards to clicks. The evolution from chalk to clicks has reshaped my teaching style and my perspective on both learning and teaching English. My journey with English teaching began as a tool for communication, guided by the inspiration of great teachers. As I stepped into teaching, I realised that it was not just about transferring knowledge—it was/is about connecting with students and understanding their needs. This personal growth mirrors the broader shift in education, where traditional chalkboards are now complemented (and usually replaced) by digital tools. The shift from chalk to clicks has not just changed the way I teach; it’s transformed how I view teaching and learning itself.
My Journey of Learning English: From Mud Plates to Meaningful Conversations
Reflecting on my journey of learning English feels like flipping through the pages of a long, extraordinary story. I was born and brought up in the remote hills of far-western Nepal—so remote, they say, even the sun only comes to set in the west. As I was raised in a modest middle-class family, I lived the life of a part-time student and a full-time farmer, herding animals, toiling in fields, and sneaking into classrooms whenever work at home allowed.
My earliest memories of schooling were far from the polished preschool classrooms of today. There were no “nursery,” “LKG,” or “UKG” classes. Instead, I learned ka, kha, ga by tracing letters with my fingers in soil spread across wooden plates (pati), then graduated to slates made of stone. School was a privilege—an hour’s uphill walk to a place where memorisation was education, and Nepali language and mathematics were the core of our educational world. In our peasant-class village, most parents were clueless about the curriculum and pedagogy. Formal Nepali was itself a second language for most of us, learned only after starting school. Home languages were local dialects, i.e., Dotyali; media exposure was not available and prohibited (children should not be exposed to media, i.e., radio). Television was unnoticed by all of us. Computers and other smart devices/phones are the property of only Gen Z and later. Standard Nepali and, even more so, English, were alien tongues. Thus, I began my educational journey in a landscape strangely distant from the languages I was expected to master.
When I passed Grade 3, I moved to a “bigger” school—nearly two hours away at the top of a mountain. Ironically, it was a school where no student had ever passed the School Leaving Certificate (SLC) exams. It was here that I first stumbled upon the English alphabet: a, b, c, d… not on the wings of curiosity, but under the shadow of fear—fear of slaps and sticks for failing to memorise the sequence. I did not notice the English alphabet before grade four. The English teacher taught us this alphabet, which was meaningless until formal instruction began. The real ordeal began when I actually had to learn English—an utterly foreign, disconnected language.
My experience of English was rote memorisation. My initial strategy was avoidance—memorising answers without understanding them to avoid failure and the stick from the teachers. Exposure to English was not found, and classroom time was spent mostly copying or memorising the text. Literacy was taught conventionally and mechanically without real comprehension. Very interesting, English was taught in Nepali (it is still popular in Nepal); it was a subject to pass, not a language to live.
Our first and only encounter with an English speaker, a Peace Corps volunteer from the USA, was both exciting and humbling. My attempt to ask her about the population of her country—the question straight out of our textbook—was met with confusion and a polite “Pardon?” (due to my unaspirated /p/ pronunciation). Despite trying several times with different tones, I failed. Only after showing her the question from the textbook, she understood my question and laugh kindly. It was my first real attempt at communication—and my first big failure.
In those years, “learning English” meant memorising English words, grammar rules, and entire paragraphs or texts without understanding or speaking a word of it. English classrooms were silent spaces filled only with choral reading and rote learning. In our school, teachers of difficult subjects (English, Science, and Mathematics) were imported from India. They were brought to “improve” our results for SLC (School Leaving Certificate, now SEE), teaching English through Hindi translation. Oddly enough, I picked up Hindi during the English teaching and became more fluent in Hindi along with my community language, Dotyali. Sometimes, we get punished without knowing the reason. I still remember one incident:
During one leisure period, most of my friends were outside the classroom—some getting water, resting under a tree, or wandering around the playground. One of my friends, however, peeked through the window of another class, where our English teacher from India was teaching/ translating an English text into Hindi. Suddenly, the teacher noticed him, stepped outside, and harshly punished him with a wooden stick, asking, “Khidkise jhakta hei?” (Do you watch through the window?). In a matter of seconds, my friend was marked by several blows from the stick, though he couldn’t understand why he had been punished. The entire situation baffled us, until one of our teachers kindly translated “Khidkise jhakta hei” into Nepali as, “Jhyaalbat herne ho?” (Why did you watch through the window?).
It was a moment and usual for all from parents to teachers, students to communities perhaps because our education system was deeply shaped by a culture of corporal punishment—a legacy from ancient philosophies like Chanakya’s and behavioristic theories like Skinner’s—where mistakes were “sins” that had to be punished out of children. Five sticks for a mistake in mathematics was a common rule. Wooden sticks for not memorising English texts. Such harshness disciplined us, but also suppressed our creativity, curiosity, and confidence. Despite this, I was the first boy in my school, not just in my class, but the hope for the school and the community. Passing the SLC exam was crucial for me for the school’s funding, and I was the hope for them. Furthermore, I, as a top student, supported my classmates, helping them along the way. In a way, this was the beginning of my journey into teaching, rooted in a sense of responsibility and a desire to lift others. It was the first step that unintentionally laid the foundation for my future in the teaching profession.
When I reflect deeper, my learning process remained mechanical even during my higher studies. In school and then at I.Com. (Intermediate in Commerce/Management), English learning was still all about teachers giving notes and students memorising them. Our approach to exams was simple—study half the book and attempt half the questions, since we had to attempt only five questions (i.e., 50 per cent) out of ten questions in the final examinations (no other examinations and assessments during the class). There was no focus on understanding, communication, or critical thinking.
However, during my I.Com., I witnessed a new possibility: my English teacher sometimes spoke English instead of just reading texts. Hearing him speak sparked a realisation in me—English wasn’t just a written code; it was a living, breathing language. This realisation planted a deep desire in me to learn English, not just for exams, but for expression.
This desire led me to practice English. I tried to build my skills further by joining a local language institute where we drilled English structures and practised speaking, but it lasted only three weeks before the institute shut down. Yet, even that brief experience showed me that English could be learned through communication, not just memorisation. Around the same time, I realised another truth—studying management felt hollow when I was calculating millions without even a single rupee in my pocket. It was a clear sign that my heart—and future—belonged elsewhere.
After I.Com., I switched streams and joined B.Ed. Specialising in English major, fueled by my growing passion to master the English language. Even in B.Ed., the methods didn’t change much—lecture, note-taking, and memorisation—but exposure to English-speaking teachers increased. Slowly, English began to move from my memory to my mouth, from textbooks to tentative conversations. Yet, truthfully, I wasn’t charting a career path or chasing a dream; I was simply moving forward, carving a rough road with bare hands, facing whatever life placed before me. There was no mentor to guide me, no strength to chase distant dreams—poverty kept my feet on the ground and my hands busy with survival. Plans grow where there is food on the table and clothes on the body; for me, survival came first, and dreams had to wait. I did not shape my life out of choice but out of sheer necessity.
From Survival to Service: My Journey of Learning to Teach English
Hailing from a humble, lower-middle-class farming family in Ganeshpur, Dadeldhura, I never imagined myself standing in front of classrooms, teaching English to university students. Education was not a priority where I grew up — earning a living was. Most families, including mine, believed that the surest path to a better life was not higher education, but increasing the property, i.e., land, and accumulating wealth via even labouring in India. Yet, somewhere deep within, a stubborn flame of learning burned.
Initially, teaching was not a dream I pursued; it was a necessity for survival. As a top student in school, I often found myself helping friends untangle English grammar rules and solve math equations. Later, as an intermediate student (I.Com.) in Kailali, I lived with a family who, in return for food and shelter, asked me to help their children academically. It was here, in small rooms with flickering lamps, that I first discovered the seeds of teaching — supporting them with homework, solving their mathematical problems, and explaining concepts I had only just mastered myself. Yet, necessity is often the mother of invention.
During my B.Ed. studies, I took up home tuition at an elite family in Kathmandu, struggling with economic hardship, social insecurity, and a fragile command of English. Every evening, I had to visit their home to teach their children with a lot of uncertainty and discomfort, as my modest appearance, pastoral background, and shaky English often made me feel out of place. Yet, that hour each day, spent guiding young minds, solving their small problems, and enjoying a rare, hearty tiffin, became a lifeline. It covered my expenses and gave me a quiet dignity in a bustling city. During the final year of my B.Ed. classes, I found myself stepping into private school classrooms. In the beginning, I was more of a survivalist than a teacher, struggling to speak English fluently, clinging to textbooks, and painstakingly translating/ paraphrasing line by line. Every new word was a small battlefield; every grammar rule, a mountain to climb. Paradoxically, it was my students who became my greatest teachers—their innocent questions challenged me, their elite accents helped me improve my pastoral pronunciation, and their curiosity lit a fire that pushed me to learn deeper, teach better, and dream bigger.
Teaching, I realised, was the best way to learn. Students can teach the teacher.
My journey was not linear. After attempting my B.Ed. exams, I returned home for Dashain and had to wait there for my results. During this uncertain pause, my friend, Dr. Tara Datta Joshi, requested me to go to Aalital, Dadeldhura, to teach English since he wanted to quit the teaching profession and engage in political activities. I was assigned to teach grades six to ten under the position of a lower secondary-level English teacher. However, fate took a sharp turn—the chairman of the school management committee was seriously injured in a bus accident and taken to India for treatment. Without his presence, I couldn’t obtain an official appointment letter and found myself working voluntarily for nearly three months.
During this time, I experienced the true nature of English teaching in rural Nepal. One incident I still remember is that English was taught in Nepali at that time, and the grammar translation method was the only pedagogical option available. I had to teach topics like sentence transformation, reported speech, and many others of similar types. I explained that when there is a third-person singular subject in a simple present sentence, it requires ‘doesn’t’ to form the negative, and the sentence starts with ‘Does’ to create an interrogative. The next day, I asked students to change “Ram plays volleyball” into the negative, and most students who even wrote the correct responses but pronounced ‘does’ as [du:s]’ (perhaps due to the ‘do [du]- does [du:s] and [s] instead of [z] due to /s/ in ‘works’. During these days, what I found most interesting was that many students who appeared quiet (in English) in the classroom became talkative and expressive when speaking to Dotyali outside the class. I also noticed that several students seemed to forget what had been taught (in English) as soon as they left the classroom. It shows a disconnect between classroom learning and their everyday communication. Life there was simple but strange. I shared a common room with Dr. Joshi and the chairman of the village development committee. One night, alone in the room, I had a haunting experience that shook me. When I hesitantly spoke about it at a local teashop the next morning, the villagers’ reactions confirmed my fears. Though it sounds surreal now, the fear, combined with the uncertainty of a volunteer job, drove me away from the hills to seek opportunities elsewhere.
