We are pleased to announce the publication of the January–June 2026 biannual issue of ELT Choutari. This collection synthesizes reflective narratives, empirical action research, and scholarly critical reviews contributed by educators, researchers, and practitioners. The articles presented herein offer diverse pedagogical perspectives on English language teaching (ELT) and linguistic research within the specific sociocultural landscape of Nepal. By documenting authentic classroom experiences and refining pedagogical methodologies, ELT Choutari serves as a vital platform for bridging the divide between theoretical frameworks and practical classroom application.
The subsequent section offers a detailed introduction to our esteemed contributors, accompanied by concise summaries of their scholarly reflections and action research insights. We trust that these experiential narratives and pedagogical anecdotes will serve as a significant resource for our readers, providing actionable strategies and theoretical depth applicable to diverse educational settings. By meticulously documenting these voices, we aim to facilitate a broader understanding of the challenges and triumphs inherent in contemporary language instruction.
Mr. Arjun Jung Rayamajhi, in this article, replicates a deeply personal and moving story about the power of education. The author, who grew up in a small village in the countryside, far from amenities, has risen from a young student to earning a doctorate at a top-ten university in Nepal, and chronicles the harsh socio-economic constraints that stand in the way of rural students. It emphasizes that students can overcome the systemic challenges and continue to engage in their lifelong journey of learning through determination, early teacher encouragement, and academic resilience.
Likewise, Mr. Tirtha Raj Ranabhat, in his article, applies the method of narrative inquiry to understand the reasons for undergraduates’ reluctance to speak English fluently in a multicultural, multilingual classroom in Aadikavi Bhanubhat Campus, Tanahun. His research with students from different backgrounds sheds light on why this is the case: the influence of the mother tongue, cultural home environments, and a lack of targeted motivation for learning a language, as well as an educational bias towards written skills over oral fluency. He believes in using flexible and interactive teaching approaches which are inclusive and encourage learner autonomy and reduce language anxiety.
In his thought-provoking article, Mr. Dasarath Rai has raised the question: Does Punctuation Matter? and here is why: He makes an analogy between musical notation and structural grammar, and asserts that punctuation has a life beyond the literal and regulates pauses, emphasis, human emotion, and ideological authority. He condemns the lack of attention to the instruction of punctuation in the English classrooms of Nepalese schools and colleges, and says that without attention to such nuances, students are not equipped to become truly global, empathic communicators.
In his book review titled Teaching English as an International Language,Mr. Nar Bahadur Bist provides a comprehensive evaluation of the eponymous text authored by Ali Fuad Selvi and Nicola Galloway. The reviewer methodically deconstructs the core themes of the work, specifically addressing the historical expansion of global English, the strategic design of an EIL (English as an International Language) curriculum, and the necessary transition in assessment practices away from traditional native-speaker norms. By critically engaging with these elements, the review underscores the significance of the book as an interdisciplinary resource tailored for teacher educators, scholars, and policymakers alike.
Here is the list of blogs for you to navigate in this issue::
Lastly, we extend heartfelt gratitude to all our editors and reviewers – Dr. Nani Babu Ghimire, Dr. Mohan Singh Saud, Dr. Jnanu Raj Poudel, Jeevan Karki, Sagar Poudel, Karuna Nepal, Puskar Chaudhary, and Dasharath Rai- for their dedicated efforts in bringing this issue to completion.
ELT Chautari remains a welcoming space for researchers, scholars, educators, and practitioners to share insights, practices, and narratives from classrooms and communities alike. We warmly invite you to contribute to our upcoming issue by submitting your articles and reflections to 2elt.choutari@gmail.com.
Language is the main means of communication, and the goal of English language instruction is to provide pupils with the ability to understand and use the language orally and in writing. It also bridges the ideas and emotions of communicators. This study focuses on the difficulties Bachelor Level students at the Aadikavi Bhanubhakta Campus, Damauli, Tanahun encounter when learning English as a foreign language (EFL) in the classroom, with a particular emphasis on their reluctance to speak the language fluently. The study investigates the causes of this reluctance, including the impact of mother tongue and culture, deficiency of motivation, conventional teaching methods, and an unbalanced emphasis on particular language abilities. In-depth interviews with four bachelor-level students from various language and cultural backgrounds are conducted as part of the research’s qualitative design. The results show that the student’s reluctance to talk in English is caused by various factors, including the prevalence of their mother tongue, cultural norms at home, a lack of drive, and conventional teaching approaches that place a higher value on written than oral fluency. The participants offer strategies to deal with these issues, highlighting the necessity of peer group discussions, interactive and communicative teaching methods, and activities encouraging student autonomy. They support an adaptable method that lets students from multicultural and multilingual backgrounds express themselves freely without worrying about making grammatical or pronunciation mistakes. The study highlights how crucial it is to establish a welcoming and inclusive learning atmosphere to improve.
Language helps to exchange information, news, feelings and many more between or among conservationists. It also helps share fears, tears and cheers among speakers and listeners.Nepal is a country of cultural, religious and linguistic diversity. After the implementation of the Interim constitution in 2007 AD, the dawn of multilingualism and multiculturalism was heralded in Nepal. It states that Nepal is a secular, multilingual and multicultural country.
The constitution has stated that receiving a basic education in one’s mother tongue is a fundamental right. Subsequently, the Ministry of Education (MOE) in its 2007 National Curriculum Framework for School Education stated the need for acknowledging local knowledge, cultures, and languages in schools. According to the current Constitution, Nepal is a secular, inclusive, democratic, socialism-oriented state where we can perceive that “All the Nepalese people, with multiethnic, multilingual, multireligious, multicultural characteristics” (Part 1, Article 4). “Every Nepalese community residing in Nepal shall have the right to get education in its mother tongue and, for that purpose, to open and operate schools and educational institutes, by law.” (Article 31).
The purpose of English language education is to provide students with the capabilities to understand the language appropriately and to have good ability in written and oral (Richard, 2008). Since English is an international and global language, it works as a passport for the conversation. It bridges between or among interlocutors. Listening, speaking, reading and writing are four language skills which are divided into two skills receptive and productive. Listening and reading fall under the category of receptive skills and speaking and writing are productive skills (Saraswathi, 2004). Speaking is the primary means of communication. Speaking skills are a must at any place at any time. It enables conversational partners to express inner feelings. It also fosters the analytical, interpretive, synthetic, evaluative, creative, and critical power of the speakers and listeners. In addition, it generates, articulates, fosters, convinces, persuades and sometimes distracts the conversational partners too. In the context of Nepal, it has been geographically and administratively or politically divided into different factors. Geographically or naturally, it has been divided into the Himalayan region, the Mountainous region and the Tarai region. The majority of people from Thakali, Tamang, Lama, Gurung etc live in the Himalayan religion, Magar, Gurung, Brahmin, Chhetri and other castes live here. In addition, Danuwaar, Rai, Limbu, Lepchaa, Waaiabaa, Shah etc live in the Tarai region. They have their typical language and culture. National Education Policy 2019 states “management of multilingual education based on mother tongue, Nepali and English as a medium of instruction in addition to the mother tongue according to the linguistic diversity of Nepal, children’s interests and needs.” (Policy 10.8).
As a faculty member in the English Department, at the same aforementioned college, i.e. Aadikavi Bhnubhakta Campus , Quality Assurance and Accreditation (QAA) -certified affiliated college of Tribhuvan University, I have been teaching English to undergraduate students mainly from the Humanities and Social Science Faculty, Management and Education Faculty for 5 years. Nestled in the western part of Nepal, the campus has been the intellectual hub of English education for mainly the students of Tanahun, Lamjung, Gorkha, Nawalpur and other adjoining districts. English has been a charming subject for many aspiring students mainly female, ethnic, indigenous, Dalit and many more who are planning to go abroad and who long to be English teachers. One interesting point is they are from different linguistic, cultural and socio-economic backgrounds and abilities and have their own peculiar speaking English experience. An individual owns his/her language and culture. (Chand, 2020) stated, “Our community is mixed up with people from these diverse cultures.” So are in the classroom. Previously, i.e. before conducting this research, I guessed that there was variety and prosperity in speaking English in such a multilingual and multicultural class but it was beyond my expectations when I talked with them so I had a keen desire to research it.
However, most of them belong to lower socio-economic families and they do not have good skills in English because of their origin, i.e. the influence of mother tongue, lack of confidence, practice interaction, home environment, community school background, lack of exposure, fear, lack of motivation and feedback, teachers’ interference, fear of making mistake and poor English background. When it comes to speaking skills in English in different contexts such as delivering a speech, participating in speech contests, individual presentations and interaction, I particularly found students from bachelor-level students even who are majoring in English at the campus are unable to properly speak English fluently, and unhesitatingly communicate in different contexts. Students even majoring in English who hesitate to communicate properly in English without hesitation seem to be challenging not only for students but also for me as long as I have been teaching English over the last twenty years from the grassroots level to the Bachelors’ level in different public and private schools and colleges of Nepal.
Purpose of the Study
This research paper, ‘Learners Hesitation in Speaking English in the English Classroom in Multicultural and Multilingual Context ‘ aims to diagnose critically the scenario of English language skills mainly speaking skills from different perspectives in the aforesaid campus. The chief purpose of this research was to find out the main components that have obstructed Bachelor Level students of the aforementioned college in English EFL classrooms. The main target of this research paper was to investigate the main causes of hesitation and suitable alternatives to solve them.
In addition, it aims to explore why the students are lagging in nurturing their speaking power and how this problem can be sorted out with specific strategies or solutions with the interconnection of existing policies of multilingualism and multiculturalism. The final motto of this research is to enable students to separate whether nurture or nature is more important in speaking English. Eventually, it targets to chase perfection and pleasure in speech. If not, they are received, they are likely to bring excellence and hope. This results in a win-win situation.
Research Questions
The undivided purpose of this research is to find out the situations, components and appropriate solutions hesitation of students while communicating in an EFL classroom and outside its periphery. I designed research questions clinging or sticking to my objectives. My research purpose bound me to design my main question in the given ways:
How is the speaking scenario of their college and how do they feel while teaching or learning to speak English in multicultural and multilingual contexts?
To ease, lead, further my research and reach the knowledge construction level with step by step-by-step procedure, I designed the auxiliary questions which are listed below:
What are the problems they are facing in such a context?
How can we solve these problems?
Theories Implied
Nepal cherishes the diversity of its languages, cultures, and religions. Nepal’s Constitution has acknowledged the value of multilingualism and multiculturalism in the nation. Every Nepalese community living in Nepal is also guaranteed by the Constitution the right to receive an education in their mother tongue and the right to establish and run schools and other educational facilities for that purpose.
For pupils to have effective written and spoken communication skills, as well as proper language comprehension, English language instruction, is essential. The two categories of language skills—receptive and productive—are speaking, listening, reading, and writing. Speaking is the most important form of communication and is necessary everywhere, at all times.
In this research, I have used Constructivist and Communicative constructivism theory. Constructivist theory is a post-structuralist theory of evolution and development that deals with knowledge construction and learning. It explains how structures, language activity, and meaning are developed. According to Burleson (2007), constructivism is a general theory of communication skills that examines skilled behaviour concerning three major communication processes: social perception, message production, and message reception. The author describes some of the background factors that lead some people to emerge as highly skilful communicators and others as less skilled.
Communicative constructivism elaborates on social constructivism and links it to Habermas’ theory of communicative action. It considers knowledge, body, performance, and objects as part of communicative action. The CLT approach allows both teachers and students to transfer their traditional teaching and learning beliefs into an innovative teaching and learning approach. For example, a well-known educator (Dos Santos, 2019a; Dos Santos, 2019b) in language learning advocated that today’s students like to use technological-assisted materials and tools for language learning, such as social media platforms and internet chat groups. To meet the needs of these students, such visual and interpersonal communicative tools must be created and employed.