Opportunity soon came knocking in Tikapur, where I was appointed as the Principal of a primary school. Drawing from my meagre six months’ experience of private schooling in Kathmandu, I brought sweeping changes: enforcing an English-speaking zone, instituting neat uniforms, and instilling discipline. Watching the students adapt and thrive gave me immense satisfaction — proof that even small efforts could yield visible transformation.
Yet the desire for further study remained fierce. After the result of my B. Ed, I moved back to Kathmandu to pursue an M.Ed. I got admission and waited for classes. During this time, I was looking for a job that would help me continue my studies in Kathmandu. I got an opportunity for a Resource Person (RP) for the Kailali district. I got confused, but went there since it was just before the Dashain. I thought I would earn some money during the college vacation, i.e. Dashain-Tihar and would quit the job and resume my class after Tihar if my transfer was not made near Kathmandu. I bought the books according to the prescribed book list and went to Kailali, near my home in the terrain. As I went through the books, I could not understand anything and got confused about the books that I had bought. I again checked the syllabus and found the books were okay. The syllabus was not designed from the titles of the course contents, but from the contents inside the books. It was the most difficult time for me. The government was changed, and all Resource Persons appointed by the previous government had been terminated. The set of district education offices was changed. Expressing my apathy towards such realities, I came to Kathmandu for my studies. As I worked for nearly three months, I witnessed the schools’ realities, students’ level, teachers’ activities, communities’ expectations, and bureaucratic hurdles and ineptitude.
When I first arrived in Kathmandu to pursue my studies, my journey took an unexpected turn. Owing to a prolonged absence while serving as a Resource Person (RP) in the remote schools of Kailali, the Department of Education, first and last time in its history, cancelled long-time-absentees’ enrollment, including mine. It was a bitter pill to swallow. Yet, after a few months, I could get my name re-registered after continuous endeavour. Determined not to waste a moment, I threw myself into full-time study, from dawn till dusk.
One day, during a course on Learning Theories, our teacher assigned a group presentation. I hadn’t prepared much, thinking the others would take the lead. But when the time came, no one from my group stepped forward. The teacher called me up alone. Thankfully, I had scribbled some rough notes—just in case. When other friends from the group refused to present, I delivered my presentation swiftly, drawing on my strength in Nepali. Afterwards, the teacher chuckled and asked, “Is your train about to leave?” I smiled and said, “No, sir.” Then, he again asked: “Why so fast?” I was dumb. He appreciated my spirit and even thanked me, while critiquing others for their lack of preparation or just presenting in points.
That moment opened unexpected doors. Friends began sharing their books with me, asking me to read and summarise them. In return, I gained access to resources I could not afford. Later, after completing my M.Ed. first year, Basant and Kishor from TU Photocopy Centre asked for my notes on phonetics and phonology. They later published it as a textbook, A Course in Phonetics and Phonology, giving me the identity of a textbook writer while still a student. Despite setbacks, I kept finding hidden paths forward—summarising, teaching, writing, and growing. What started as a struggle for survival slowly transformed into a journey of mastery, brick by brick, book by book.
After earning my M.Ed., I returned to classroom teaching in Kathmandu, stepping into a reputed high school where I taught English across various levels—pre-primary, primary, lower secondary, secondary and university. Each level brought its own set of challenges, from the excitement of teaching tiny hands their first English words to the complexity of helping adolescents grasp intricate grammar and communication skills. As I navigated these different levels, I continuously adapted my methods, refined my craft, and deepened my understanding of pedagogy.
In the early days, my teaching felt mechanical—read, translate, paraphrase, explain. Over time, it transformed into something much more relational—understand, engage, inspire. My students became my greatest teachers, helping me grasp child psychology, learning theories, and the true essence of communicative language teaching, which had once been a theoretical concept for me in university. I still remember I once moved from reading Nepali newspapers to immersing myself in English journals and news (to develop my proficiency in English), fully embracing the language I had once struggled to speak. Stupidly, I promised my friends not to speak in Nepali with me so that I can speak English with them and learn it to communicate. Reflecting on my journey, it’s clear that it wasn’t one of smooth paths or grand plans. It was a story of persistence, hard work, and constant learning. I didn’t just learn to teach English; I taught myself to become an English teacher. Most of the teachers of my time and before might have the same stories.
Today, if someone asks me how to truly learn English, I tell them: Teach. Teaching is, without a doubt, the most powerful form of learning. This realisation didn’t come from textbooks or lectures. It emerged from my own winding, rugged journey with English—a path filled with challenges, failures, and fleeting moments of inspiration. Along the way, I learned that education thrives not on uniformity, but on variety, localisation, and personalisation. I discovered that teaching must evolve as a dynamic, organic response to students’ needs, aspirations, and realities.
Of course, it wasn’t always easy. We had to make mistakes—face struggles, humiliations, and setbacks—before arriving where we are today. In this sense, my learning journey with English wasn’t a smooth one. It was a rough trail of soil, stone slates, rote memorisation, translations, and precious moments of clarity. But these hardships have become vital layers of understanding. The rigid, rote-driven practices, the lack of soft skills in the education system, and the harsh discipline I endured didn’t break me—they shaped my sensitivity toward what true education should be. They instilled in me a lifelong commitment to promoting an education that values communication, creativity, empathy, and critical thinking—the very skills I once lacked.
Now, as a teacher educator, textbook writer and researcher, I carry these lessons not as burdens but as beacons. They guide me toward a more humane path for others, where learning English—or any subject—is about living it, not just memorising it. Teaching is not just a profession for me; it is a passionate, often painful calling. The challenges embedded within the teaching profession are multifaceted, and both new and experienced teachers often find themselves caught in dilemmas over the right pedagogy. For me, teaching is nothing, just beautiful communication—effective communication on the topic. In Nepal, these struggles are compounded by limited resources, rote-centred traditions, and large, diverse classrooms. These challenges resonate deeply with my journey, one that began not with clear intent but with the struggles of a rural, middle-class upbringing in a society on the cusp of modernity.
One of the greatest challenges in education today is how previous generations (Gen X or Y) teach and train newer generations (Gen Z, Alpha, or even Beta), each of which comes with distinct psychology, learning attitudes, personalities, lifestyles, and evolving needs. For example, how did the Silent Generation (1928-1945), Baby Boomers (1946-1964), and Generation X (1965-1980) impart knowledge to Millennials (1980-1996), Generation Z (1997-2012), and the upcoming Generation Alpha (2013-2025)? And what about the future, with Generation Beta (2025-?) on the horizon? The way these different generations learn, interact with technology, and perceive the world around them presents a unique mystery in educational pedagogy. As each new generation brings with it a fresh set of demands and expectations, the question becomes: how can we adapt our teaching methods to ensure relevance, engagement, and effectiveness across these shifting landscapes? This ongoing paradigm shift in education challenges us to rethink traditional practices and develop more dynamic, responsive, and innovative approaches that align with the needs of future learners.
In the later stages of my career, I realised that teaching, at its core, is not about delivering information, but about effectively communicating the essence of a topic—communicating in the language that resonates with our students. The key is meeting them at their level, speaking their language, and guiding them to elevate their communication skills. It’s about creating a space where learning, unlearning, and relearning can flourish. As educators, our role is to facilitate this process, ensuring that our students don’t just absorb knowledge but actively engage, grow, and connect with the world around them in meaningful ways.
Author’s Bio: Narendra Raj Paneru, PhD, is the Head of the Department of English Education at Sanothimi Campus, Tribhuvan University (TU), and an Assistant Professor at the Faculty of Education, TU, Nepal. With over two decades of experience in English language education, he holds a Ph.D. in the use of soft skills in ELT and an M.Phil. in educational leadership. Dr. Paneru serves as a member of the Subject Committee for English and Other Foreign Languages (FOE, TU) and contributes extensively to curriculum design, teacher development, and academic research. He has published widely on soft skills, phonetics, globalisation, and language pedagogy, and actively engages as a resource person and academic advisor in the education field and syllabus development initiatives.
ELT Choutari is pleased to present an intellectually stimulating dialogue between Mr. Chandra Lama, an emerging scholar and dedicated educator, and Dr. Bal Ram Adhikari, a prolific poet, critic, translator, essayist, and Assistant Professor of English Education at Tribhuvan University (Mahendra Ratna Campus, Tahachal).
Dr. Adhikari’s scholarly and literary contributions have significantly enriched Nepali academia, particularly in the domains of translation studies, literary criticism, and the pedagogy of reading. His reflections in this interview offer critical insights into the role of reading skills in language education, their theoretical underpinnings, and their practical applications in the classroom. These perspectives hold immense value for teachers, researchers, and learners invested in refining their approaches to English language teaching and literary engagement.
Beyond his academic work, Dr. Adhikari is an award-winning translator and writer, with numerous publications in national and international journals. His accolades include the Nepal Academy Translation Prize (2025) and the Nepali Talent Prize, England (2018), underscoring his profound influence on Nepali-English literary discourse. A passionate advocate for reading culture, he consistently bridges theory and practice through his research, teaching, and creative writing.
This interview, titled “Reading as a Log in the Ocean: A Life Shaped by Words,” not only illuminates Dr. Adhikari’s intellectual journey but also catalyses deeper reflection on pedagogical practices in ELT. We invite readers to engage with this thought-provoking exchange and explore its implications for their own professional and academic endeavours. The full extract of an interview about reading is presented below.
Let’s begin with something close to your heart. You’ve often told us in class how deeply reading has shaped your life. Could you share why reading matters so much to you as a student and now as an English language educator?”
I see the world in words and words in the world. Reading has always been something that shaped how I think, feel, and connect with life around me. I had an early infatuation with literature, especially through Hindi and Nepali magazines. As a child, I grew up reading Hindi literary and semi-literary magazines like Saras Salil, and Nepali ones like Garima and Madhupark. English literature came into my life much later, around my intermediate level. At first, I read it through translations. Only in my bachelor’s did I start reading English texts in their original form.
So, for me, reading multilingual literature has been a part of both my academic path and my personal identity. It’s never been a luxury but a necessity. I remember asking myself years ago, “Why do I spend so much time reading?” And the answer that echoed from deep within me was:
“When my life was fraught with frustration,
When my inner world was sinking into the ocean of depression,
The only log I found in that fathomless ocean was the book to which I was clinging.”
That’s what reading meant to me as a student.
And now, as an English language educator, reading matters to me professionally as well. I read to explore other perspectives, to experience diverse lives and thoughts, and to better express myself through writing and speech. In essence, reading is how I connect with the world and help my students do the same.
That’s deeply moving, sir. I still remember in your class, you often reminded us that reading is seeing. Given your own experience, how do you view the place of reading in the University English language curricula?
The English education program, under the Faculty of Education at Tribhuvan University, has mainly focused on producing professional English teachers and teacher educators. For a long time, the curriculum was more theoretical with its prime focus on linguistics, applied linguistics and language pedagogy, giving limited space to reading-focused courses. Until around 2010, students were learning about English rather than exploring and experiencing English through authentic readings. But after the political changes in the country, education reforms followed, and the B.Ed. English curriculum was revised. A big change was the inclusion of reading as a core component, to expose future English teachers to authentic literary and non-literary texts. Current B.Ed. and M.Ed. English curricula are rich in readings across disciplines and genres.
In our reading classes, I recall you used to say reading is more than just “finishing a chapter.” You often taught us specific strategies for reading, like underlining difficult words, trying to guess their meaning, jotting down our understanding in the margins and even encouraging us to ‘talk’ to the characters in the text, among other things. What, in your view, does teaching reading really involve?
That’s exactly it. Reading is so much more than just “finishing a chapter,” and those strategies you remember are a big part of a much larger picture. Teaching reading is a layered process. It’s not just about recognising words or finishing a chapter. It’s about helping students understand why reading matters for learning, thinking and developing their language skills. It’s about guiding students to become thoughtful, strategic and curious readers. Let me break it down:
a) Orient students to the importance of reading
Reading isn’t just for passing exams. It builds language, sharpens thinking and opens up new ideas and worlds. Once students realise this, they enjoy it and make it a habit.
b) Open up linguistic, contextual, cultural and basic content information
Sometimes students struggle with a text not because it’s hard but because they don’t understand the context: the culture, setting or certain vocabulary. So, we need to unpack that before they start reading.
c) Train students in reading strategies and demonstrate them
We need to train students in strategies like skimming, scanning, predicting or guessing meanings from context. And we should model these strategies for them: show, not tell.
d). Connect reading with other productive skills: writing, speaking and translating
What they read can inspire writing, spark discussions or even lead to translation tasks. This makes reading more purposeful and connects it to real communication.
e) Inculcate the habit of reading through extensive reading
And finally, let students choose what they want to read, like stories, comics, articles, anything they enjoy. Reading widely and for pleasure is what really helps them grow as readers, thinkers and individuals.
What stayed with me was the way you made silence a part of the reading process, letting us sit with words before rushing to analysis. In your view, why does reading matter, particularly in our ESL/EFL context of Nepal?
I’m really glad that the practice of silence resonated with you deeply. Before rushing into analysis, I believe it’s important to sit with the words for a while—to contemplate them, to absorb their essence, and to give them time to speak to us.
Now, coming back to your question: why reading matters.
To begin with, if we talk about Academic Communicative Competence, reading is irreplaceable. It’s central not just to language learning but to students’ daily lives and academic performance.
There’s a mountain of research in second-language reading that shows how important reading is. Scholars like Carrell, Grabe and Krashen have pointed out that reading isn’t just about decoding words. It’s become a survival skill in today’s world. It touches almost everything: our education, employment, daily tasks, even how we participate in politics and social life.
Reading affects a person’s ability to access knowledge, grow economically and socially. It builds imagination and creativity. Many researchers have said that good reading and writing skills open doors to better life opportunities. It’s been said that literacy, especially through reading, reduces poverty, lowers crime rates and even shapes a person’s moral compass.
One of the strongest advocates of reading, Stephen Krashen who says that reading is the only real path to literacy. In his studies, he shows how free voluntary reading, like just picking up books out of interest, can have a profound effect on language acquisition. It not only improves reading but also enhances writing, grammar, vocabulary, and even overall cognitive development. He asserts that it gives students the content, style and motivation they need for writing too.
Interestingly, the U.S. Department of Education has concluded that avid, independent reading leads to better skills, higher academic achievement and more desirable outcomes in terms of income and professional life.
Other educators like Brozo and Guthrie have also said that students who read widely perform much better academically than those who don’t. Reading exposes learners to new vocabulary, sentence structures, and fresh ideas. It fuels their imagination, motivates them, and helps them shape their perspectives and worldview. Although reading is often treated as the third skill after listening and speaking, in reality, especially in the educational context, it’s a primary skill, absolutely crucial. Richards and Renandya, two respected names in this field, have pointed out why reading is so central in ESL/EFL settings. First, many learners learn English mainly to be able to read English texts and get information. Second, written texts are their main sources of input for both in terms of language and content. These texts also serve as good models for their writing.
In countries like Nepal, where English is not used much in daily oral communication, either in or outside the classroom, reading becomes even more important. Students get exposed to written English much earlier and far more often than spoken English. So, written texts don’t just help. They compensate for the lack of spoken input.
If we believe in Krashen’s idea of comprehensible input, accessible written texts are the tools for language learning. A researcher from Nepal, Dr. Vishnu S. Rai, surveyed Asian universities and found that most students in Asia learn English through reading. Based on this, he recommends more space for reading in our classrooms.
Our education system also supports this. If we look at our secondary level English curriculum, reading has the highest weightage, i.e., 40%, compared to writing, listening and speaking. At the university level, reading is gaining more importance.
So, in short, reading isn’t just another language skill in Nepal’s ESL/EFL context; it’s the main gateway through which students learn, grow and access opportunities.
That gives a whole new weight to the term “reading culture.” But I’m curious – what are some common misconceptions about reading that you’ve encountered?
A major misconception is that reading is often understood as a third skill, secondary to listening and speaking. This is especially flawed in contexts like ours, where English is primarily learned through reading, particularly in academic or instructional settings.
People tend to see reading as merely a receptive skill, but it’s much more than that in reality. In academic contexts, reading becomes highly productive because the reader isn’t just absorbing information but is actively constructing his/her meaning from the text. Reading is not a passive activity. It’s an active, dynamic process. The reader engages with the text, questions it, and reflects on it. There’s an ongoing interaction. I would even say it’s a critical engagement. Readers must maintain a certain distance to interpret, evaluate, and negotiate meaning.
This reminds me of Hans-Georg Gadamer’s Truth and Method. He talks about how reading involves a twin process: prediction and post-diction. Prediction means the reader is constantly looking ahead, anticipating what might come next based on the cues in the text, whether it’s the title, the context, or the structure. It’s a forward-looking process that activates the reader’s expectations and imagination. On the other hand, post-diction involves looking back, revisiting what has already been read in light of new information. It’s a process of reevaluation and reinterpretation. As we read more, earlier parts of the text may take on new meanings. This continuous back-and-forth is what makes reading deeply interactive and thoughtful. So, the reader is not a passive recipient, but an active meaning-maker. The agency of the reader is very high in this process. Reading, then, is a creative, critical and reflective process.
In your opinion, how can we expand the students’ reading process?
I see the reading process in three levels: reading the lines, reading between the lines, and reading beyond the lines. Most students tend to stop at the first level – just understanding the literal meaning. It’s essential, but not enough. The second level, reading between the lines, is about interpreting what’s implied, grasping the author’s intent, connecting ideas, and uncovering hidden meanings. The third level, which is reading beyond the lines, is even more crucial. Here, readers connect the text to its wider socio-cultural or historical context, think critically, question the author’s purpose, and assess bias or credibility.
Unfortunately, what I often see is that reading remains sub-standard, inadequate, or even defective. We must help students move beyond just decoding words and support them in engaging deeply with what they read, both intellectually and emotionally.
Over the years, you’ve worked with diverse groups of learners and experimented with different approaches to reading. Drawing from all that, what do you think makes for an ideal pedagogy for reading?
That’s a thoughtful question. I believe the pedagogy for reading should involve three concentric zones, what I like to call the core, peripheral, and expanding zones of reading.
Could you explain what the core zone includes?
The core zone of reading primarily refers to intensive classroom reading, especially reading of the prescribed textbooks. This kind of reading is essential as it directly impacts students’ academic performance and also serves as a foundation for deeper learning. But here’s a problem: the way we usually conduct classroom reading often kills students’ interest. It becomes boring, repetitive, and demotivating. As Lewis Thomas once said, “Science is an adventure within, a wilderness of mystery,” yet so many science classes are dull. This happens across subjects. Most of our teaching and students’ reading get stuck in this core zone. But we need to remind ourselves: textbooks are not end books; they are means. They should open doors to further reading and exploration.
So, are you suggesting that we need to move beyond the core zone?
Exactly. That brings us to the peripheral zone of reading. This involves connecting the classroom reading to related materials- maybe an article, a story, a biography, or even a visual text. It’s about taking the topic one step further, making the reading experience freer, more student-centred, and creative. In essence, this means we shift from purely explanatory reading to exploratory reading. Students start seeing the broader context of a topic, and reading becomes a discovery rather than a duty.
And what about the expanding zone?
Ah, that’s my favourite part. The expanding zone of reading is about cultivating a lifelong habit of reading. It’s not just for exams, but for information, pleasure, and vision. Here, students might read for facts or fantasy, explore different genres, or dive into books that awaken both sensitivity and sensibility. Sensitivity means the ability to feel and sense the world through words. And, sensibility is the ability to make meaning out of what they read.
To support this, schools and teachers can take many steps, like starting book reading clubs, discussion groups, or inviting local writers and journalists to share their reading journeys. Even something as simple as teachers sharing the books they love, or celebrating a book-giving day, can create an inspiring culture around reading.
Finally, looking back on your years of teaching reading, what is one lesson or insight you wish you had learned earlier?
I wish I had been trained on how to read rather than just explaining the content of the text. During our time, texts were mostly explained, summarised, or interpreted for us. The entire approach was exam-oriented. We were taught what to remember, not how to explore or question what we read. Now, I realise that if students are guided through the actual process of reading, developing skills like critical thinking, engaging with the text emotionally and intellectually, asking questions, making connections, then they not only understand better, but they also become more independent, reflective readers. That kind of reading stays with them for life.