Methodology
I chose an interpretive research paradigm for the study. This is a qualitative research design study. Narrative inquiry is a qualitative methodology of studying the experiences of participants through a recollection and spontaneous narrative of lived stories and events. (Clandinin and Huber,2010). For this purpose, four bachelor-level students of the aforenamed campus from different language and cultural backgrounds were interviewed and information was collected. Among them, one of them was from the Muslim community, next from the Magar community, another from the Gurung community and the final one was the student who was reared in India with a different culture where Panjaabi was used as the main language. The selection of the students itself was diverse and inclusive by nature so I expected unique output or results too. For that purpose, I interviewed them in depth and collected the data. Next, I used a mobile phone and recorded the audio interview. Being an interviewer and researcher, I filtered, evaluated and analyzed the transcription. Finally, I drew out the conclusion. Besides, different sources, I visited and surfed various research sites, blogs, and websites as secondary sources for this research.
Every individual has the right to secrecy. Even the constitution of Nepal has such provision for the right to privacy. Article 28 of the Constitution of Nepal, 2072 BS, explicitly outlines the right to privacy. It stipulates that the privacy of an individual’s life, residence, property, documents, statistics, correspondence, and character-related matters shall be inviolable, except when constrained by the law. Confidentiality and ethical issues are utmost in any research. For that motto, the names of the participants are changed into pseudo-names to preserve anonymity. Among them, the first participant is named Mr A, the second one is Ms B, the third participant is Ms C and the fourth or final one is Ms D. Likewise, the original words of the participants are written to maintain the trust and originality of the research.
Discussion and Findings
Speaking skill is the buzzword and popularly demanded practical skill in today’s world. However, it has been just like a fishbone stung in the throat to those who are studying English as a second, third or fourth language in multilingual and multicultural contexts. There are reasons behind it though it needs one and all. Hesitation has been a chief hindrance to sharing inner feelings because of which the voice that is supposed to be expressed or heard always remains in a vacuum. For that, they express their problems being hesitated and have come up with specific measurements too which work as a catalyst to boost their speaking skill. With the in-depth interview of four bachelor-level students, the interpretations are made here.
Theme 1 : Influence of Mother Tongue and Culture
Home is the first school of the child because either civilized or educated culture and language or barbarous or know-nothing culture begins from home. The child learns the first language at home. The ability to communicate effectively in English exemplifies the correctness of pronunciation and intonation and directly affects the appropriate communication in conversation (Zhang & Yin, 2009). Mr A, Ms B and C belonged to Muslim, Magar and Gurung communities respectively. According to them, they were highly influenced and dominated by their mother – tongue, culture from home and dominance of teachers. Mr. A said, “I could not speak English unhesitatingly because of the influence of culture. I had to recite Quaran and Namaz instead of reading and speaking English. Not only that, they spoke Arabic, and Urdu at home instead of Nepali. When I joined in school it was too difficult to learn Nepali and English simultaneously so I was lagging in English because they were his third and fourth languages instead. Further, he added his anecdote when he was in school. He said, ” My school used to call every student one by one to deliver the speech in the class in English period but I was almost hopeless and my mind went blank. The teachers were nitpickers and only criticised grammatical errors, pronunciation, and tone. I was almost paralysed and could not express my view in the way that I expected and speak nothing due to the interference of my mother tongue and culture.” But what he now opines is that he is a little bit improving due to peer talk at college and school since he is a teacher too. He also added that the memories of those days sometimes haunt his college, and professional life.
Similarly, Ms B and C were dominated more than Mr A due to the excessive use of their mother tongue at home and even at school. Ms B said, ” I was reared in a monolingual and monocultural society where all the neighbours belong to the Magar community who only use their mother tongue and culture. When she went to school too, she found almost the same environment because more than 90 % of students and personnel of the school belonged to her community. When I was called to speak last year in the class, I was almost dumb and could speak nothing due to hesitation that was because of the interference of my mother tongue. The reason behind it was that we hardly practised English so I felt hesitant while speaking in college and public. Now I had a little bit of improvement in speaking when I started interacting with my teachers and began working as an English teacher in a private school in my locality.” The story of Ms C was also interesting who belonged to the Gurung community. She said, “Our English teacher learnt the Gurung language and taught us to translate in that language when we did not understand English. How could we speak English in school when we could not understand and speak Nepali either? It has hindered me in my college too. Now I have started teaching in public schools where English is used as the medium of instruction so I should say there is a green signal of change in my speaking ability. ” Likewise, the fourth one Ms D said,” I was reared in India. Though people thought I had good English speaking power it was not in the past and is not at present either due to the influence of Hindi and Punjabi. Our neighbors and schools focused on those languages, nevertheless English. I hesitated due to distinct accent, tone, and pronunciation in my college since Punjabi and Hindi have dominated my English”
Theme 2: Lack of Motivation
Motivation is a state of cognitive arousal or internal drive that pushes someone to do things to do something. It is the heart of learning. It reduces tension, energizes and activates the students. But the participants are far-flung which is one of the core causes of hesitation of motivation. It is mentioned in the literature that motivation is a key to students’ learning success (Chinmoy, 2007). In this sense, motivation is a key consideration in determining the preparedness of learners to communicate. Zua (2008) further adds that motivation is an inner energy. She says that no matter what kinds of motivation the learners possess it will enhance their study interest. However, I have found distinct data in this research. This is the case with one of the participants Mr. A expressed that his orthodox and strict father never allowed him to read loudly nor speak English at home, though he was too willing to learn, talk, and lead ahead. He added, ‘My family environment discouraged, demoted, and hesitated me to speak and improve my English.’ Another participant Ms B had a different version in this case. She said, “My family, school, and surroundings had hegemony of the Magar language and culture. I should say my luck was fifty-fifty and I enjoyed listening to English speaking mainly during festivals and holidays when my neighboring brothers and sisters who came to the village from the town had gone for study purposes and foreign countries for studies and jobs and conversed in English with their fellow friends. Sometimes I used to add ‘yes or no in the middle. That was that .”
Similarly, another participant, Ms C responded that teachers always used dogmatic and authoritarian styles since her school education till this date. She responded, “We were always criticized, ignored, and harassed while speaking English by our colleagues and teachers. The teachers only focused on grammar and pronunciation rather than fluency and content.” Similarly, the next participant Ms. D expressed that they never got an opportunity to share their inner feelings and opined that speaking English was a far cry from what she along with her colleagues had expected because the teachers used only teacher-centered lecture methods while teaching and they were never motivated to speak and use their feelings without hesitation. This shows that too much correction and interruption by the teacher discouraged learners and hesitation reigned over them.
Theme 3: Use of Traditional Teaching style
Teaching is an art which is to be updated according to time and situation. While doing research, I found that students hesitate to speak English because of the outdated monotonous teaching style. Mostly pedagogy is based on grammar translation and outdated theories and methods in remote areas to date. One of the participants Mr A said, “Our teachers rarely use interactive and communicative approach or true learning style to teach where students never shared their opinions because they only used chalk and talk principle though the projectors, smart TVs and multimedia devices availed in the college. It would add a cherry on the cake and we would be encouraged to express our inner desires and feelings with their proper use.” Though it is said that students are not empty pots waiting to be poured knowledge delivered by the teachers nor passive listeners rather they are to participate in the teaching and learning activities of the classroom, the teachers are still using deductive and teacher-centred lecture methods in the classroom where students can act nothing except yawning, moving limbs nonetheless uttering any English words in the forty-five-minute classroom. What can be more than this for the hesitation among students? Poorman (2002) observes that ” true learning cannot take place when students are passive observers of the process”. In addition, another participant Ms.D responded that our teachers only wrote notes on the whiteboard, which we copied and they used the grammar-translation method to make us understand but never asked us to discuss, analyse, comment, evaluate and interact on it which made us lag on speaking. This shows that students are presented as silent dummies or empty pots waiting to be filled by teacherly knowledge who do not act anything rather than considered bright sparks waiting to be ignited.
Theme 4: Biased Use of Language Skills
A vivid and effective communicative class is supposed to be the integration of the four language skills training, in which the teacher needs to establish a positive atmosphere, plan appropriate activities, encourage learners and deal with problems sensitively (Davies & Pearse, 2000; Jing, 2006). Although all four language skills, i.e. listening, speaking, reading and writing are equivalent. After researching, I found the reality a bit different. Participant Mr. A reported, “We faced hesitation to speak English because the teachers only focused on writing and reading skills nevertheless speaking and listening. We were rarely allowed to participate in peer group discussion, interaction, demonstration, speeching, even drilling, presentation, elocution, extempore, or group work which would comfort, ease, confide, explore, enrich, and ultimately enable us to express our feelings.”
Similarly, the next participant Ms. D stated, “Our exam system also has weakened and made us hesitate to speak English because it is based only on written skill. Even practical marks are often given according to written exams or class performance. The teachers also never let us involved in oral practical skills like speaking, listening, interacting and other works. To a great surprise even though all the language skills are intertwined and function like connecting the dots or chain of a bicycle, we practiced little reading. We buried our feelings deep in our hearts but never thought as potential seeds which are likely to germinate and quickly waited for the time when we could speak and express ideas but those days did not occur according to our expectations. We were instructed to write and reading as ivory tower and speaking as step- mother or sisters. We sometimes watched English movies or speaking videos on TV, YouTube etc in the classroom which was not adequate. ” This speaks that speaking classroom should never be under the teacher’s strict control where s/he uses chauvinistic dogmatism. S/he is to be dependent on what learners act or do, what they say or opine and what they realize or feel. The students deconstruct, reconstruct, reflect, experience, learn, unlearn and relearn more than tutored by the teacher.
Theme 5: Irrelevant Evaluation of Speaking Skill
Though speaking skills are the primary and productive skill of learning a language, participants B and C responded that it is illogical, irregular and irrelevant in their context. It is managed either before the annual exam once or practical marks are mostly given on a random basis where the halo effect and horn effect are likely to be practised. This sort of practice sometimes resorts to inviting dubious to find who are the goodies and who are the baddies in language skills. National Curriculum of English (2007) clearly states that all four language skills should be tested in the SLC exam. The school should conduct listening and speaking tests internally regularly, keep the records and send them to the concerned authority but it is not strictly practised from the grassroots, tertiary and upper,i.e. college or university level so that students can develop proficiency and confidence in language learning mainly speaking. Students require proper and regular feedback so they are to be given it from time to time. In a more recent study, Akter (2010) proved that giving feedback to the learner on their performance was an important aspect of effective teaching. To fulfil this purpose, a continuous speaking and listening evaluation system along with immediate and essential feedback is a must.
Solutions of Hesitation
There are no problems sans solutions. Every problem has its solutions and hesitation in speaking is no exception. Participant Mr A asserted, “Students with multilingual and multicultural knowledge should be motivated to use English easily where the language teachers are to be flexible, liberal in the class and outside.” In addition, it adds a few more stones to the foundation of speaking skills when teachers and guardians adopt a laissez-faire approach to practising English speaking because motivation triggers and inspires speakers to imagine and explore their creativity and imaginary power and speak since speaking is a production if they have nothing too in the minds. When interactive and communicative approaches based on discussion, interaction, debate, peer review, group work, speech, open free talks, elocution, and extemporisation are organised, they are bound to solve the hesitation problem of speaking English in class. Group or teamwork dramatically increases the number of talking opportunities for individual students. It is effective and achievement is more when they work together. In teamwork, the students can decentralize their work and can share views which is very interesting and full of curiosity about what will come after that. It develops the ability of patience, both hearing and sharing culture along with deep reverence for the co-conversationalist because every neighbour has a good story to tell, share, write or hear.
It also promotes learners’ autonomy by allowing students to make their own decisions in the group without being told what to do by the teacher (Harmer, 2007, P.166) His solution is when the teachers use these kinds of interactive modes, students slowly foster their speaking skills. Similarly, another participant Ms. C said, “Students from multilingual and multicultural backgrounds should be motivated to use English by applying flexible policy by the teacher rather than pointing and complaining about the small grammatical and pronunciation errors.” The unheard and untold contents, subject matters or stories from the students come on the floor if students feel comfortable and give an unhesitating ‘yes’ when they are told to speak or when they get an opportunity. Other suggestions to increase students’ motivation are shared by Liu and Huang (2010). They say that to overcome students’ lack of motivation, teachers can do activities like promoting students’ awareness of the importance of English, enhancing students’ interest in English, and developing their self-confidence They should be allowed to express the content unhesitatingly, nonetheless they are to be hurt. If so, they continue to suffer and deteriorate their speaking skill.