Interviewee’s Bio: Bal Ram Adhikari, PhD, is a lecturer in English Education at Tribhuvan University, Nepal. An award-winning translator and writer, Dr. Adhikari has more than a dozen translations and numerous scholarly articles published in national and international
journals. His contributions to Nepali-English translation and Nepali literature have
earned him several honours, including the Nepal Academy Translation Prize (2025)
and the Nepali Talent Prize, England (2018). Apart from teaching, training,
researching and translating, Dr. Adhikari loves writing poems in English and essays
in Nepali.
Interviewer’s Bio: Chandra Bahadur Lama is an emerging and active writer, poet, and translator in the field of Nepali literature and translation. In addition to teaching English, he is also actively involved as an executive member of the Nepal Translators’ Society. His poems, essays, translations, and articles have been published in various literary and online magazines. His deep love for literature and passion for travel have shaped a profound philosophical perspective in his creations. Recently, his English translation of the anthology of poetry Premko Aadim Geet has been published, further establishing his contribution to the field of literary translation.
Aristotle urges us to be a master of metaphors to grasp a living reality of a thing. Following the footsteps of Aristotle, George Lakoff and M. Johnson introduce a perspective on metaphor—a perspective that takes metaphor as imaginative rationality. Admittedly, I am inspired by these two theorists. My inspiration is that I could not help using a simile to share my modest success in getting some of my responses to Call for Conference Proposals (CFP) accepted: Writing changes: remaking rhetoric in times of uncertainty organized by Corridors 2022 at Virginia Tech University, and Geographies of the Fantastic and the Quotidian organized by Pacific Ancient and Modern Language Association (PAMLA) 2022 at University of Los Angeles California. For Corridors, I developed a paper entitled “Pedagogical Emasculation in the Wake of AI’s Growing Applications”, and for PAMLA, I submitted an abstract with the title “Backsliding New Materialism and a Resurgence of Interest in Virtue Ethics and Anthropomorphism”.
While responding to these two CFPs successfully, I came to know that responding to a CFP is almost similar to being a gentleman caller. Forgive my wild rush to John Dryden called ‘yoking heterogeneous ideas by violence’. More technically, responding to CFP and being a gentleman caller are distinctly disparate realms of activities. Just as forwarding a love/marriage proposal without paying sufficient courtship to a lady for a quite bit of time may backfire and probably end in rejection, so is answering to CFP without doing an extensive inquiry and without having background information on the topic. Any rush to reply to the CFP may backfire on the responder, often ending in outright rejection, which might weaken confidence and concentration. It is this point of commonality that pushed me to choose this figural trope. The fate of being a jilted lover is a bitter pill to swallow for any obsessed lover, in much the same way as it is for a responder to cope with the rejection of the abstract submission to CFP. With this figural gesture, I would like to reflect on my experience of responding to a host of CFPs.
We have seen many calls for proposals (CFP): CFP for conferences; CFP for book chapters and journal articles; CFP for intermezzo and review essays; CFP for web texts and digital projects; CFP for a success story and cross-border narrative; CFP for blogs and reflective writings, CFP for cases of advocacy, activism, and intervention; and to name just a few. Scholars, researchers, and instructors alike tend to respond to different CFPs they come across. Every responder to CFP deploys a nuanced approach. In spite of each scholar’s unique response style to CFP, there should be a few widely practised formularies to deal with CFP. Based on a few instances of my success in responding to CFP, I would like to craft a short account of responding to CFP.
In trying to emerge as a conference hopper, I kept exploring many other venues that organize national and international conferences such as the New Berry Library Conference (NBLC), Popular Culture Association (PCA), Modern Language Association (MLA) Pedagogical Training and Workshop, Northeast Modern Language Association (NEMLA), Conference on College Composition and Communication (CCCC), Rhetoric Society of Europe (RSE), Rhetoric Society of America (RSA) and the list goes on. Actually, these venues release CFPs that tend to address any aspect of burgeoning issues, ranging from colonial reckoning, the rhetoric of precarity and the rise of authoritarianism to social justice, the linguistic justice, power and precarity attendant to AI’s growing application in learning and teaching space. Being well informed of all these burgeoning issues and of relevant proposals to address the issue constitute a core competency on each CFP responder’s part. Based on these two and various other successive experiences of responding to CFP, I would like to talk about some tips and strategies with which I succeeded in getting my conference proposals approved. I presented at a conference scheduled to take place at the University of Virginia Tech. Similarly, another conference proposal of mine was also accepted. In the second week of November 2022, I presented at a conference at the University of California, Los Angeles.
First, getting to the heart of an issue that takes centre stage in the CFP description is essential if we are to touch all the bases of CFP. While describing an issue/topic for CFP, the CFP issuer tends to be specific in producing an outline of the issue; at the same time, they often write, ‘the CFP moves around this topic, but not limited to…’, to allow for a somewhat flexible space to explore and probe the proposed issue.
Previously, while formulating an excellent abstract draft for a conference call, I used to take a general approach without homing in on a specific aspect of the CFP. After multiple rounds of rejection, I learned that people want to listen to specific things. Though the conference offers a smorgasbord of various potential topics, it would be in our best interest to dwell on the specificity of the issue. As soon as I shirked off this tendency to drift away from the axis of specificity, I realized that it wouldn’t be challenging to hit the target with the single most focused thrust to the specificity. To this end, it appears that any temptation toward delving deep into the topic in a manner most lithe and supple because exploring any issue by being specific is crucial to the acceptance success of a response to CFP. As to some heuristics and nuances with which the exploration of an issue would lead to a reliable unfolding of the issue, I have come to propose here: Test the efficacy of the issue in different cultural contexts, check on its limit, be aware of its fallibility, assess if its relevance is rooted in time and occasion, reflect on its impact on our normative practice and pragmatic life, and finally stretch your imaginative faculty to probe the issue under consideration with a detached mindset. The simultaneous shifts in my mindset led me to come across an acceptable topic for the CFP I was managing to respond to.
Second, though the power of forming a fresh, attention-grabbing, and shift-stimulating perspective of any responder to CFP is highly valued, the ability to introduce this perspective tactfully and without a lag matters the most. To translate this realization into action, I reflected on my expectations about how CFP evaluators take my abstract submission and what metric they would apply to assess the submitted abstract. I also pondered if their metrics and criteria remain consistent or if they apply abstract-specific metrics. I did my best to align the core thrust of my conference abstract with the CFP evaluators’ submission-specific yardstick of judgment. At the top of my talent, I aimed at ‘striking the right chord’; with the right chord being struck precisely, the net outcome is an acceptance call.
Third, the responder to CFP should not come to terms with the issue on the first go. Instead, the responder should let the proposed issue come to terms with a cumulative effort to develop a fresh perspective. For this, curious and consistent immersion in the latent and the manifest dimensions of the issue is required of those who play what Peter Elbow calls the Believing and Doubting Game. The fourth point is the assertion that with the idea of responding to CFP comes the responsibility to CFP. CFP wishes to garner a wide range of ideas, thoughts, propositions, perspectives, comments, questions, critiques, and curiosities. Most CFPs expect a concrete contribution of ideas to the platform the CFP is creating. Thus, every responder to CFP needs to internalize that to respond to CFP is to contribute something new, a fresh perspective, a nuanced approach to dealing with the proposed issue anew, a distinct approach indeed!
The fifth point that guided my approach to responding to CFPs is being aware that often CFPs asks for a fresh take on burgeoning issue/problem. Any response to CFP should look like a solution. Adopting a down-to-earth overture is a curtain-raiser to grappling with CFP head-on. The sixth tip comes in the guise of tonality. Maintaining an insistent tone serves two-pronged purposes: one is to bracket off any interference from digressive and deluding thoughts, and the other is to help the proposed perspective gain purchase. The use of an insistent tone wards off any trace of opaqueness that might arise while homing in on the target expectation of CFP. A response to CFP needs to be formed in keeping with the persistent presumption that whether others accept a proposal or not hinges on the same tone underpinning the proposal’s substratum.
The seventh clue to conveying a response to CFP is tricky. Throughout career-building in the academic field, students, scholars, and instructors respond to different types of CFP. Their responses often vary from acceptance and partial acceptance to outright rejection. In the case of outright rejection, it might be tough to bear the brunt of rejection, which might sap the spirit and entelechy one has been cultivating since the beginning of one’s academic footprint. In this condition of being in a low spirit due to sporadic rejection, one must groom oneself with a philosophical maxim, dictum, or conviction. In the wake of angst and anxiety consequent upon the rejection of any response to CFP, it would be tactful if one with the experience of rejection switches instantly from the erstwhile mental frame of lapsing into frustration and lamentation to a new mindset informed by the conviction that having been rejected means being hurled on the rose bed of renewal.
The last trick that may prove pivotal is catching a glimpse of and acting following the zeitgeist of contemporaneity that by and now diffuses across the world of CFPs. The spirit and entelechy of inclusion have penetrated every stroke of knowledge-making. Any linguistic shred and fragment are redolent of an alienating, exclusionary, and unjust practice, triggering a domino effect that ultimately spoils the inherent acceptability of the proposed perspective, no matter how full the proposal would be. All these strategic clues ultimately come down to a praxis that justice-fostering, dignity-ennobling, and identity-acknowledging rather than a collocational, standardized, and stereotypes-filled language pave the way for enriching the acceptability of proposed response to CFP.
Graduate students preparing to enter the job market are always hard-pressed to devote their whole time to completing their dissertation research. Nevertheless, they must invest more time in responding to CFPs for conferences, book reviews, review essays, success narratives, cross-border narratives, writing about their observation, and reflective writing. Since responding to the CFPs for a book chapter, journal articles, and intermezzo requires both intensive and extensive efforts, involvement, and time, it is relevant to conclude that trying to catch low-hanging fruit is an appropriate option for them. However, in no way should it not be understood as an underestimation of the potency and potentiality of graduate students inching closer to a threshold of the job market because there is quite an incredible number of graduate students who have already adorned their CVs with gems of their productive scholarship. However, speaking from a practical perspective and arguing in consideration of the pressure of time, including plenty of both teaching and administrative responsibility on the part of graduate students, there is every reason to advise that trying to catch low-hanging fruit still sounds like a lucrative and economical alternative for graduate students. In connection with this, responding to the CFPs for a conference, book review, review essay, essay on graduate student’s observation, and reflective writing such as cross-border narrative would be inviting and enticing for Ph.D. candidates on the verge of graduation who have built up a professional mindset of plunging into the job market soon.
At last, I would like to opine my thoughts on a type of stereotype that recurs in most of the announcements of CFP. On seeing sentences—such as ‘for book reviews and review essays, graduate students are encouraged and welcomed to contribute’—I felt irreparably stung by a scorpion of inferiority and of being pigeonholed. A query flashed across my mind instantly. There anyone, including me, could not but ask a question—why cannot graduate students, especially PhD candidates, respond to higher CFPs? The answer is obvious. In a general sense, responding to the higher CFPs demands time, resources and involvement. Graduate students are busy people who have a lot of work to do. I too was not an exception to this condition. Therefore, I was occasionally pained to see this sentence, but now I have mastered such a normal thought. With this unpleasant stream of thought, I would like to cut a long story short by saying that trying to catch low-hanging fruit—CFPs for conferences, book reviews, review essays, and reflective and observational writings—is a wise approach to redressing the harsh rhetoric of publish or perish. For clarity’s sake, I have presented below some pointers that could be helpful for any responder responding to a CFP:
Read and understand the CFP: It is in our best interest to go through the CFP document to understand the theme, topic, and requirements. Supportive here is the idea of paying attention to guidelines, word limits, formatting instructions, and submission deadlines.
Choose the right topic: Selecting a topic that aligns well with the theme of the conference or event is of enormous importance. Responders ought to make sure their research is relevant and innovative. Being mindful of the contributions the responder’s abstract makes is worth pondering.
Prepare an abstract: Of all the pointers pivotal to making a success of responding to CFP, crafting a compelling abstract that summarizes our paper or presentation is instrumental. So, the responder needs to clearly state the problem they are addressing, their methodological choice, and critical ideas and insights. It is good to ensure that the abstract is concise and engaging. The most crucial thing is the need to capture the attention of the reviewers.
Follow the submission guidelines: Successful responders to CFP ought to adhere to the submission guidelines provided by the organizers. They should pay close attention to formatting requirements, citation styles, and any specific file formats they may request.
Highlight your contribution: Each scholarly and institutional venue tends to judge an individual contributor to CFP in terms of their contribution. To that end, it is essential for them to clearly articulate the unique contribution of their work. The key to mastering this hurdle is to explain how it fills a gap in the existing literature, provides novel insights, or offers a fresh perspective. The responder need not dither about emphasizing their research’s significance and potential impact.
Present your qualifications: In an age in which an assertion is evaluated vis-à-vis self, highlighting our expertise, qualifications, and relevant experience in the field we are part of is of paramount importance. To buttress our credibility as responders to CFPs, providing a brief overview of our academic or professional background is imperative to establish credibility.
Proofread and edit: Before turning in our response to CFPs, it would be a cautionary measure to carefully proofread and edit our paper or abstract. If we ensure that our abstract is well-structured, free of grammatical errors, and coherent, it will be accepted. This is the principle we all need to live by. For that purpose, we can opt for feedback on our abstract from colleagues or mentors to improve the quality of our writing.
Meet the deadline: Submitting our response without crossing the specified deadline is advantageous because late submissions are typically not accepted. Hence, being proactive and active while planning our time and allowing for ample review and revision is of utmost importance.
Tailor your response: What matters most is the customization of our response to the specific requirements of the CFP. Reviewers are interested in hearing specific things; no one likes hearing general things. Thus, it is good to keep any idea of submitting generic or recycled content at bay. Tuning our response with the particular and genuine requirement is pivotal to actualizing the chance of acceptance.
Be professional and courteous: Since being soft and gracious matters a lot, it would be beneficial if they interact with the organizers and reviewers professionally and respectfully if they respond promptly to any inquiries or requests for additional information. The secret formulary to heighten our chance of having our abstract approved is one associated with living with a growth mindset and collaborative disposition throughout the process.
Works Cited
Garver, E. (1994). Aristotle’s rhetoric: An art of character. University of Chicago Press.
Lakoff, G., & Johnson, M. (2008). Metaphors we live by. University of Chicago Press.
About the Author: Shiva Mainaly is a PhD in rhetoric and composition from the University of Louisville. Currently, at North Dakota State University (NDSU), he will become a postdoctoral research fellow from August 2023. A prolific author, he has published numerous articles in prestigious journals like the Journal of International Students, Constellation, and Composition Studies.
Growing up in a middle-class family with five siblings, my formative years were shaped by the love and care of my elders, instilling in me a sense of confidence and freedom. Among them, my father emerged as the most influential figure, guiding me with his hard work and selfless values. As I reflect on my educational journey and professional life, I realize how my father’s schooling continues to resonate, impacting my academic pursuits and shaping me into an educator who seeks to inspire and transform the lives of others.
The Enduring Legacy of My Father: Inspiring Values in My Academic Journey
Growing up in a modest family in the Baitadi district, my father’s determination, love for education, and selflessness left an indelible impact on my values, beliefs, and personal growth.
Despite their humble circumstances, my father’s family recognized the transformative power of education, impressing upon him the importance of prioritizing learning for a brighter future. Embracing this wisdom, he excelled academically and obtained top honours in the Kanchanpur district, the western part of Nepal. Working part-time to support his further studies, he completed B.Ed. in mathematics from Tribhuvan University, Nepal, and devoted over 36 years to teaching secondary-level mathematics in rural areas.
My father’s life experiences taught me the value of hard work, honesty, and unwavering determination to achieve my goals. His struggles also instilled in me a sense of gratitude for the opportunities I have today. His most profound lesson, however, was selflessness, his unwavering dedication to his family and society left an indelible impression on my character. As I pursued my academic journey, my father’s influence continued to guide me. Although my circumstances were more privileged, his lessons taught me that diligence and integrity make success possible.
His teachings not only shaped me as a good person but also as an authentic individual. I am determined to pass these invaluable lessons to my future family and students. With his enduring legacy as my compass, I seek to inspire and transform lives, just as my father has done throughout his remarkable journey.
Empowerment Through Education: A Personal Academic Journey
My academic journey commenced at home, where my family played the role of my first teachers, introducing me to alphabet belts and basic numbers. Though I began my formal education in a government school like my siblings, I had the privilege of studying in private (boarding) school (first in my family). This choice garnered public attention and prestige in our village, underscoring the value of education.
During my primary education, I excelled in memorization-based learning, securing top positions in my class. However, the system of rote learning limited my true understanding of the subjects. Shifting to government education posed initial challenges due to larger and more diverse classes, but I adapted over time, benefiting from a more flexible learning environment, albeit lacking student-centred approaches.
Upon completing my SLC, I went to Nainital India for my I.Sc., however I realized that my I.Sc. didn’t align with my interests, and faced language difficulties and homesickness. My family, understanding my predicament gave me the freedom to decide my academic path, leading me back to Mahendranagar, my hometown.
Embracing my interest in English, I pursued I.A. with English as my major subject. My academic journey continued rapidly, culminating in a B.A. with a major in English from Mahendranagar. My pursuit of higher education led me to Kathmandu, where I completed my M.A. in English literature from the central department of English in Kirtipur, achieving a first division. During my master’s studies, I harboured aspirations of becoming a police officer, inspired by the bold heroes of Hindi movies. However, my passion for teaching gradually surfaced, steering me away from the police force.
In this journey, education has played a pivotal role in empowering me intellectually. It provided me with knowledge, skills, and critical thinking abilities, enabling me to navigate various academic pursuits successfully. Furthermore, education has empowered me economically by opening doors to career opportunities and professional growth, allowing me to contribute meaningfully to society.
Education also fosters social empowerment, equipping me with the ability to share knowledge, mentor others, and contribute to the transformation of education in Nepal. Through my role as an educator, I have had the privilege of training teacher educators, presenting research papers at national and international conferences, and integrating innovative teaching strategies with ICT in language classrooms.
As I reflect on my academic journey, I recognize that education has been the key to my empowerment in multiple dimensions. Not only has it enriched my personal and professional life, but it has also instilled a deep sense of responsibility to empower others through the dissemination of knowledge and a commitment to transformative education.
Empowering Teaching Through Innovative Integration of ICT
As I embarked on my teaching journey at Darchula Multiple Campus, Khalanga, Darchula, Nepal in 2009 after completing my M.A. in English Literature from Tribhuvan University, I initially questioned whether teaching would become my true passion and profession. Not having an ELT background, my first experiences in university-level ELT classes left me feeling somewhat apprehensive. However, the positive responses and appreciation from both students and colleagues ignited a newfound enjoyment in teaching, leading me to realize that teaching was indeed my passion.
To improve my teaching skills and enhance my expertise in English Language Education further, I pursued a one-year B.Ed. and M.Ed. from Tribhuvan University. Determined to stay up to date with the latest pedagogy and educational technologies, I delved into integrating ICT into my ELT classrooms. The availability of ICT infrastructure, including computer labs, laptops, projectors, multimedia smart boards, and internet facilities, provided valuable tools to enrich the teaching and learning process.
The integration of ICT, though initially challenging, proved to be a motivating force in my teaching practices. Participating in various training sessions, workshops, webinars, and conferences, and learning from online resources like YouTube videos, I gradually adapted to using ICT more effectively in language classrooms. My colleagues often sought technical support from me when incorporating educational software such as MS Teams and Zoom during the transition to online classes amidst the pandemic.
Witnessing my students’ satisfaction and a keen interest in my classes further fueled my motivation to innovate in teaching by strategically incorporating ICT. A significant incident that highlights this impact occurred on 5th July 2021 when I was allowed to conduct ICT training for my colleagues at Far Western University Darchula Multiple Campus Khalanga Darchula. The training focused on using MS Team for upcoming online classes, and it became evident that many faculty members lacked familiarity with ICT in education. Their enthusiasm to learn and improve their ICT practices was inspiring. Guiding them through the basic functionalities of MS Team, such as creating class schedules, adding students as members, conducting quizzes, and facilitating group discussions, the session proved to be both engaging and fruitful, garnering appreciative comments from the participants and the dean of the Faculty of Humanities and Social Sciences.
Despite facing challenges within the academic environment and culture, where well-performing teachers are sometimes undervalued or discriminated against based on political affiliations, I have remained steadfast in fulfilling my professional duties honestly and responsibly. The support and belief from my family, friends, and students have been instrumental in sustaining my resilience.
Through the transformative power of education and the innovative integration of ICT, my passion for teaching has flourished, empowering me intellectually and professionally. Beyond my personal growth, I aspire to be an agent of change, promoting the meaningful use of ICT in education and contributing to the advancement of the educational landscape in Nepal.