This shows that students feel at ease and enthused over speaking when they are free from personal, collegial, teacherly and public criticism and they have peace, energy and impulse in their minds and hearts when everybody appreciates them and their speech. As a result, students always feel completely at ease and are eager to throw their hearts and souls into the ocean of speech, speak and share ideas eventually.
Conclusions
In-depth interviews with four bachelor-level students from various language and cultural backgrounds are conducted as part of the research’s qualitative design. The results show that the student’s reluctance to talk in English is caused by a variety of factors, including the prevalence of their mother tongue, cultural norms at home, a lack of drive, conventional teaching approaches, irrelevant examination systems that place a higher value on written than oral fluency.
The participants provide solutions to these problems by emphasizing the value of peer-group conversations, communicative and interactive teaching techniques, and activities that promote student autonomy. They advocate for a flexible approach that allows kids from multiracial and multilingual backgrounds to freely express themselves without being constrained by concerns about spelling or grammar. The study emphasizes how important it is to create a friendly and inclusive learning environment to advance. The topics that arose from in-depth interviews with students are examined in the discussion section, with particular attention paid to the imbalance in language skill focus, the demotivating impacts of some educational philosophies, and the pervasive influence of mother tongue and culture. The investigation concludes with recommendations for resolving the issues that were discovered. The participants argue for a change in teaching techniques by highlighting interactive and communicative teaching approaches, stimulating peer group discussions, and fostering a flexible environment. To improve students’ speaking abilities and reduce reluctance, the need to establish a welcoming and inclusive learning atmosphere is emphasized. This adds to a thorough comprehension of the obstacles preventing pupils from speaking English successfully.
The study suggests a shift in teaching techniques, emphasizing interactive methods, peer group discussions, and a flexible environment. It emphasizes the importance of a welcoming, inclusive learning atmosphere to improve students’ speaking abilities and reduce reluctance to English language education. For that, teachers are the epitome and real leaders who are to know the route, show the route and go the route. The reason behind it is that one who always falls probably fails to tell others how to rise permanently. It strives its best to bring complete happiness and perfection. If not, it is, conversely bound to be hopeful and excellent in speaking.
Author’s Bio: Tirtha Raj Ranabhat is an MA/B.Ed. graduate from Tribhuvan University and is an M.Phil. thesis running learner in ELE at Kathmandu University. He is a life member of the Nepal English Language Teachers’ Association (NELTA) and also an assistant secretary of NELTA, Tanahun chapter. He has a wide experience of teaching English, from grassroots level to college level. Currently, he is working as an assistant lecturer at Aadikavi Bhanubhakta Campus Damauli, Tanahun which is a two-time QAA certified campus granted by UGC Nepal . He is also working as an assistant headmaster at Aadikavi Bhanubhakta Secondary School , Damauli, Tanahun , a sister institution of Aadikavi Bhanubhakta Campus Damauli, Tanahun.
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Title: Teaching English as an International Language Authors: Ali Fuad Selvi, Nicola Galloway Publisher: Oxford University Press Publication Year: First published online: December 2023 ISBN: 9781009462495 (HB), 9781108821230 (PB), 9781108902755 (OC) ISSNs: 2632-4415 (online), 2632-4407 (print)
Introduction
Teaching English as an International Language by Ali Fuad Selvi and Nicola Galloway is a comprehensive examination of the expanding role of English in the world. As English increasingly functions as a global lingua franca, this book explores the implications for teaching and learning the language. As English increasingly functions as a global lingua franca, it has significant implications for teaching and learning across diverse sociocultural contexts (Selvi & Galloway, 2023; Jenkins, 2007). Moreover, it explores the evolving role of English as a global language and the implications for teaching English as an international language. It provides a comprehensive overview of key themes and practical strategies for effective English instruction. The objectives are to equip teachers with knowledge and skills to navigate the complexities of teaching English internationally. Mainly, the approaches are blend of theoretical, empirical, and practical perspectives to bridge research and classroom practice. The theme of the article is Globalization of English, cultural diversity, intercultural competence, teacher education. English as a Global Language English, has become the predominant language of international communication, business, and academia. English is used in a wide range of contexts, from formal to informal, across diverse cultures. It has role and status of English continues to evolve, with increased linguistic diversity and transfer in the linguistic power.
Content Synopsis
The subject matter of this book offers a comprehensive account of the unprecedented spread of English as a global language by taking historical, sociolinguistic, and pedagogical perspectives. To realize this main objective, it opens with an accessible discussion of the historical path of the English language. The book integrates historical, sociolinguistic, and pedagogical perspectives to examine English as a global and multilingual lingua franca (Selvi & Galloway, 2023; Matsuda, 2012). Besides that, the qualitative and quantitative connections to its contemporary diversity in terms of forms, roles, functions, uses, users, and contexts of English as a global and multilingual Franca. Built upon this synchronic-diachronic symbiosis, the discussion is complemented by an overview of major analytical paradigms and trends that promote systematical scrutiny of the English language and its sociolinguistic and educational implications. It ends by showcasing instructional practices, recommendations, reflective questions, and future directions for language educators to revamp their beliefs, commitments, and practices considering the changing needs and realities of the present-day global sociolinguistic ecology and individuals therein. The book is divided into several chapters, each addressing different aspects of teaching English as an international language (EIL).
Key Topics in the Book
The key topics included in the book are presented under the following headings.
The Global Spread of English
This chapter merely the historical and contemporary spread of English around the world. The role and status of English continue to evolve with increased linguistic diversity and shifting power relations (Kachru, 1992; Kirkpatrick, 2010).Furthermore, highlighting its status as an international language. English is used in a wide range of contexts, from formal to informal, across diverse cultures.
Theoretical Frameworks
The authors investigate into various theoretical frameworks that inform English as a International Language. The theoretical frameworks such as World Englishes and English as a Lingua Franca to challenge native-speaker norms in English language teaching (Jenkins, 2007; Kachru, 1992). It involves teaching, such as World Englishes, English as a Lingua Franca (ELF), and trans-languaging.
Curriculum and Pedagogy
Practical strategies for designing curriculum and classroom activities that reflect the global nature of English are presented. This includes integrating cultural diversity and fostering intercultural competence are central to effective EIL-oriented curriculum design (Matsuda, 2012; Kirkpatrick, 2010). Adapting teaching methods and materials to meet the needs of international learners.
Assessment
Assessing English proficiency in international contexts requires moving beyond native-speaker norms (Seidlhofer, 2011; Selvi & Galloway, 2023). The book addresses challenges and solutions in assessing English proficiency in a way that acknowledges the diverse contexts in which English is used.
Teacher Education
This section provides insights into preparing teachers to effectively teach EIL, emphasizing the need for ongoing professional development and critical reflection. Teacher education programs must emphasize critical reflection and ongoing professional development to address the realities of global English use (Selvi & Galloway, 2023; Matsuda, 2012). Equipping teachers with the necessary knowledge and skills to teach English globally.
Case Studies
Real-world examples and case studies illustrate how the principles of EIL can be implemented in various educational contexts around the globe.
Critical Analysis
I found this book is a valuable resource for us as a teacher educators, researchers, and policymakers. The writer successfully argued for a paradigm shift in how English is taught and moving away from traditional native-speaker. Teaching English as an International Language challenges traditional native-speaker ideologies by recognizing plural forms and functions of English (Jenkins, 2007; Matsuda, 2012). This book has great advantages such as Comprehensive Coverage: It covers a wide range of topics relevant to EIL, providing a holistic view of the field. Practical Application: the comprehension of practical strategies and case studies makes the theoretical concepts capable and applicable for practitioners. Interdisciplinary Approach: Drawing on insights from linguistics, education, and sociocultural studies enriches the discussion.
Crucial and Developed Area of the Book
The most crucial and developed area of the book are given below.
Technological Integration
More discussion on how technology can support EIL teaching and learning would be beneficial, given the increasing role of digital tools in education.
Local Contexts
While the book provides a global perspective, more detailed exploration of specific local contexts could enhance its relevance for diverse readers.
Conclusion
Teaching English as an International Language is a timely and essential read for anyone involved in English language education. Both writers Ali Fuad Selvi and Nicola Galloway provided a thought-provoking and practical guide to navigating the complexities of teaching English in a globalized world. Their emphasis on inclusivity and respect for linguistic diversity is particularly noteworthy, making this book a significant contribution to the field. Teaching English as an International Language promotes linguistic diversity, cultural inclusivity, and more effective global communication in a globalized world (Kachru, 1992; Selvi & Galloway, 2023).Teaching English as an International Language represents a significant shift in language education, reflecting the realities of a globalized world. While there are challenges to its implementation, the potential benefits of TEIL in promoting linguistic diversity, cultural inclusivity, and effective global communication.
Author’s Bio: Mr. Nar Bahadur Bist is an ELT practitioner from Doti, Nepal. He is currently pursuing an MPhil in ELT from Kathmandu University, School of Education. He is an English instructor at Seti Technical School, Rajpur, and a secondary-level teacher at Martyrs Memorial Residential Secondary School, Doti. His areas of interest include English language teaching, linguistic study, EMI and ELT study of language, and teacher professional development. He can be reached at narbist22@gmail.com.
References
Selvi, A. F., & Galloway, N. (2023). Teaching English as an international language. Oxford University Press. ISBNs: 9781009462495 (hb), 9781108821230 (pb), 9781108902755 (oc). ISSNs: 2632‑4415 (online), 2632‑4407 (print)
Jenkins, J. (2007). English as a lingua franca: Attitude and identity. Oxford University Press.
Kachru, B. B. (1992). The other tongue: English across cultures (2nd ed.). University of Illinois Press.
Kirkpatrick, A. (2010). World Englishes: Implications for international communication and English language teaching. Cambridge University Press.
Matsuda, A. (Ed.). (2012). Principles and practices of teaching English as an international language. Multilingual Matters.
Seidlhofer, B. (2011). Understanding English as a lingua franca. Oxford University Press.
Canagarajah, S. (2006). Ethnographic methods in language policy research. In T. Ricento (Ed.), An introduction to language policy: Theory and method (pp. 115–130). Blackwell.
Have you ever wondered that a great musician is also a great grammarian? Or have you ever questioned yourself how a musician makes it possible to harmoniously arrange complex musical notes into a soothing rhythm?
All musicians use different kinds of notation to orchestrate music and breathe life into melodies. The notations are not mere marks on paper; they are the structures of rhythm—the silent grammar that governs a musician to crafts the perfect melody. A melody often calls for well-structured notes; likewise, a language requires a proper use of punctuation to convey the written message clearly with the harmonious combination of human emotions.
Context
According to Lynne Truss, historically the use of punctuation such as the comma (,) was used by Greek dramatist two thousand years ago to guide actors at breathing points to deliver the dialogue effectively. Later, the painter Rolf Harris used a line, a dot and a curly bit in his painting. This shows that the punctuation evidently emerged from artistic practice.
The proper use of punctuation directs us on how to read in the way musical notations direct a musician’s on how to play. However, I don’t remember being taught punctuation in my school days. Even today, many of us don’t pay much attention to the usage and principles of punctuation. We treat it as if students can learn it themselves or it is not as important as the vocabulary and other grammatical rules. Meanwhile, in the world of Messenger, Viber and WhatsApp, the ignorance of grammar and punctuation obviously doesn’t affect a person’s ability to communicate a message effectively. Today one can communicate quite well by ignoring the proper writing conventions in everyday communication through text e.g.: “Hw r u?”, ‘wht abt u?”,” I’m bg 2day.”
Nonetheless, the use of punctuation should not be perceived as a mere conventional sign. The misplace of punctuation can totally alter the meaning of a text. It makes the world upside down. A simple comma can alter the sense of an entire meaning. To understand how punctuation function and alter the entire meaning in the same text, we can observe the example presented by Lyanne Truss in her book “Eats, Shoots & Leaves.”
Statement 1: A woman, without her man, is nothing.
Statement 2: A woman: without her, man is nothing.
The given examples make it clear how placing a simple comma (,) after “man” in the first example, and before “man” in the second, alter the entire meaning. The same number of words- the same sentence- convey two far different meanings, simply due to punctuation.