M.Phil. at Kathmandu University as a Gateway for Transformation
I decided to pursue an MPhil in English language education from Kathmandu University with the unwavering support and encouragement from my family, friends, and students. Their belief in my abilities and the significance of advancing my academic journey propelled me to seek an institution that would catalyze personal growth and transformation. In this esteemed institution, I got amazing mentors, whose mentorship equipped me with both theoretical knowledge and practical competencies, instilling in me the confidence to implement cutting-edge teaching strategies and adapt to the ever-evolving needs of my future students. Through their guidance, I deepened my understanding of English language education and acquired the necessary skills to become a proficient teacher for 21st-century learners. Engaging in teacher professional development activities, I was exposed to innovative teaching methods, educational technologies, and effective pedagogical approaches that are most relevant in today’s dynamic classroom environments.
Furthermore, the vibrant academic environment at Kathmandu University fostered a strong sense of community among fellow students. Collaborative projects, discussions, and academic events enriched my learning experience and provided me with diverse perspectives on educational practices. This supportive network of peers and colleagues further contributed to my personal and professional growth, creating a nurturing environment for exploration and intellectual development.
During my M.Phil. journey at Kathmandu University, I experienced a profound personal transformation and achieved notable professional growth. Embracing innovative teaching strategies, I contributed to the academic field through publications and disseminated knowledge to a broader audience. Additionally, my academic journey extended into teacher education and research, as I provided training and presented research papers at national and international conferences, contributing to the advancement of Nepal’s education system. This transformation has empowered me with the confidence to foster positive change and cultivate a passion for learning among future generations.
Summing up
My academic journey has been a transformative experience, catalyzed by the influence of my father’s dedication to education and selflessness. From the early years of learning at home to my pursuit of higher education at Kathmandu University, I have been intellectually and professionally empowered. By integrating innovative teaching methods and ICT in the language classroom, I have witnessed heightened student engagement and satisfaction. This journey has also enabled me to contribute actively to the field through my publications and knowledge-sharing endeavours with fellow educators. Supported by the unwavering belief of my family, friends, and students, I am determined to leverage the transformative power of education, creating a positive impact on the lives of students, and fostering progress within Nepal’s education landscape as I continue to evolve as an educator and researcher.
About the Author: Dammar Singh Saud is an assistant professor at Far Western University, Nepal. He holds an M.A. in English Literature and an M.Ed. in English Language Education. Currently pursuing an MPhil in English Language Education at Kathmandu University, his research interests include ELT Pedagogy, ICT in ELT, Teacher Professional Development, and Translanguaging.
One day, in the morning class, I was teaching in B.Ed. first-year students in a community campus. I asked a student to read a text given in the coursebook. She felt odd and did not get up to read the text. I encouraged her to just read the text the way she could, but was shy and showed no willingness to read. After a brief silence, she told me that she would read the text the following day. I did not force her more as I thought that she did not want to lose her face in front of her friends. I also asked other students to read. Some of them were reluctant to read. Those who tried reading lack clear pronunciation and fluency in reading. They could not even produce the simple words correctly.
Likewise, the same day, in the afternoon, I was teaching the students of the first semester of Diploma in Civil Engineering in a community technical institute. I asked some students to read a text from their English course. A boy read the text and pronounced the words as /kəmɪment/ for ‘commitment’, /mæzestɪfɪkesən/ to ‘mystification’, /skɪberd/ to ‘discovered’, /ɔ:skərd/ for ‘obscured’, /sərvɪs/ to ‘serves’, /pɪjrs/ to ‘preyers’ etc. Moreover, I also taught the students of Diploma in Agriculture (Animal Science) on that day and I asked the students to read a text of their course because it was interesting to me that the students who were studying at the Diploma level could not read the text fluently with the correct pronunciation. A girl stood up and pronounced the word ‘fidelity’ as /fɪlɪtɪ/, ‘reminiscence’ as /rɪmkens/, ‘anything’ as /enðɪs/, ‘eye’ as /ɔɪ/, ‘anthropology’ as /entolozi/, ‘spectacle’ as /spekʊlər/, ‘glorious’ as /glɪsɪrɪjs/ etc. while she was reading the text. I am shocked to see the reading proficiency of the students of B. Ed. and Diploma in a technical institute. It is found that they are too weak in reading. Thus, in this write-up, I try to explore some problems regarding this issue in my effort to improve students’ reading.
Introduction
Reading is the process of decoding a message from the given text. Going through a written text in order to understand and comprehend its message can be called reading. Eye movement and word recognition are the essential factors in the reading process. Reading is the main source of information and a means of consolidating and extending our knowledge. It is a kind of practice of using text to create meaning. If there is no meaning being created, there is no reading taking place. Teachers should engage students in reading activities to develop their reading skills.
Munby (1979, as cited in Khaniya, 2005) argues that reading skill incorporates different sub-skills such as recognition of the script of a language, deducing the meaning and use of unfamiliar lexical items, understanding explicitly stated information, understanding conceptual meaning, understanding relations within the sentences, understanding relations between parts of a text through lexical and grammatical cohesion devices, identifying the main points or important information in a piece of discourse, skimming, Scanning, and transcoding information to diagrammatic display that should be internalized and learned by the students for their proper development in reading. My experience in teaching shows that the students have not developed these sub-skills of reading even if they are studying at the Bachelor’s level. It is essential that the students have to develop all these sub-skills while reading the text appropriately.
Causes of Students’ Poor Reading Proficiency
To explore this issue, I discussed it with students in the class and observed their reading practice and found the following main causes:
Effect of COVID-19 Lockdown
The COVID-19 pandemic affected all sectors of life. Education is one of the highly affected sectors. To safeguard the people from coronavirus, the government declared the lockdown. As a result, schools remained closed. The schools could not continue the teaching and learning activities smoothly. Students could not take their regular classes and reading activities halted for several months. Teachers could not engage their students in reading practice either in the face to face or online mode because most of the community schools also could conduct their classes neither physically nor on online mode. The students missed the opportunity of the practice of reading in their class. Students who I have been teaching said that they did not take part in reading activities because of the lockdown, and their teachers completed their courses in a rush without giving attention to developing their reading skills.
No exam: No Reading
Because of the effect of the COVID-19 pandemic, the government could not run the School Education Examination (SEE) and the schools also did not take terminal and annual examinations. Students were promoted to the next class without attending any formal examinations. On the one hand, students did not attend regular classes; on the other hand, they passed without giving an examination. Our students do not study hard if they do not have to take part in the exam. One of the students asserted that ‘neither we give exams nor we study hard’ because of the COVID-19 pandemic. He further mentioned that pariksha dinu parne bhae po padhnu. hamile padhne abhyas garenau ni! (If we have to take an exam, we used to read. We have not practised reading). In this context, neither they read effectively in the class nor did they sit in the exam. As a result, they became weak in their reading.
Declining Reading Culture
The main cause of students being weak in reading is the poor reading culture. Students do not want to read themselves. They want to listen to their teachers reading out the text for them. They do not like to read since reading is difficult for them because it demands the enactment of several subskills at the same time. Reading is a time-consuming and challenging task. One of my students shared her experiences of reading as ‘reading takes much time because I have to search for pronunciation and meaning of the difficult words in the dictionary which is alchhilagdo (lazily) and jhanjhatilo (troublesome) task for me’. She further said that it is also boring to read alone at home. When they are poor at reading, they lack interest in it. We can also say that when they lack interest in reading, they become poor at it. If they read regularly at home, they can develop their reading skill.
Teacher-Centred Reading Practice
Generally, English teachers in community schools just read out the text and explain its meaning to students. They do not provide an opportunity for the students to read or to work out the exercises in the text on their own. Instead, the teachers encourage their students to recite the answer to the question which have been provided by them writing on the whiteboard. Consequently, many students fail to develop their reading skills. They adopt the teacher-centred method to teach reading. They themselves become active to read, interpret and convey the meaning through translation.
My Effort for Developing Reading Skill
As a reading teacher, I have used the following techniques to address the abovementioned reading problems faced by my students at the advanced level.:
Daily Reading Practice in the Class
Normally, advanced-level students are not asked to read in the class. They are expected to comprehend and take part in reasoning and thinking after self-reading practice. However, I ask them to read the text line by line in my class. In the beginning, they felt hesitant, shy and had the fear of losing face before their friends. When they realized that they can improve their reading if they involve in daily reading practice in the class from my counselling, they began taking part in reading activities actively. Although it is time-consuming and burdensome for me, I engage them in reading practice. Regular and continuous practice of daily reading even in B. Ed. class brought a noticeable change in the students that some of them can read the text with correct pronunciation at a slow pace. A few days ago, a new student came to my class. I asked her to read but she hesitated. Seeing her hesitation, another student encouraged her “Sir le hamrailagi padhna bhannubhaeko ho, padhana, yasari yaha ra gharama padhda mero peni padhaima sudhar bhayo [The teacher has told her to read for us. Read the text. I have also improved by reading here and at home]. It was quite satisfying for me to hear such positive feedback on my effort.
Reading at Home with Dictionary
I also motivate my students to read the text at home by using dictionaries. I tell them to underline difficult words and write their pronunciations and meanings with a pencil just above the words and read continuously to develop their reading. Some of them have followed this strategy and found it quite helpful. Those who read at home using dictionaries can read the text easily in the class, and those who come to class without reading at home find it difficult to understand.
Short Oral Question-based Reading
I ask students some short oral questions which are based on the reading text. I tell them that I will ask some short questions from the reading text so that they should read the text at home. The uses of short oral questions encourage students to read the text with a clear purpose. Such questions also give them direction, which ultimately contributes to their reading skill.
Reading in Pair
In my observation, there are two types of readers in the class. Some can read the text wholesome and can not even utter the words clearly. Keeping these two types in mind, I form reading pairs of ‘able’ and ‘ weak’ students. In a pair, they read together, talk and discuss. They read the text collectively. The able student helps his/her pair to read the text. If pairs are formed carefully, they do not hesitate to share their ideas with each other. This reading practice has become beneficial for the students in my classroom
Conclusion
Reading is a pivotal skill to develop students’ vocabulary and content knowledge. Students cannot develop their reading skills if they do not involve in reading activities themselves actively. Continuous, and active involvement of the students in reading texts supports them to develop their reading skills. They should read the text themselves without any hesitation no matter which level they are in. Daily practice of reading in the class with the support of the teachers, reading at home using dictionaries, reading to respond to short oral questions, and reading in pairs are some of the techniques for developing the reading skill of our students. At present, even advanced students are found grappling with reading texts in Nepal as stakeholders of ELT, we need to be aware of this problem and take some concerted effort to address it. For it, I think a long-term action research-based study is needed to explore in-depth the problems of reading students and to find out practical ways of overcoming them.
References
Khaniya, T.R. (2005). Examination for enhanced learning. Kathmandu: Author.
Author’s Bio: Nani Babu Ghimire is a Lecturer at Siddha Jyoti Education Campus Sindhuli, Nepal. He is currently a Ph. D. scholar in English Education at Tribhuvan University.
During my university degree and job in Nepal, I needed to read long texts, reports, and books, but I was a slow reader and would be distracted too easily while reading. Or let’s put this way, my reading strategy made it slow. Now, I’m a graduate student in a US university and reading demand is even deadlier, so I use different reading strategies to overcome the distraction and slow reading. In this blog post, I’ll share my reading strategies then and now highlighting some ineffective and effective strategies, which can be useful for students, researchers, and professionals.
How was my reading like?
We used to have five courses a year in campus and each course came with a couple of books or chapters to read.
“Guys, check the course books and the references list. These are the readings for this course.” Our teacher would say referring to course syllabus.
The course book would be one or two, but the reference list would be longer consisting of four/five other books or chapters to read.
One of us would ask, “Do we need to read all these for our exams?”
The teacher would say, “Well, yes and I would say you to read these for your life.”
I wouldn’t care what he meant by ‘read for your life’ but I was concerned the exams were based on those reading because we had/have paper-pencil-based annual exams and a majority of it would depend on our memory and writing speed. If each course would assign at least four readings, that would sum up twenty readings, which was worrisome. Oh my gosh! How could a person like me with a full-time job manage time for them?
My problem was I wouldn’t turn the next page until I know the meaning of every single word and make sense of every single sentence. I used to consult the bulky Oxford English dictionary and write the meaning of new/difficult words either in Nepali or in English all over the pages and sometimes I would note on a separate notebook to keep books clean. The funny thing was occasionally the meanings in the dictionary would be complicated than the words, which would further push me to check their meanings too! Can you imagine? Moreover, I would also go back and re-read sentences to make more sense, but this multiple ‘regression’ (Ahuja &Ahuja, 2008) not only impeded my reading speed but also impaired my comprehension because I used to engage in microstructures of text rather than inferring meaning and making sense from it in a big picture. Despite all this hard work, I would still be unable to make complete sense of the texts, which would result in ‘reading fatigue’. Then, I would be tired of reading and wouldn’t have any interest and motivation to read further. Isn’t that frustrating?
To make the matter worse, I often used to read aloud as I was told somewhere that it would make my pronunciation better (for speaking). Perhaps, read aloud benefitted my pronunciation somehow but it would result in slower reading and affect my comprehension terribly because I remember, while reading aloud, I consciously used to assess my pronunciation and lose the contextual cues and infer meaning from the text. The vocalization (even sub-vocalization) is subject to contribute to slower reading, reading fatigue and decreased comprehension (Ahuja & Ahuja, 2008).I wonder now, what was the purpose of my reading? Why was I distracted from the major purpose (which I believe is critical reading and meaning construction)?
Besides, I used to easily get distracted while reading. Does that happen to you? Like, you read a couple of sentences or paragraphs, then your mind is out on streets, playgrounds, café, parks, theatre, or it would dwell on some memories, though your eyes were still on the texts. These days, distracts are even deadlier with your mobile phones, tabs, or computers! It doesn’t only hold back our reading but also backfire our comprehension because when we pause reading, allow other thoughts to rule our mind, and resume it, we tend to forget the previous section. Sometimes, we don’t get the full picture without reading the entire section of the chapter or the entire text.
These were some of the reasons for me to get scared of long reading list in campus and similar was the problem with reading texts and reports in my job. Now, when I reflect on my reading journey, I find that it’s not how hard you read but how strategically you read that pays off. However, when we run behind making sense of every single word, it’s going to make things harder. It’s only a myth that one needs to understand every single word to construct meaning from a text. The knowledge of 90% words is enough for readers to comprehend texts(Hirsch, 2003), while mastery of ‘5000- 8000’ most frequently used words including key technical terms are good enough to construct meaning from texts as the rest can be guessed and ignored(Martinez & Murphy, 2012).Sticking on every single word would result in missing contextual clues, disconnect meaning between sentences, lose ability to infer the texts. Likewise, it’s also essential to retain the memory of the previous section/sentences and predict what’s coming up in the text. Reading also has a lot to do with smooth eye-mind coordination (Ahuja & Ahuja, 2008) and thought processing to maximize comprehension and critical reflection. Unfortunately, nobody ever taught me reading strategies and meaning construction processes from the text but only suggested the reading lists.
So, how do I read now?
When I joined the graduate program in a US university last Fall, I still had the same reading hangover and suffered a week or two. Professors would assign three to four research papers/chapters every week including weekly writing assignments. As I had two courses to study and one to teach, I was again trapped in reading (and writing). I would be doomed with slow reading and distractions as I had seven to eight readings worth 20 to 30 pages each. So, I started exploring the reading strategies of my classmates and also sought some advice from the professors, which relieved me to some extent. Based on these interactions, I changed my reading strategies and feel comfortable reading texts, papers, and chapters every day now.
First, I figure out the purpose of the assigned readings and the purpose of the authors. My class readings are basically aligned with the themes of the week and professors want us to have a general idea of the texts and dwell on a couple of major issues raised in it. So, I use skimming and scanning strategies. I skim through the title, abstract, key words, headings and sub-headings, infographs/tables/illustrations and reach the end. It gives me a very general idea of what’s the text is all about like having a big picture of forest before figuring out its trees. Ahuja and Ahuja (2008) compare skimming with overviewing the forest and scanning with spotting the trees.
After skimming, I only read those sections which are useful based on my task and purposes, then skip the rest. While reading these sections, I read the thesis statement or argument of each paragraph (and not read the entire paragraph) because that’s the crux of it and identifying the thesis sentence/argument in paragraphs also gives me idea of composing effective paragraphs. So, understanding writing helps reading and vice-versa, because the reading text is eventually a piece of writing.
I also make sure to highlight (underline, color or circle) striking ideas, arguments and major issues in the paper and write quick notes (very short) usually stating my feelings and evaluation over the ideas. I pay more attention in the conclusion section and would read every sentence because that’s where the author/s summarize the ideas of the papers, state the limitations, and show the scope for further studies. In doing so, I go through the notes or highlighted sections once again to summarize my understanding. Then I would pause and reflection on the ideas/issues raised and agree/disagree or advance my perspectives.
What about vocabulary? I still check a couple of words if there are new terminology on titles, abstract and key words section but I have stopped worrying about every new word that I came across. I know there are still multiple new/difficult words but believe me they don’t bother me much to construct meaning of the texts.
Another most useful strategy I use to avoid distraction and speed up reading is the timed reading. Yes, once I’m ready for reading, I turn off notifications on mobile or computer, disconnect Wi-Fi (on mobile) and set the time for the text, which has paid me off with great results in terms of both reading speed and meaning construction. When I set my target to achieve a definite amount of reading in a limited time, I train my mind and orient it towards my goals, which has been amazingly useful for me.
The reading strategies I discussed above are basically applicable for technical texts for university students, researchers or professional and I’m mindful these reading strategies can vary depending on types of texts (ex. literary texts) and purpose of your reading. So, I shared my personal reading struggles and lately practiced reading strategies, which may not necessarily reflect yours. As the purpose of this blog to generate discourse on reading strategies people use, I would appreciate if you could share your reading strategies in the comments below.
The author:Jeevan Karki is a graduate student and writing instructor at the University of Washington, Seattle Campus.
References
Ahuja, P. & Ahuja G.C. (2008). How to increase your reading speed. Sterling Paperbacks.
Hirsch, E. D. (2003). Reading comprehension requires knowledge—Of words and the world. American Educator, 10–29.
Martinez, R., & Murphy, V. A. (2012). Effect of frequency and idiomaticity on second Language reading comprehension. TESOL Quarterly, 45(2), 267–290.
I worked as an English language teacher, then worked as a teacher trainer. Now I have taken the new role of basic reading skills development expert in the Nepali language! Actually, it has been an interesting experience for me to work in the teaching-learning of both languages. Now, I am now trying to see how English language teaching can help Nepali and vice-versa. With the recent development of the five component- based reading approach around the world, the focus of reading skill development in native language has been shifted. And the latest approach is giving better results. In this post, I am trying to explore the trends and gaps in reading skills teaching in English language and share some encouraging changes in the reading skills in the early graders in the Nepali language. Finally, I propose to borrow the five component- based reading approach from the Nepali language classrooms into the English classrooms.
Reading skills in English language classroom
Though the curriculum states English as the second language in the classroom, there are students from many different backgrounds, which makes Nepali the second language for them and English after that. In a way, it is taught and practised as the foreign language. One of the general objectives of primary level English curriculum (Primary Education Curriculum, 2063) is “…to help them develop enthusiasm for reading so that they will be responsive and knowledgeable readers” On the other hand, one of the objectives of reading in early grades (1 to 3) is to “put sounds together to read words and sentences and read words and simple sentences, and understand them.” English teaching as a subject in early grade aims of developing students’ ability to use English effectively in real life situation as per the national curriculum framework of Nepal.
As the curriculum suggests teaching-learning activity is to be based on oral-situation-approach. However, during my time of working closely with teachers and students as well as the close observation of teaching-learning in classrooms, I found only a handful of teachers using target language i.e. oral situational approach in the classrooms and most of them use the grammar-translation method to deliver the lessons. Mostly, teachers are active and take more talking time in the learning process, while students are passive receivers and get no or insufficient time to use or practice the language in the classroom. As a result, students learn about the language only not the language itself. During the lessons, for instance in alphabet teaching, teachers ask students to follow him/her like, a… for apple, b… for ball, c… for cat… The early graders are provided with the Nepali translations of new words from the teachers and they are also supposed to mug up the meaning of a particular word in Nepali. Even teaching chant is done in a very unsystematic way where students read chant like reading any other text. Yes, read not sing! Students are seen decoding the letters but cannot decode (read) words or utter them at once. On the other hand, those who decode do not understand the meaning. In my observation, a very few numbers of teachers engage students inchild-centredd activities as prescribed by the curriculum. Group work, pair work and other learning strategies with specific learning tasks are very rare in the classroom activities. As the most popular strategies the teacher uses are; explain unfamiliar words and text in Nepali, read aloud, choral reading, reading by a few students, and answers the comprehension questions using the grammar-translation method. During my observation, I found few measurable gaps in teaching English in early grades (1-3) such as;
Less exposure of English language: Not only the students get less exposure to use the target language in the classroom but teachers themselves use handful expressions of English. Few short expressions of English is used such as stand up, come in, ok, you read, did you understand, now read, your turn, turn page no are the most common expressions as the classroom language.