Generating Meaning
Punctuation transcends the literal meaning in a text. In the example given above, the commas not only alter the meanings, but also carries ideological implications. The first example brings us an image of a patriarchal society; the existence of woman is entirely dependent on her husband. She is not independent and cannot stand on her own; she is vulnerable and needs protection, safeguarding and care from a man. Manhood is praised. On the other hand, the second example just reverses the meaning. It not only just reverses of meaning but also portrays her role as more important and glorified than that of a man through the use of a colon.
Punctuation goes beyond the mere style and literal meaning; It shows how language moves and how language exists in mind. For example, Virginia Woolf used semicolon to convey the flow of consciousness in her writings. Let us observe another example how semicolons bring out a vivid image, feelings and emotions.
“She felt the morning light; it reminded her of childhood; and suddenly she was no longer in the present.”
The semicolons are not mere style here; they communicate a very profound transition and flow of thoughts and experience closely connected to the past experience of “She”. It shows the flow of consciousness and emotion without any stop or interruptions. The first semicolon carries the warm sensation of morning light, which slowly triggers her childhood experience. It gradually creates her sense of emotional dislocation. She is physically at present, but emotionally reaches to her past life. Naturally, the thoughts and memories do not stop suddenly in our head like full stops (.) but progress gradually and strongly which is indicated with a semicolon (;). The semicolon is neither full stop (.) nor comma (,). It is a combination of them. Since a semicolon connects independent clauses, the experience and feeling of ‘She’ can be taken as an independent clause happened in different phases of her life and those feelings are strongly connected to “She”. Here semicolons serve as a medium to emotional continuity presenting how human emotions and feelings move. A full stop stops, but a semicolon lets something progress ahead.
In Nepal, punctuation receives almost no attention especially in English language classrooms. Students are encouraged to speak fluently, memorize vocabularies, apply grammar structures and write essays; however, they are not trained effectively how punctuation functions and controls the meaning of the texts or discourses. Not only in schools, but also in the university’s classrooms punctuation is often the matter to be discussed latter.
If we are preparing students for global market, being able to speak and prepare a resume or curriculum vitae will work for them. However, if we are preparing the communicators who feel the spirit of a language then punctuation matters a lot.
Similarly, English language teachers in Nepal have been emphasizing uniformity in academic writings. They prefer only American or British style in writing. They suggest writers to avoid blending British English with American or vice-versa. However, they also neglect the use of punctuation. For instance, many writers and teachers who prefers British style have also been committing an error while using inverted comma (“…”) or quotation marks.
According to Advanced Oxford Practice Grammar (2017) by George Yule, single inverted comma (‘…’) is put in British English in “Direct speech.” While double quotation marks are used in American English [p.149].
Mark said, ‘I need you here.’ (BrE)
Mark said, “I need you here.” (AmE)
Nonetheless, writers use British spelling throughout a text but quote with American style. This problem has gone unnoticed in our academic field. Moreover, the punctuation such as a colon (:), a semi-colon (;), a dash (–), and a hyphen (-) seem to have been endangered species of signs at present texts.
Key Takeaway
Punctuation, though small and often unnoticed, governs pause, emphasis, emotion, and authority. Thus, language teachers in school levels should not undermine and devalue the proper use of punctuation. Punctuation are not only mere signs but serve as an essential tool to express emotions and remove ambiguity in meaning and expressions.
Author’s Bio: Mr. Dasarath Rai is an English language teacher in Nepal. He has accomplished his master’s degree in English education. As a teacher, researcher and reflective practitioner his interest areas include multiculturalism, multilingualism, cultural identity, critical pedagogy and multimodality in language teaching.
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.
English as a Medium of Instruction (EMI) is the educational approach in which English is used to teach all subjects. The use of EMI involves teaching subjects from the academic curriculum, for example, Science, Maths, and History in English, where English is neither the native nor the dominant language in school, college, or university. Consequently, English becomes the medium through which a student learns, instead of being taught as a subject itself. I focus on English as a medium of teaching in language policy and planning. When I look back at the history of Nepal, the English have no colonial past. However, it has maintained a major ideological influence since the Rana dictatorship. When Rana Prime Minister Jung Bahadur Rana first visited Britain, he was drawn to the use of the English language. He brought two Englishmen, Mr. Ross and Canning, to teach English to his children. Since then, English has become widely used and popular in Nepal. It has caused societal division by reinforcing inequalities in education, opportunity, and cultural identity. At the time, Rana Prime Minister, including Jung Bahadur Rana, created a schism among his family members when he stated that he would forsake everything and teach his children English. Nepal cannot remain unaffected by the global growth of the English language. It is included as one of the languages spoken in Nepal in the Constitution of Nepal 2015. In Nepal, English is taught as both a topic and a medium of education. Since their inception, most private schools have used English as their primary medium of instruction. Community schools are primarily Nepali medium schools, although EMI is now considered a need in many schools as well. EMI is causing friction between private and community schools in Nepal. There is a common notion that private schools celebrate good results because of EMI. However, their success is due to a variety of circumstances. As we all know, Nepal is celebrating its diverse language, religion, ethnicity, and race. Despite its modest size, the country is rich in language and culture. The documents include the Nepalese Constitution 2072, the National Curriculum Framework 2076, the Education Act 2028, the School Sector Development Plan, and the School Sector Reform Plan 2072. Multilingual education initiatives focus on mother tongue-based multilingual education, particularly at the primary level. However, these documents, notably the Basic Level Curriculum 2076 (Grade 1-3), expressly state that English can be used as the medium of instruction for subjects like as Science and Mathematics. So, these materials are confusing educators.
Institutionalization and Socio-economic Impact of English
Institutionalization and Socio-economic Impact of English, the introduction of English into Nepal’s Schools has drastically shifted the educational and social landscape of the country. Initially introduced in Nepal during the Rana regime as a sign of elite status and modernity, today, the English language is a powerful form of social mobility and academic status (Bhattarai & Basnet, 2020; Pennycook, 2018; Saud, 2020). English is now being taught and is increasingly being used as the medium of instruction in private schools, and for teaching in public schools. This shift shows the belief that knowledge of English brings quality education, global prospects (Adhikari, 2021; Sharma & Thapa, 2022). English is a language linked with power and a similar form of status in society. Even less advantaged families like to send their children to private schools as a result of EMI opportunities. The spread of EMI in private schools happened very quickly, and now private schools are popping up everywhere. Even at the local government level, they are encouraging EMI in Dipayal, Silgadhi Municipality and Doti by making EMI compulsory at the local government level. Such efforts surely show their enthusiasm for English. The establishment of English in the institutional context of Nepal has profoundly changed the educational space and society in Nepal. English, which was introduced into the country during the Rana regime as a marker of elite status and modernity, has evolved into a powerful vehicle for social mobility and academic prestige. English is now taught and is also frequently used as the medium of instruction in private schools, and increasingly in public schools. This shift reflects an underlying belief that proficiency in English brings quality education, global opportunity, and upward social mobility. It is connected with power and distinguished status in society. Even low-income families prefer to send their children to private schools due to EMI. It has spread quickly, and private schools are mushrooming. Even the local government is encouraging the English language in Dipayal, Silgadhi Municipality and Doti, and they have made EMI compulsory at the local level. This kind of exercise certainly demonstrates a love of the English language.
Social Justice through EMI
The use of EMI in Nepal’s education system affects the potential for social justice. It creates unequal access to the quality of teaching provided by EMI. Students from urban, high backgrounds admitted in present-day private schools receive a rich education, while students from rural, i.e. low-income backgrounds have limited access to and practice with English, especially in community schools. Students from urban, high-income backgrounds who are admitted to private schools. Recently, they received a wealth of educational resources, while students from rural, low-income backgrounds have little access to and practice of English, particularly in community schools (Bhattarai & Basnet, 2020; Timsina & Rai, 2019). This is not just an academic disadvantage for community school students, but a social reproduction disadvantage. English is a vital and crucial part of employment and the upper social class (Sharma & Thapa, 2022). Likewise, EMI is associated with colonialism, Western culture. This is the disadvantage of community school students in terms of not simply academic outcomes, but also social reproduction. English is a major and essential part of employment and higher social standing. Similarly, EMI is linked with colonial influence and Western culture. Hence, EMI develops the disintegration of multiple indigenous languages and cultures, with destruction, linguistic inequality and cultural detachment of Nepalese students. Language and culture are interrelated with each other when language enters the nation; it inherently brings its culture. Not all students have the same access to English. Children from rich or urban families often go to private schools where they learn English. But many poor or rural students go to local schools where English is not taught well, or not at all. This creates a big gap in learning. I have mentioned subtopics about social injustice below.
Access and Variation in Education
Ethnic and linguistic minority students’ experiences show that the separation between private and public education in Nepal deepened by the introduction of EMI. Private schools as one of the most well-resourced and culturally competent educational forms in the country, which offer high-quality EMI programmes for wealthy and prosperous families. Community schools, in contrast, work with families representing rural, low-income people. The inequalities linked with education lead to collected effects on the lives of oppressed families and students who cannot afford private schools and are unable to get quality education.
Neglecting people and Cultural perception
The practice of English-only instruction in education and public life results in the social disuse of languages like Doteli, Maithili, Tamang, Newari, and others. As parents work to give their children better opportunities, they encourage their children to speak English, and younger generations are abandoning their languages altogether. These parents are unknowingly sending messages of cultural disconnection and eventually loss of language. The emphasis on individual economic advancement negates Nepal’s multilingual identity and values. The present generation is taught English, leaving their mother tongues.
Socioeconomic Stratification and Symbolic Power
In Nepal, the ability to speak English is becoming a social marker for intelligence, achievement, and social status. Students with fluent English abilities will command a greater amount of respect and access to higher education, government work, and business opportunities in society. The symbolic power of English establishes class boundaries, because only individuals who are recognized can afford EMI-based education. Thus, another protector of advantage is language, namely, the exclusion of individuals who cannot engage.
In Nepal, the importance of English has led to the marginalization of other native languages. Marginalization means the inconsequence associated with what is not major, not central, and not powerful. In Nepal, English is preferred in every sector, including education, banking, hospitals, and so on. Private schools teach in English, and students who speak good English are often given more respect and better opportunities. Because of this, many parents want their children to learn English instead of their own mother tongue. As a result, local languages like Doteli, Newari, Maithili, Tamang, Tharu and many others are being used less, especially by young people.
In higher education, government jobs and business English are often liked. This makes it harder for people who speak only Nepali to compete. When one language becomes more powerful, others slowly lose their importance. This is how English, even without meaning to, is pushing local languages aside. The government even mandates English as a subject in the early grades. It has been made a compulsory subject from grade 1 to the bachelor’s level. It has secret power in Nepalese society. In the context of Nepal, many parents prefer to send their children to private schools. English is synonymous with high-quality education in Nepal. Privatization in education is widespread in Nepal. Private schools are proliferating and offer English-medium teaching. Such private schools reflect English culture, including Halloween. English has had a significantly greater influence on the local language, culture, and identity.
Conclusion
Overall, the article analyses the essentialist celebration of English as a neutral instrument of development. It advocates for a more critical and socially just approach to language planning that recognizes English’s potential for global utility while also protecting linguistic rights, cultural heritage, and equitable access to education. Stunning, this balance is essential in supporting Nepal as it negotiates its multifaceted identity and aspirations in a globalized landscape. In Nepal, many local schools are switching mediums of instruction from local languages to English as the medium of instruction. While Nepal is a UN state that has a language in education policy, which was developed upon recommendations to educate children in their mother tongue and promote bilingualism for better long-term learning, the policy is hardly followed in practice. The official approach, as mother tongue-based multilingual education is encoded, has been replaced with EMI, which runs counter to its intentions. The transition to EMI was fast-tracked after Nepal adopted a federal system of government in 2015, where local governments had power over local language policy. Although this national plan (2016-2023) sought to endorse local languages, almost all local governments, especially in urban areas, have chosen EMI.
References
Adhikari, R. (2021). The impact of English as a medium of instruction on indigenous languages in Nepal. Language Policy and Society, 7(3), 210–225.