Focus only on teaching items rather than skills: The teachers only cover the teaching items of the textbook where they focus only on the contents. They are less aware of the basic reading skills such as phonological awareness, concepts of print, letter-sound association and blending of sounds, syllable reading, vocabulary building, comprehension and fluency.
Comprehension teaching is less focused: The main emphasis of teaching is mostly based on the drills and deliver the meaning of the whole text in Nepali. Although reading comprehension is regarded as the essential part of reading, it is mostly neglected during the lesson. Actually, teachers read the text and write the answers on the board and students are asked to copy that. Now the question is who is learning here- teacher or students? Students are not prepared to strengthen their reading comprehension.
Nevertheless, a few good examples of letter recognition is seen in English learning. Few teachers were seen using readymade domino game to link relationship with sound and letter. Students were able to utter correct pronunciation of English letters after the domino practice. They were able to decode the letters in words. When it comes to the matter of word reading, a few students were able to decode words with proper pronunciation. Generally, they were able to decode the monosyllabic words such as bus, high, red etc. but had difficulty in multi-syllabic words. In my observations, I found most of the teachers struggling in making students read words at once. In addition, teachers are struggling to develop vocabulary, reading fluency, and reading comprehension in students.
Reading skills in Nepali language classroom
While working closely with teachers and students and closely observing the Nepali language classes, I found some changes in teaching the Nepali language. First, there is an extension of time for the Nepali language in schools. With the emphasis of giving more inputs and exposure of Nepali language to students, two periods a day is allocated for it. Second, a new approach called five components based learning approach is used in teaching the Nepali language. And third, a new strategy called gradual release of responsibility is used in teaching learning process.
Now let me basically share about the five component based reading with a short account of classroom activities and the gradual release of responsibility strategy. The five component- based reading includes phonemic awareness, phonics, vocabulary, reading fluency and reading comprehension.
Teachers start his/her ninety-minute class with the everyday lesson with Phonemic Awareness activities like sound recognition, blending syllables into words and segmenting words into syllables. Then they gradually move to Phonics activities like introducing letter, its corresponding sound and possible words that it comes with. In addition, they involve students in stroke writing, syllables (Brahakhari) reading, word reading and reading a short decodable text. Moving onto the next component of Vocabulary, teachers introduce the vocabulary before presenting a decodable text/story. They introduce three new words with proper pronunciation, meaning and use in a sentence. Then the students are asked to read the text/story to improve their reading Fluency followed by necessary support and model reading from the teacher. Then to assess the reading Comprehension, teachers use factual and inferential questions. Finally, to test the students reading and writing skill, teachers use dictation technique.
In order to teach these components, teachers use the Gradual Release Responsibility strategy. There is basically three phase of presenting a learning item according to this strategy. At first, the teacher demonstrates the new skill of language for a few times, which is known as “I do”. During this time, students are only supposed to watch and listen to the teachers. Then the teacher and students practice the skill together, which is known as “We do”. Finally, the students are given the responsibility to demonstrate the new language skills, while the teacher observes closely and supports them. This phase is known as “You do”. This concept is developed to transfer the new skills of language from teacher to student in a non- threatening way. After all, the ultimate goal of teaching is to enable students to demonstrate knowledge and skills themselves. Gradual release of responsibility believes that students should be presented with a good demonstration of what the teachers expect from them. Then the teacher should slowly engage students in the activity. This phase is mostly teacher guided but both teacher and students are involved. Finally, the students are asked to practice and demonstrate the skill. This concept can be illustrated in the following figure:
Gradual Release of Responsibility- Pearson & Gallagher (1983)
Student learning in the class
I was surprised to see that most of the students in classrooms were able to decode the taught letters and bring themselves into storybooks of different genres from classroom corner library. Teachers, on the other hand, were seen feeling comfortable in doing the lesson in a structured way. They shared that they had never ever experienced such a learning environment in the classroom since they begin to teach the Nepali language. And they believe that this approach is significantly supporting even the students from non- Nepali background to learn Nepali in a better way.
In the follow-up discussion, the teachers expressed that a majority of students have been dropping out from schools when they reach the upper grades. They also revealed that the majority of droppers could not read the text properly and comprehend the meaning. Consequently, they feel ashamed, disheartened, ignored and are punished in many cases and leave the school. Those who continue their education struggle to achieve better.
Researches have shown that students who do not learn to read in the early grades are more likely to repeat the grade. Those who are upgraded are more likely to drop out of school. In Nepal, if 100 students enroll in grade one, only 30% of them stay in school till the end of their school education. About 70% of students drop out of the school system. It is believed that this horrible situation will lessen once they get competency over the language during their early grades and achieve overall academic success.
Achieving the objectives of the English language curriculum primarily in early grade is inevitable in order to retain the students in upper grades. If students cannot achieve competency over the English language in early grades, their academic success in upper grades cannot be ensured. To address the lacking part in English learning and make the students competent reader in English, Nepal government should introduce five components based reading approach as the core approach to teaching language in early grades. As discussed with cases of Nepali language above, students in this approach get good opportunity to practice reading skills in a carefully guided environment. Moreover, it controls teachers from being active every time and gradually releases the responsibility of learning from teacher to students.
References:
Curriculum Development Centre (2007). Primary Education Curriculum (in Nepali). Curriculum Development Centre, Ministry of Education.
Pearson, P. D. and M. C. Gallagher, (1983).The Instruction of Reading Comprehension. Contemporary Educational Psychology, (8), 317-344.
* Mr Koirala is an MA from Tribhuvan University. He has been working in the capacity of literacy officer in an organization. His area of interest also includes writing, theatre performance and art.
In my experience reading through the existing documents and reviewing relevant literature is a challenging job in the research process. The process of reviewing literature continues from the beginning of thinking about research to finalising a research paper or thesis. I believe that a researcher begins a research right from the beginning to think about what the research problem is and explores relevant information to the research problem. A researcher uses own bank of knowledge and various documents as a reference to define the research problem. However, it is not an easy job for anyone to explore resources and to find relevant information in the resources. Here, the researcher needs to have skills in reading documents and reviewing the literature and most importantly select the right resources from a vast ocean of resources such as the physical library, digital library and websites.
Let me share my experience of exploring resources, finding right documents, reading through lines and picking relevant information from the documents. When I started my second Masters in Education at the University of Bedfordshire in England in 2009, I struggled a lot to understand and learn the way of searching documents in both physical and digital libraries and had to wriggle when I was unable to recognise right information in the available resources. I cannot remember how often the library liaisons and tutors helped me explore digital books, journals and website information. It took a while to recognise the right information in journals, book chapters, newspapers and websites. I believe the way I learnt to read documents and review information relevant to research problems, questions or purposes is a generic skill needed for researchers to review literature. As you read a document, remember what to review.
In the beginning days of my Master’s research, I used to randomly pick information from documents, but gradually my tutors’ support and guidance, and the seminars I attended helped me to improve my way of reading skills and develop skills of reviewing literature. As a result, I was able to review the literature for my research more comfortably and systematically. Moreover, I was able to reflect the skills in my doctoral research activities from the beginning of developing a research proposal to the end of finalising thesis at the University of Canterbury, New Zealand. The following diagram provides a guideline:
The above diagram (Presented by Professor Janinka Greenwood in the Creativity & Change Lab at the University of Canterbury) provides a fundamental guideline for reading documents and reviewing literature. The circles are interconnected in a literature and having the diagram on their mind can help a researcher to explore the right information in the documents and review literature systematically. The Topic in the diagram refers to the research topic. As a researcher or writer one needs to have a clear topic or the area to explore the right documents and the information within the documents. Moreover, the key aspects in the documents need to be relevant to the researcher’s own research area to relate the literature of the document. On the other hand, the Context in the diagram refers to the context of the research that the researcher has focused. When reviewing literature from journal articles, book chapters or other resources, a researcher needs to locate the context of the research information in the documents and provide the context in own review of the literature. The information becomes meaningful only in the contexts, the researcher must consider the context as an important aspect of the literature review process. The next important aspect of the literature review process is the Intention of the researcher which helps to read a wide range of texts in a document and explore the right content s/he wants to draw from the document. Another important aspect is the Criticality. The researcher needs to analyse how the information of the document relates to the topic and interpret it. It is a very important aspect in the process of reviewing information and interpreting in the body of literature because there is always a chance of biases. The researcher needs to reduce prejudices in the reviewed information.
When I started my doctoral research in education at the university, I got a good platform to learn reading skills and the skills of reviewing literature. Regular seminars in our research lab provided me with more opportunities for learning the strict discipline of reviewing literature such as exploring archived documents in a digital repository and printed materials, selecting right documents, scanning and skimming information in the documents. A researcher can use keywords and phrases to explore relevant materials available online from google, google scholar, EBSCOhost, digital library, etc. Similarly, the key terms and ideas of research can be helpful to select relevant books, journals and previous theses in the physical library. Moreover, the key ideas (specific topics) of the research can lead to reading through journal articles, specific chapters of bulky books and other documents. When reviewing literature, the researcher needs to have specific ideas to pick information from the resources such as journal article, book chapter, newspaper or other web pages and to interpret the information without any prejudices. The above diagram gives an idea to follow reading documents and what information to be reviewed from the resources. While reviewing any literature or a journal article, the researcher needs to bear in mind: who the researcher is, when the research was published, what the research is about (topic/ area), where the research took place (context), how the research was conducted (methodology) and what the results are. I believe that these key ideas help the researcher explore relevant information from documents, note key information when reading, interpret the information systematically and save valuable time.
translator in the field of Nepali literature and translation. In addition to teaching English, he is also actively involved as an executive member of the Nepal Translators’ Society. His poems, essays, translations, and articles have been published in various literary and online magazines. His deep love for literature and passion for travel have shaped a profound philosophical perspective in his creations. Recently, his English translation of the anthology of poetry Premko Aadim Geet has been published, further establishing his contribution to the field of literary translation.
Reading skills in English language classroom 