Bhattarai, M., & Basnet, J. (2020). English Language Teaching and Social Stratification in Nepal. Nepalese Journal of Educational Research, 11(4), 78–95.
Kafle, N. P. (2023). Language policy and practice in Nepal: English as a medium of instruction. Journal of Language and Education, 9(1), 45–62.
Pennycook, A. (2018). The cultural Politics of English as an international language. Routledge.
Saud, M.S. (2020). English medium public schools in Nepal: A new linguistic market in education. LLT Journal: A Journal on Language and Language,23(2), 319-333.
Sharma, S., & Thapa, D. (2022). English-Medium education and social inequality in Nepal: A critical overview. International Journal of Multilingual Education, 14(2), 102–118.
Timsina, L., & Rai, P. (2019). Multilingual education and policy challenges in Nepal. Asian Journal of Applied Linguistics, 6(1), 33–47.
Author’s Bio: Mr. Nar Bahadur Bist is an ELT practitioner from Doti, Nepal. He is currently pursuing an MPhil in ELT from Kathmandu University, School of Education. He is an English instructor at Seti Technical School, Rajpur, and a secondary-level teacher at Martyrs Memorial Residential Secondary School, Doti. His areas of interest include English language teaching, linguistic study, EMI and ELT study of language, and teacher professional development. He can be reached at narbist22@gmail.com.
Project-based language learning is a procedural approach of language learning activities through the planning, exploring, analyzing, and synthesizing, in which the learners present their findings in the class either orally or in written form (Beckett, 1999). Dhungana (2025) believes that the project-based learning (PBL) model encourages students to learn actively by using different strategies to develop their language skills and improve achievement. He further supported this model as an opportunity and a transformative method to develop the 21st-century skills in the learners to maintain international standards. Furthermore, PBL creates a productive environment for learning, but the projects are to be selected rigorously, students are to be guided in each step, and there should be proper assessment of the students to encourage all of them for meaningful learning and cosy presentation in the class (Fleming, 2000). PBL can be taken as an innovative and inquiry-based learning method that fosters learners’ active engagement in language learning through continuous guidance of teachers and exploration of students. This framework of learning develops not only the language skills but also the soft skills during the process of conducting and completing the project works (Ecuador, 2019; Maulina, 2024; Nasir & Dermawan, 2021).
The concept of PBL was developed by stepping on the project method (Kilpatrick, 1918), experiential learning and teaching (Dewey, 1938), and sociocultural theory (Vygotsky, 1978). Similarly, the historical steps for this approach began after the 1980s, when a task-based approach to language learning took place in ELT (Beckett & Slater, 2005; Wang, 2020). In the context of Nepal, this method gained value in the Nepalese education system when the national curriculum framework (2076 B.S.) envisioned life skill-based and competency-based subject-wise curricula. Then, the English curricula and textbooks, including other subjects, incorporated project works after each chapter of the textbooks from grades six to twelve. Additionally, the curriculum development centre has designed an internal evaluation guideline (2080 B.S.), which provides rubrics to evaluate students’ project works and other academic activities objectively and reliably.
Regarding empirical studies on project-based learning (PBL), the existing literature focuses on the effectiveness, challenges, and possibilities of PBL in the EFL classroom (Dhungana, 2025; Sanchez, 2019; Maulina, 2024; Devkota et al., 2017; Guslyakova et al., 2021; Aldabbus, 2018). Likewise, other studies have focused on how PBL fosters learner active participation and confidence of students in EFL classrooms (Aubrey, 2021; Giri, 2016; Nasir & Dermawan, 2022). Furthermore, Bastola (2021) examined how PBL can guide students to solve problems while learning English. Acharya (2023) analyzed the perceptions, practices, and challenges while applying PBL in health education. Gibbes and Carson (2014) scrutinized PBL from learners’ perspectives, Yuliani (2017) studied how PBL can enhance learner autonomy, and Somani and Rizvi (2018) compared PBL and traditional approaches of language teaching under a quasi-experimental design. However, I could not find the studies on PBL that investigated it to promote English language learner investment and integration of internal assessment with it.
I found my students avoiding investing in English language learning, which led them to low performance in all skills and aspects of language activities. Then, I asked them how much time they invest in English, and they replied that they only spent five to twenty minutes on English, and they again added that they usually do not pay much attention to the English subject, as they can pass it. I thought that if they depend only on classroom teaching and do not put in extra efforts outside the class, they might not perform what the are capable of. Similarly, overconfidence and exam-focused preparation in any subject is not good for knowledge and personal development. Therefore, this study aims to enhance learner investment through PBL incorporated with internal assessment techniques in secondary level students of Nepalese public schools by using the following research questions.
How does PBL, integrated with internal assessment, enhance learner investment in learning English?
What are the challenges and possibilities while implementing PBL in the EFL classroom?
Methods
As a practitioner teacher, I improve my professional practices with the help of action research by following the steps: planning, acting, observing, and reflecting (PAOR) (Burns, 2010). In this research, I have employed a project-based language learning approach integrated with an internal assessment system as the interventional technique to increase the time, effort, and dedication of my secondary level students in English language learning under the framework of technical action research by following the PAOR structure (Kemmis et al., 2014). The students of grade nine and ten (e.g. English medium sections of 9A and 10A), who numbered thirty and fifty students respectively, were the participants. I got my students to complete the projects mentioned in the textbook in regular teaching. Here I have presented projects: reading, writing, observing, and giving a speech project and peer/classroom teaching as the integrated project works, which I had provided during two long vacations, and I supported them to present their projects in the class. I observed how they have prepared and what resources they have studied, I collected their reports and looked at them closely, and I observed their classroom presentation by following the rubrics. Similarly, I had surveyed the status of students about their time, efforts, and dedication that they have about English language learning by asking open-ended questions. Finally, I analyzed the reflections that occurred in the class based on thematic analysis, followed by research questions and themes generated from classroom performance of students (Burns, 2010; Kemmis, McTaggart, & Nixon, 2014; Mertler, 2019).
Results and Discussion
Reading, Writing, Observing, and Giving Speech Project
As I had assigned the task of preparing a long essay, most of the students had prepared the essay as per the instructions, and a few students expressed the reasons for not completing the project work. And I provided them a few days to complete the task. Meanwhile, I provided feedback on their essays and guided them to make a final draft of the essay to record them in the file of project work. To make a clear understanding of the topic, we discussed the topic, and most of the students took part in the conversation actively. After the reading, writing, and observing (i.e., watching and listening) activities, students were taken towards preparing a draft of a speech to present in the class and one day, public speaking training was conducted by using multimedia and teaching the techniques of giving a speech. Students presented their speeches one by one every day. I evaluated their speech based on the modified criteria of internal assessment (e.g., report preparation-5, accuracy and clarity-5, confidence and style-5, content coverage-5, Timing-5), and I converted 25 marks into 16 marks to match the criteria of the internal assessment guideline, as there is a provision of testing listening and speaking for 16 marks. Thus, this project work contributed to the development of not only all language skills and aspects but also collaboration, confidence, creative, and interpretive skills as the students got help from peers, teachers, and other references during the process.
There was a girl who was unable to buy a copy for making notes, but she bought a grammar book and practice book, being encouraged to learn English after I conducted public speaking training for a week. I asked her, “Why and how did you manage the money for all these things?” She happily answered that she went to work on the farm as a labourer for five days and earned twenty five hundred rupees, which was enough for her. After such a long preparation, huge efforts, and investment of time, effort, and dedication, she was able to give such a nice performance. The integrated and task-based activities encourage students to be involved in learning activities for a long time (Joshi, 2024). He further claimed that the writing proficiency gaps could be maintained through continuous support to the students and involving them in publishing booklets of their project works. Similarly, Joshi (2025) claimed that the empathetic communication and supportive environment in the class help students to cope with stress during the preparation and presentation of academic activities. Furthermore, active participation and confidence of students can be enhanced through balanced project work in EFL classrooms (Aubrey, 2021; Giri, 2016). To sum up, it is certain that the PBL enhances the learner investment if the project works are designed carefully and if the students are supported in each step, not only in the classroom but also through technology and library resources.
Classroom/Peer Teaching Project
My English medium students were good at reading and average at speaking and writing skills. Therefore, I guided them to select any reading text and prepare for teaching to develop all their language skills integratively. Therefore, I provided this project work during the long holiday of Dashain and Tihar. When the classes began, I checked my students’ project works and provided feedback on their word meanings, answers to the comprehension questions, and other tasks that they had worked on. Before getting them to present their lessons, I explained and clarified their confusion related to the texts. I guided my co-teachers (students) to present their lessons at the beginning of the class within the timeframe of ten to twenty minutes, but some students requested the whole period of 45 minutes, and then I checked their preparation first and allowed them to take the whole class, ensuring detailed preparation. Meanwhile, I facilitated and judged them during their presentations. Some of the students presented excellent, and some did average. However, the hopeful point was that they maximized their time, efforts, and devotion in English language learning activities.
There was a boy in grade ten who used to stay passive in the class, but he used to ask questions related to English, not related to the current topic. When I provided him a chance to teach, he taught in such a way that students exclaimed with delight that his performance was perfect. After the presentation, I asked him how much time he had spent preparing for the lesson, and he replied with pride that he had spent a week for the preparation; consulting extra books, watching YouTube videos, and discussing with Chat GPT to prepare the lesson. Similarly, there was a girl in grade nine who was assumed to be fussy as she used to remain passive but talkative with her friends. She was average in subject matter, quiet, and not interested in communicative activities in English. However, when she got a chance to present her lesson, she used a clear, confident, commanding voice while teaching and used English most of the time. I asked her the same question, and she replied that she had worked two weeks to prepare a lesson. Rusli et al. (2021) accepted that peer teaching is significant to enhance the academic achievement of students as it creates an environment that develops confidence and motivation. Yuliani (2017) also supported this and claimed that PBL promotes learner autonomy.
Integration of Internal Evaluation with PBL
National Curriculum Framework (2076), Secondary Level Curriculum (2078), and Internal evaluation criteria (2080) recommend the incorporation of internal evaluation of English from nine to twelve with regular learning facilitation process through creative tasks and project works. Similarly, there are listening and speaking skills to be tested separately for 16 marks. However, the curriculum’s intention is for integrated language learning activities. Therefore, I decided to test language skills integratively through project works that I discussed earlier. I tested listening and speaking skills as per the curriculum during the classroom teaching. Saud et al. (2024) also emphasized the modification of internal assessment rubrics to contribute to learning language with a holistic approach rather than just evaluating students’ achievement.
Challenges and Possibilities of PBL in EFL Classrooms
Besides the unlimited benefits of project-based learning, due to more closures of schools and frequent holidays, not all of the students got a chance to present their projects by taking the sufficient time they wanted. Additionally, the lack of time challenged me as well because I could not conduct learning activities by covering all the projects mentioned in the textbook. Although the students were motivated to engage in project work, a few students got frustrated due to the lack of resources that they required to prepare for the projects. Some students have neither access to additional materials nor the library (e.g., physical or digital), in the initial stage, they did not accept these PBL techniques as it was new and had never been presented in class before as a regular part of learning, so the lack of confidence prevented them from smooth learning. Similarly, the students with a poor language base tried to avoid the project works, but they did so after the huge support and encouragement.
Despite the challenges, the project-based language-learning model creates space for an open, context-specific, and active learning environment if we can manage the challenges mentioned earlier. Similarly, the effective implementation of internal evaluation incorporated with regular teaching and PBL techniques can ensure the required investment and engagement of all learners and support for proficiency gaps as well. The internal evaluation criteria are used for providing marks to prepare results, but these have not been incorporated effectively with classroom teaching and internal evaluation in many schools, due to students feeling threatened in project works without a support system (Saud et al., 2024). Therefore, only after creating supportive mechanisms and effective implementation of internal evaluation can learning opportunities be provided (Joshi, 2025). Devkota et al. (2017) explored the challenges and opportunities, and their findings are also similar to my study, as they mentioned that the time and school environment play vital roles in making PBL more fruitful in EFL classrooms.
Conclusion
As the purpose of the study, the investment in students for the English subject increased at a satisfactory level. I wanted my students to spend at least an hour every day. However, some of them provided up to two to three hours, two weeks, and most of them gave an hour happily, although they used to give only five to twenty minutes. Similarly, they increased their efforts and invested money not only in reference materials but also invested time to consult the library. As a result, they performed better in the class, their handwriting improved, clarity and confidence increased, and they learnt collaborative skills to give and take help in the learning process. Although the project work was new and unique, and the previous trend was just a repetition of the course content in vacations, my students accepted the plan for project work easily after they observed some project works in videos. Not only during the project work but also in regular teaching, the technique (e.g., encouraging students to share their learning in the class as a task or a project) made students alert and prepared. This study will be helpful and a reference for those English language teachers who want to implement PBL in EFL classrooms to enhance learners’ active participation, and for language policy designers to revise the internal assessment guideline in the coming days. This study only presented the reflections of two project works, just for internal assessment and fostering learner investment, and further investigations can be conducted to integrate soft skills in the language learning process through project-based learning.
References
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Author’s Bio: Dev Ram Joshi is an English language teacher at Mahunyal Secondary School, Bhajani-1, Kailali and the MPhil scholar at Far Western University, Nepal. He has been teaching English at the secondary level for over ten years. His areas of research interest include language proficiency gaps, psycholinguistics, motivation, transformative pedagogy, learner empowerment, self-directed learning and professional development, ecosystem in language education, and ELT material development. He can be reached at teacherdrjoshi@gmail.com.
The integration of Information and Communication Technology (ICT) has transformed educational practices worldwide, fostering innovative teaching and learning experiences (UNESCO, 2018). In developing countries like Nepal, however, ICT implementation remains uneven, particularly in rural community schools. Despite the government’s efforts to promote ICT in education through policies such as the School Sector Development Plan (SSDP, 2016–2023), the challenges in rural contexts continue to hinder its effective use. This study reflects on my personal and professional journey as both a learner and a teacher in Nepal’s community schools, focusing on the challenges of ICT implementation and the realities of the digital divide between rural and urban educational settings. I was born and raised in a rural village in Tanahun District, Nepal. My early education took place in a community school that lacked basic ICT infrastructure, including computers, projectors, and even electricity. Like many rural students, I completed my schooling without ever having seen or used a computer. My only exposure to ICT was through conversations among teachers, which made computers sound like distant, mysterious tools.
The lack of digital exposure during my schooling reflected a broader issue: Nepal’s rural-urban educational disparity, especially in access to technology. Several studies align with my own personal experience, whether as a student or a teacher in various schools. For example, a study by Joshi and Ayer (2024) found that most rural schools in Nepal still lack the infrastructure and training needed for ICT integration. Similarly, Phunyal (2024) reported that many community schools have computers but lack consistent electricity and internet facilities, making their use infrequent and symbolic rather than transformative. Similar challenges are echoed in Lomo et al. (2024) when they reported that insufficient funding, weak stakeholder support, training challenges, poor electricity and internet access, and high maintenance costs constrained head teachers’ efforts to support ICT integration in teaching and learning. It has been reported that teachers have poor ICT skills, schools have poor internet connectivity, and a lack of computers, which creates a significant challenge in its implications (Lamsal, 2022). This report aligns with my personal experience in using ICT in teaching and learning.
Transition to Higher Education and Exposure to ICT
After completing my School Leaving Certificate (SLC), I moved to Pokhara for higher education. I passed intermediate without seeing computer use in the teaching and learning process. However, this transition marked a turning point in my educational journey. While pursuing my Bachelor’s degree, I joined a computer institute and completed a basic computer course. I also began teaching in a private school, where I observed the effective use of ICT in classrooms. Students were taken to the computer lab for a computer class, as well as being taught the contents through ICT tools.
Teachers used projectors, digital content, and multimedia presentations, and I noticed how students were more engaged and motivated. Their enthusiasm contrasted sharply with my own schooling experience. This observation deepened my understanding of the digital divide, a term referring to the unequal access to technology across social, geographical, and economic boundaries (Van Dijk, J., 2020). However, even in higher education, the integration of ICT was limited. Most lecturers relied on traditional lecture methods, highlighting a systemic gap in technology adoption even at the tertiary level.
ICT in Higher Education: A Source of Inspiration
During my master’s degree at Tribhuvan University, I experienced technology-enhanced learning environments for the first time. Professors used laptops, projectors, and digital resources to teach English, which significantly enhanced classroom engagement. They utilised ICT tools in preparing teaching materials and presentation slides, and employed these tools to involve students in group work. The most exciting thing I experienced was that they provided project work that required students to use computers in reporting the work. The ICT use really brightened up the classroom, ended boredom, enhanced students’ participation, and allowed students to explore the world of knowledge using technology. These experiences reinforced my belief that ICT could revolutionise teaching and learning if properly implemented. It inspired me to become an ICT-oriented teacher who could bring innovation into classroom instruction.
Research supports this realisation. According to Pun (2013), the use of ICT in teaching English promotes learner autonomy, motivation, and language exposure beyond textbooks. Similarly, Adhikari (2022) emphasises that teachers’ attitudes and digital competence play crucial roles in the success of ICT integration. Furthermore, Paudel (2021) argued that teacher professional development programs must include digital literacy and pedagogical training to ensure the sustainable use of ICT in schools.
Encountering Realities as a Teacher in Rural Community Schools
My enthusiasm for using ICT faced harsh realities when I began teaching in a rural community school in Tanahun. The school lacked not only computers but also electricity. There was no internet connection, either. I had to depend on mobile data to connect to the internet. The mobile data was also poor. I was disappointed with the realities I confronted there at that time. I was just puzzled about how to integrate ICT in my real teaching without ICT tools at school. The classroom size was large. I had the responsibility of dealing with tech-savvy learners who were more interested in using technology in learning a language. I wanted to be a scuba diver, but the circumstances forced me to be helpless. There was also poor support from the administration in utilising ICT in teaching and learning. I talked to the head teacher and the SMC chairperson. They spoke of the financial challenges the school was facing. My colleagues were discussing the lack of opportunities for ICT training, despite their wishes. Only a few teachers are well-trained in ICT. I desperately wished for an appropriate policy at the local level to address the challenges of ICT implementation in the community school. My knowledge and training in ICT felt irrelevant in that context. Similarly, Rana (2018) and Paudel (2022) identify financial constraints, inadequate training, and the absence of institutional commitment as core barriers.
After four years, I was transferred to a secondary school at Bhimad, where the situation was slightly better; there were computers and projectors, but no internet connectivity and unreliable electricity. Moreover, most teachers were digitally illiterate. Even computer teachers conducted classes theoretically without hands-on practice. These challenges align with findings from Sharma (2020), who observed that many rural schools in Nepal possess ICT tools but lack effective usage due to insufficient training, irregular power supply, and a lack of maintenance support.
Current Teaching Experience and Continuing Challenges
Currently, I teach English at a community school in Tanahun. Despite my persistent efforts to integrate ICT tools into lessons, barriers remain. Limited resources, poor connectivity, and a lack of institutional support continue to restrict meaningful ICT use. I have maximised available tools, using personal mobile phones, recorded videos, and downloaded materials, but systematic integration remains out of reach.
This situation aligns with broader national findings that rural teachers face “second-order barriers”—attitudinal, skill-based, and policy-related constraints that prevent effective ICT use (Ertmer, 1999; Paudel, 2021). Dong, C. (2025) reported that teachers faced major obstacles in integrating ICT into their teaching, primarily because they lacked adequate ICT training and professional development Rana and Rana (2020) in the Malaysian Online Journal of Educational Technology observe that the implementation of ICT in rural Nepal is highly context-dependent, constrained by geography, socio-economic status, and policy support. The persistence of these issues reveals the urgent need for localised training, infrastructure investment, and policy follow-up. Their findings reinforce the idea that rural ICT integration requires systemic rather than individual-level solutions.
Reflections and Implications
My journey from a student deprived of ICT to a teacher striving for ICT integration reflects the systemic inequities in Nepal’s education system. The journey helped me come up with the idea of the challenges of ICT implementation and its corresponding measures. The lack of sufficient ICT resources, inadequate ICT-based training for teachers, inconsistent electricity supply, poor internet access, a lack of alternative sources of electricity, insufficient administrative support, and a lack of ICT skills are identified as the major challenges to the effective implementation of ICT in rural community schools in Nepal. It underscores that ICT implementation is not merely a technological challenge but a socio-economic and policy issue.
These various experiences helped me to develop the insights to minimise the challenges. Conducting regular ICT training for teachers, promoting digital literacy among students and teachers alike, and community and local government participation in ICT initiatives. Schools must search for financial resources, and stakeholders need to provide administrative and technical support to mitigate the challenges that emerge with the effort to integrate ICT in teaching and learning, particularly in rural community schools. The findings also triggered changes in the policy-making and implementation aspects to seek a solution to the challenges observed. The majority of teachers who have not had the opportunity to learn ICT skills need to be provided with training for proper implementation of ICT in the language classroom, and ultimately to transform the traditional way of teaching to the recent ICT-integrated teaching.
Therefore, policymakers and educational leaders must consider various factors, such as strengthening infrastructure (including electricity and internet access) in rural schools, conducting regular ICT training for teachers, promoting digital literacy among both students and teachers, and encouraging community and local government participation in ICT initiatives. Furthermore, the SMC chairperson and head teachers should share equal responsibility for adopting technology in classroom teaching and learning. The teachers also need to be aware that the use of technology enhances the learning outcome, meeting the goal of quality education. Additionally, various tiers of government need to collaborate to address the challenges of implementing ICT in education. These governments need to formulate an appropriate IT policy and equally emphasise the implementation part. Moreover, these governments need to allocate a budget for infrastructural development and the management of ICT tools in schools. As UNESCO (2023) notes, equitable access to ICT is a key driver of inclusive and quality education. Without addressing the underlying barriers, the digital divide will continue to widen.
Conclusion
This reflective account highlights that ICT integration in rural community schools of Nepal remains a significant challenge despite policy intentions and teachers’ enthusiasm. The author’s experiences mirror those of many rural educators who aspire to innovate but are constrained by contextual limitations. Bridging this gap requires more than distributing devices; it demands sustained commitment to infrastructure development, teacher professional development, and community engagement. Only then can ICT truly transform education in rural Nepal.
References
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Author’ Bio: Mr. Janak Sigdel is an English teacher at Chandra Jyoti Secondary School, Ghirhing, Tanahun. He is the Roster Trainer of the Education Training Centre, Gandaki Province. Currently, he is pursuing an MPhil from Nepal Open University. He can be reached at schoolchandrajyoti31@gmail.com.
Teacher professional development (TPD) in English language teaching plays a vital role in enhancing instructional quality, equipping educators to navigate pedagogical shifts shaped by globalisation, technological change, and diverse learner needs. In Nepal, however, TPD is often approached as a formality rather than a transformative process. Reflecting on my own journey as an ELT professional in Nepal, I have observed how many initiatives fail to address the practical challenges teachers face, particularly in rural, multilingual, and under-resourced settings. Workshops tend to be centralised, top-down, and theory-heavy, lacking follow-up mechanisms, teacher agency, or contextual sensitivity. Moreover, many educators participate passively, with limited motivation or incentives to translate PD programmes into meaningful classroom practices. These experiences have led me to question the prevailing assumptions about professional development and the disconnect between policy rhetoric and actual teacher empowerment.
Critically analysing this situation through the lenses of Self-Determination Theory and Vygotsky’s Social Interaction Theory, it becomes clear that sustainable TPD must foster autonomy, competence, and collaborative growth. Teachers thrive when they are seen as active agents of change rather than passive recipients of PD programmes (Vygotsky, 1978; Ryan & Deci, 2017). Looking at successful models from countries like Finland and Singapore, one finds strong institutional support, continuous mentorship, and an ingrained culture of reflective practice, all of which are largely absent in Nepal (Paudel, 2019). These countries prioritise teacher voice, build trust, and tailor PD programmes to school contexts, contrasting sharply with Nepal’s fragmented and compliance-oriented system. Therefore, for Nepal to strengthen its ELT landscape, it must rethink its approach to TPD, grounding it in teachers’ lived realities, engaging stakeholders at all levels, and investing in long-term structures that value teacher learning as a continuous, context-driven, and collaborative process.
The Lived Experience of a Language Educator in Nepal
My professional journey in English Language Teaching, which began in 2009 at Darchula Multiple Campus in Far Western Nepal, has been marked by moments of hesitation, discovery, and continuous growth. Initially uncertain about teaching, I gradually developed a deep passion for the field, fueled by positive student engagement, satisfaction and appreciation. As I advanced through B.Ed., M.Ed., MPhil and PhD programmes in English Language Education, I began to view teaching not just as content delivery, but also as a reflective and learner-centred process. These academic pursuits expanded my understanding of critical pedagogy, curriculum design, and classroom dynamics, encouraging me to question traditional practices and embrace innovation in teaching. Reflective practice, in particular, became central to my pedagogical identity, prompting me to consistently analyse and refine my methods based on learner feedback, context, and theoretical grounding.
Critically reflecting on my participation in various teacher professional development programmes, I recognise how certain experiences significantly shaped my professional outlook. A workshop at Far Western University on reflective practice and professional ethics, for instance, challenged me to reconsider my assumptions about teacher identity and responsibility. An online course from Arizona State University introduced me to curriculum evaluation frameworks and the concept of communities of practice (Wenger, 1998), emphasising collaboration and shared learning among educators. These initiatives illustrated the power of contextually relevant, participatory TPD. The COVID-19 pandemic brought another critical learning opportunity: when I led a Microsoft Teams training for faculty, it became apparent that many colleagues lacked digital competencies. This revealed a broader institutional gap in ICT readiness and highlighted the urgent need for systemic support in digital literacy. Such experiences not only broadened my understanding of ELT in Nepal but also sharpened my belief that effective TPD must be reflective, responsive, and rooted in the real challenges teachers face.
Critical Reflection and Theoretical Evaluation
The persistent underdevelopment of teacher professional development in Nepal reveals deeply entrenched structural challenges that continue to hinder quality education, particularly in English Language Teaching. Most TPD programmes in Nepal are designed and delivered through a top-down, standardised approach that disregards the diverse and context-specific realities of teachers, especially those in rural and marginalised regions (Borg, 2015). In my own teaching context, institutional limitations such as a lack of high-speed internet access, digital tools, and sufficient ICT infrastructure severely constrain innovative practices and hinder access to professional learning resources. Moreover, TPD initiatives are often conducted as one-off workshops, functioning more as bureaucratic formalities than transformative learning experiences. This tokenistic approach has prevented TPD from becoming a sustained, reflective, and embedded part of the teaching culture. Without long-term follow-up, mentorship, or collaborative platforms, teachers are left isolated in their pursuit of pedagogical improvement.
Reflecting on my own professional experiences, I find strong resonance with Schön’s (1983) concept of the reflective practitioner, which underscores the importance of learning through reflection-in-action and reflection-on-action. My practice of writing reflective journals after classes has evolved into a key professional habit, helping me to self-evaluate and adjust instructional strategies based on student responses and emerging challenges. Brookfield’s four lenses of critical reflection, such as autobiographical experiences, students’ perspectives, peer observations, and theoretical knowledge, have guided me in adopting a more holistic, evidence-informed approach to teaching. In the absence of robust institutional support, I relied heavily on self-directed learning through YouTube, MOOCs, webinars, and online communities, which served as vital metacognitive tools in my growth. Drawing on Deci and Ryan’s Self-Determination Theory, I recognise that my sustained motivation stemmed from a sense of autonomy, growing competence, and meaningful connections with like-minded educators. These experiences highlight not only the gaps in Nepal’s TPD ecosystem but also the power of teacher agency and intrinsic motivation in driving professional transformation.
Socio-Educational Relevance in Nepal’s Current Context
Nepal’s educational system, particularly in its rural and remote regions, remains heavily burdened by systemic challenges such as teacher isolation, lack of mentorship, and limited access to current academic resources. These issues are compounded by the digital divide, financial constraints, and bureaucratic red tape, which collectively stifle innovation and professional growth (Saud, 2023). In my own teaching experience, I have observed that even the most motivated and competent teachers often become disillusioned due to inadequate institutional support and rigid administrative structures. For example, teachers eager to integrate technology or apply new pedagogies frequently encounter logistical obstacles such as insufficient budgets, unreliable internet, or delayed bureaucratic approvals. This reinforces a cycle of stagnation, where meaningful reform is constantly deferred.
Despite these challenges, the enthusiasm among educators to engage in professional development remains palpable. During a Microsoft Teams training session I facilitated, I witnessed firsthand the eagerness of colleagues to enhance their digital literacy and pedagogical skills, an experience that underscored the untapped potential that exists when support structures are made accessible. This calls for the urgent design of responsive, contextually grounded TPD programmes that incorporate blended learning, modular flexibility, and collaborative learning communities such as peer-led reflective practice groups. Additionally, Nepal’s shift to a federal governance structure presents a valuable opportunity to decentralise TPD initiatives. If provincial governments, universities, and local education commissions can collaborate to tailor TPD efforts to local needs, while integrating global best practices and honouring indigenous knowledge systems and multilingual realities, then the quality and relevance of ELT in Nepal can be significantly enhanced.
Comparative Insights: Learning from Developed Countries
Countries like Finland and Singapore offer powerful counterpoints to Nepal’s underdeveloped TPD landscape, each providing distinct yet transferable lessons. Finland’s model emphasises deep professional trust, autonomy, and research-based practice. Teachers are required to hold a master’s degree, and professional development is seamlessly integrated into their weekly workload through collaborative inquiry and action research. This system nurtures a culture of intrinsic motivation, critical reflection, and lifelong learning, values that resonate with my own evolving understanding of professional development as a reflective and context-driven process. The Finnish model demonstrates that when teachers are viewed as intellectuals and collaborators rather than mere implementers of top-down directives, sustainable educational transformation becomes possible.
In contrast, Singapore exemplifies a highly structured, systematised, and well-funded approach to teacher professional development. Its centralised body, the Academy of Singapore Teachers, ensures coherence, quality control, and equitable access to TPD opportunities. Regular teacher appraisals, clear career progression pathways, and targeted ICT training reflect a deliberate alignment between policy, infrastructure, and pedagogy. Although Nepal cannot replicate either model wholesale due to differing socio-economic and political realities, strategic adaptations are feasible. Encouraging teacher-led inquiry projects, akin to Finland’s reflective autonomy, could empower local educators within their own contexts. Similarly, establishing a national TPD coordination body under Nepal’s Ministry of Education, inspired by Singapore, could ensure consistent funding, monitoring, and support. Finally, both models underscore the necessity of investing in localised digital infrastructure and content, steps Nepal must prioritise to bridge the rural-urban divide and foster equitable teacher growth across the country.
Recommendations for Key Stakeholders
Reflecting critically on Nepal’s current educational challenges, it is clear that the government and policymakers must take a proactive and sustained role in transforming teacher professional development. Allocating at least 5% of the education budget specifically for TPD, including investments in digital tools and training, would signify a much-needed commitment to educators’ growth. Context-sensitive and continuous PD programs, with annual evaluations, are essential to ensure relevance and effectiveness rather than one-off workshops. Establishing regional TPD centres with training-of-trainers models can decentralise professional learning and tailor it to local needs, especially in rural areas. Moreover, providing travel grants and funding for teachers to attend national and international forums will foster exposure to global best practices and motivate educators to innovate. Without such systemic support, TPD risks remaining fragmented and ineffective.
At the institutional and community levels, educational leaders and teachers must embed reflective practice into daily routines through learning journals, peer reviews, and action research. These strategies cultivate a culture of self-awareness, collaboration, and continuous improvement. Teacher mentorship and co-teaching initiatives can further strengthen professional support networks, while promoting ICT literacy as a core competency is vital in today’s digitally driven world. Developing signature pedagogies like post-class reflection writing not only enhances teacher effectiveness but models lifelong learning for students. Parents and students also play a critical role; their recognition of teachers’ efforts and active collaboration in assessing learning needs can build stronger school communities. Encouraging students to engage in reflective learning, research, and publication under mentorship nurtures a culture of inquiry from early stages. Finally, the broader citizenry, including civil society and media, must advocate for teacher rights and celebrate educational excellence publicly. Partnerships with national and international institutions and cooperatives can provide practical support to school and university infrastructure and TPD programs, ensuring that education reform is a shared societal endeavour rather than a solitary institutional responsibility.
Reimagining TPD for Stronger Nepal
Teacher professional development extends far beyond conventional training sessions; it embodies a profound moral, social, and intellectual commitment to fostering educational equity and excellence. Reflecting on my own journey, shaped by relentless self-directed learning, engagement with institutional initiatives, and the inspiration drawn from students, I have come to appreciate the transformative potential of continuous, reflective development. However, the path is fraught with significant challenges: scarce resources, fragmented policies, and a lack of systemic coordination often undermine the effectiveness of TPD efforts. These obstacles, though daunting, highlight the critical need for a more coherent, well-supported approach that recognises teachers not merely as implementers but as key agents of educational change and innovation.
Nepal’s current educational landscape reveals that the nation stands at a pivotal crossroads. By thoughtfully integrating local aspirations with global best practices and by prioritising teacher agency, collaboration, and contextual relevance, Nepal has the opportunity to fundamentally reimagine and revitalise its TPD framework. A strong national commitment to teacher growth, one that genuinely honours educators’ contributions and equips them with essential 21st-century skills, is urgently needed. Such an approach would not only enhance English language teaching but also catalyse broader educational transformation, positioning education as a driving force for social and economic development. Only through sustained investment in teacher empowerment can Nepal unlock the full potential of its learners and foster equitable progress across all regions of the country.
References
Acharya, B. (2025). Teachers’ perceptions toward teaching-learning pedagogy and professional development: Insights from Nepal. Acta Educationis Generalis, 15(1).
Borg, S. (2015). Overview-Beyond the workshop: CPD for English language teachers. Professional development for English language teachers: Perspectives from higher education in Turkey. British Council.
Paudel, P. (2019). Learning strategies employed in the English language: Perceptions and practices. Journal of NELTA Gandaki, 1, 87–99.
Ryan, R.M., & Deci, E.L. (2017). Self-determination theory: Basic psychological needs in motivation, development, and wellness. The Guilford Press.
Saud, D.S. (2023). English language teacher professional development: Teacher educators’ perceptions and experiences. Bodhi: An Interdisciplinary Journal, 114-135.
Schön, D. (1983). The reflective practitioner: How professionals think in action. Basic Books.
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
Wenger, E. (1998). Communities of practice: Learning, meaning, and identity. Cambridge University Press.
Author’s Bio: Mr. Dammar Singh Saud is an Assistant Professor of English Language Education at Far Western University. He holds an MA, MEd, and MPhil in ELT and is now pursuing a PhD in TESOL. His research focuses on ELT pedagogy, ICT integration, teacher professional development, and translanguaging practices. An active scholar, he has reviewed articles for peer-reviewed journals and serves as the editor of Exploration and IELTA Nepal’s online magazine. Saud has presented papers at international conferences, contributing to global discussions on English language teaching and fostering innovation in the field. His academic work reflects a dedication to advancing research and practice in ELT. He can be reached at dammarsaud68@gmail.com.
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.
I faced challenges in managing an effective, interactive classroom and creating learning atmosphere in my early teaching career as an assistant lecturer of English at Hetauda School of Management and Social Sciences, Nepal. Due to my overconfidence, I used to think that knowing contents of teaching was enough for effective teaching. Therefore, I prepared for the classes by focusing very well on the content of the prescribed English textbooks and allied materials. I mostly used to adopt lecture methods for teaching; therefore, students would receive very little time to interact in the class. On the other hand, students’ seating arrangement, two rows of fixed desks and benches, was designed in a way to facilitate teacher-centered and lecture-based instruction. There was a projector for displaying slides, videos, and other related digital materials in the classroom. There would be an average of fifty undergraduate students in the classroom with proper uniforms. However, the environment of the classroom until the middle of the academic session became chaotic and messy. Therefore, I had to spend a long time systematizing the classroom before beginning the lecture, and time and again I had to stop because of an unpleasant classroom environment. Despite the various attempts to manage the classroom, it remained messy and chaotic. In this narrative , I reflect on how I effectively managed such a noisy and chaotic classroom in the middle of the academic year.
Introduction
In contrast to behaviour management, classroom management is a broader concept that focuses on the management of all the students in the classroom (Stevenson et al., 2020). Classroom management incorporates all the actions of the teachers in constructing the classroom environment to promote students’ academic growth and social behaviour (Velásquez et al., 2023). In addition, effective classroom management encourages the students to obtain maximum benefits from classroom activities and controls the unwanted behaviour of the students in the classroom (Bozkuş, 2021). Therefore, a well-managed classroom has wider implications as it aims to organize an orderly teaching and learning environment to enhance the learning outcomes of classroom activities and promote students’ social relations (Brophy, 1983; Marzano & Marzano, 2003; Shank et al., 2022; Wubbels, 2011). Moreover, some studies reported that managing the classroom at the beginning of the academic session made it easier for teachers to handle the class successfully during an academic session (Emmer et al., 1980; Lopez-Pelcastre, 2023). However, from the beginning of the academic session, I encountered various obstacles in managing a well-organized classroom environment. I found that the students were almost not concentrating in my class. They began making noises in the classroom including personal talks with their friends, which didn’t contribute to the learning vibes in the classroom. Some of the students developed unique ways to disturb the class, such as tapping their shoes on the floor, making a sudden unusual sound etc. Others would zone out, which indicated that they did not have motivation to attend my class.
This situation had been going on for a few months, which made me almost frustrated with the teaching profession. I also did not have personal satisfaction, and even I could not sleep very well at night. Sometimes, these noisy students would bother me even in my dreams. To get rid of this, I read several books about managing the classroom and realized that teaching profession requires numerous qualities to be successful, and having only knowledge about the content of teaching would not be adequate. Then I began pondering how to effectively manage the classroom. And I argue that noisy and chaotic classrooms can be effectively managed by understanding the students properly, reviewing our teaching methods and classroom activities, and receiving feedback from the students even in the middle of the academic session.
Why behind what
Gradually, I began exploring the reasons behind such chaotic and disturbing classrooms through formal and informal communication with the students. Some reported that they were feeling bored because of long lectures, and due to lack of classroom activities, etc. Based on what they shared and my experiences, the following were some of the possible reasons for my classroom mismanagement:
The lecture method to deliver the textbook contents made the class monotonous and didn’t give them space to share their ideas in the classroom. They received limited opportunities for questioning and arguments in the classroom.
Lack of activities to engage students was another reason as they did not receive an opportunity to construct knowledge by interacting among them. They were limited with my lectures, handouts, and prescribed textbooks.
The inability to understand and address students’ interests and passion and merely emphasizing the textbooks.
Lack of adopting student-centred teaching methods and adopting teacher-centred approaches. Students had fewer opportunities to interact with each other and had to participate in the classwork on the basis of what I instructed them. They received less opportunities for creative and constructive activities in the classroom; instead, they became passive listeners.
Ways Forward
By exploring the actual reasons behind classroom mismanagement, I transformed the ways of teaching, focusing on student-centred teaching approaches. The following were the ways forward to overcome the problems of mismanagement in my classroom:
Establishing Friendly Relationships with Students
I established friendly relationships with the students by properly understanding them and respecting their ideas. I spent adequate time listening to their responses about their various issues within the classroom and outside the classroom, such as in the interval time, in the canteen, library, etc. Gradually, I realized that establishing better relationships with students supported my ability to receive feedback from the students and ultimately assisted in transforming the classroom into a more interactive learning space. In addition, such relationships helped the students develop a positive attitude toward each other and provided enough room for understanding. As a result, I found greater participation of students in classroom activities and a change in their attitude toward being more positive, supportive, and collaborative inside and outside the classroom. Consequently, the previous noisy and chaotic classroom disappeared instead; a more interactive, collaborative, and learning classroom appeared with the positive vibration of exploring insightful information both in me and the students. In addition, I found that such friendly relationships with the students established a solid foundation of academic excellence and transformed the students into more responsible individuals for their work. However, I found that very few of the students attempted to misuse such friendly relations by involving themselves in the debate out of context in the classroom and making various excuses about their classroom activities and home assignments.
Teaching with Fun
I transformed my ways of teaching by focusing on various approaches such as discussion, interaction, collaboration, presentation, argumentation, and so forth. I minimized my long, monotonous lecture method and focused on mini-lectures if they were required. As a result, students began participating in learning activities as I promoted group discussion, sharing, interaction, and collaboration in the classroom. I formed some groups in the classroom to have discussions on various issues related to solving the problems. From the few days’ practice, the majority of the students learned to be engaged in classroom activities and developed their power of patience by waiting their turn and respecting each other’s ideas. In addition, I blended some sort of humour into the classroom by cracking jokes and sharing some real and imaginative stories if I realized students were feeling bored. Moreover, I began to display English videos associated with ongoing classroom discussions that assisted me in creating an interesting learning environment in the classroom by boosting their English language power and providing fun for them. Teaching with fun with the support of various videos and sharing jokes and stories in the classroom helped me energize the students for learning by involving them in various classroom activities instead of making unnecessary noises. These findings, to some extent, aligned with the study of MacSuga-Gage et al. (2012), who claimed that effective teaching helped manage the classroom.
Individual Care for the Students in the Classroom
I found various kinds of students in the classroom with unique manners and ways of learning. I began to think about them, particularly focusing on how to motivate them in classroom activities. I started individually supporting the students, mainly selecting those who rarely participated in classroom activities. Instead of staying in the same place in the classroom, I visited individual students, particularly during classroom activities, which helped me understand the real problems of the students. During such visits, students asked even simple problems that they could not ask in the mass (perhaps they feared that their friends would laugh at them). Such practices assisted me in developing personal relationships with the students, which ultimately contributed to managing the classroom. As I began supporting them, they also became supportive in the classroom. They started listening to my instructions and following the procedures of the activities without disturbing the entire learning environment in the classroom. In addition, I prepared their individual portfolios, which helped me understand the students better and helped them in the classroom. Ultimately, such individual care in the classroom assisted the students to be more proactive and interactive in classroom activities, which gradually supported me in transforming the previously chaotic and noisy classroom into a more innovative and interactive space.
Conclusion
Establishing friendly relationships with students and teaching with fun and individual care for the students in the classroom, as discussed above helped me in creating an effective learning environment in my classroom. Pondering over the mismanagement of the classroom, receiving feedback from the students, and transforming the classroom teaching and learning process accordingly contributed to solving the problems of mismanagement in the classroom. As a result, my noisy, chaotic classroom gradually turned into innovative, interactive, collaborative classroom.
References
Bozkuş, K. (2021). A systematic review of studies on classroom management from 1980 to 2019. International Electronic Journal of Elementary Education, 13(4). https://doi.org/10.26822/iejee.2021.202
Brophy, J. E. (1983). Classroom organization and management. The elementary school journal, 83(4), 265-285.
Emmer, E. T., Evertson, C. M., & Anderson, L. M. (1980). Effective classroom management at the beginning of the school year. The Elementary School Journal, 80(5), 219-231.
Lopez-Pelcastre, A. (2023). The influence of classroom management on student learning and behavior in the classroom.
MacSuga-Gage, A. S., Simonsen, B., & Briere, D. E. (2012). Effective teaching practices: Effective teaching practices that promote a positive classroom environment. Beyond Behavior, 22(1), 14-22. https://doi.org/org/10.1177/107429561202200104
Marzano, R. J., & Marzano, J. S. (2003). The key to classroom management. Educational Leadership, 61(1), 6-13.
Stevenson, N. A., VanLone, J., & Barber, B. R. (2020). A commentary on the misalignment of teacher education and the need for classroom behaviour management skills. Education Treatment of Children, 43(4), 393-404. https://doi.org/org/10.1007/s43494-020-00031-1
Velásquez, A. M., Mendoza, D. F., & Nanwani, S. K. (2023). Becoming a competent classroom manager: A case study of a preservice teacher education course. Teaching Education, 34(2), 147-169. https://doi.org/org/10.1080/10476210.2022.2048646
Wubbels, T. (2011). An international perspective on classroom management: What should prospective teachers learn? Teaching Education, 22(2), 113-131. https://doi.org/org/10.1080/10476210.2011.567838
About the Author: Surendra Prasad Ghimire is an MPhil Scholar at Nepal Open University, Nepal, and a Lecturer of English at a QAA-certified college, Hetauda School of Management and Social Sciences, Makwanpur, Nepal.
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.
Over the decades, we have witnessed a different shift in the principles and methods of language teaching. The key concern behind such a move is to appease and address the need of the learners and make them achieve the desired linguistic competency. However, the ideologies of language teaching prescribed to us so far have proven to be contextually irrelevant. According to Kumaravadivelu (2003), “classroom-oriented studies carried out in the last two decades show that teachers could not be successful in putting the methods into practice in real classroom situations.” These findings have encouraged teachers to innovate their own practices and generate theories beyond what was prescribed, and grow as independent, autonomous, and reflective practitioners.
Throughout my six-year tenure as an English teacher in a private school in Kathmandu, I have encountered numerous pivotal moments in my classroom that have served as beacons of enlightenment, guiding me toward creating my own teaching methods rather than merely adhering to prescribed principles and methods. I think principles perform perfectly for scientific experiments, however; language teaching and learning necessitate a more adaptable and fluid approach. In this regard, every language teacher becomes a reservoir of principles, possessing a comprehension of learners’ unique needs, context, and intended objectives.
My journey towards transformative teaching commenced with a fundamental shift in perspective, prioritizing the needs of my students. This shift was prompted by the realization that my own educational background had conditioned me to cater solely to the expectations of my teachers, fostering the belief that they were the absolute source of knowledge. As a result, my teaching endeavors were driven by what I knew and what I desired to impart.
Nevertheless, the awakening of my conscience compelled me to recognize the inadequacy of this approach in the capital city, where students are inundated with abundant information and varied sources of knowledge. In this regard, I realized that introspection and self-evaluation are key to cultivating insights and intuition for relearning and unlearning.
Evaluating teacher from students’ bench
Knowing students’ attitudes, beliefs, and interest is quite rewarding for a teacher. Therefore, I decided to collect students’ feedback. The rationale behind gathering their feedback was: to critically evaluate my teaching methods from students’ vantage points, make learning more engaging and students centered, and find out the flaws which unconsciously go unnoticed in the classroom.
To achieve my objectives, I told students to write their feedback on the paper. I urged them not to show their write-ups to their friends. It is because I wanted to dig out personal opinions from them.
I collected students’ opinions from three sections. I took their feedback home and read it thoroughly. I divided the feedback into two groups. Positive feedback is one pile, and constructive feedback is another. I read all the constructive feedback twice and analyzed whether they had been true to their words or not, whether they had any personal influence and any prejudice or not. Then I picked up some of the common feedback, which really required my attention. One common feedback was that “You give us some contextual knowledge but extend it to dull and boring lectures.” This is what the teacher-centered approach is, where the teacher keeps on talking, and students become just passive listeners.
No matter whether students perceive it or not. As a result, students feel bored, unenviable, and exhausted. They don’t get time to exchange their personal thoughts, feeling, and ideas with teachers and their friends. At the same time, the teacher also becomes exhausted by screaming throughout the day and trudging home disconsolately due to students’ reaction of disappointment in his or her class. It indicated that high school students want specific information from the teacher instead of rattling off all the information he or she knows. It is particularly due to their age, level, and experiences in the real world. The next feedback read, “We feel your focus on only some students. So focus equally on all the students and promote students’ participation in class” I understood that it was the voice of those students who did not get the opportunity to participate in different activities in the classroom despite their talents. As a result, they felt socially distanced and emotionally detached in my class. At the same time, it was the question of equity in learning. In this regard, Ling, Nasri, & N. M. (2019) define “equity means that students should have equal opportunities to achieve their optimal abilities without being restricted by their community background or dispositional characteristics.” In my case, equity denoted scaffolding to especially those learners who have poor linguistic performances and cannot learn at the pace of other students in my subject. The aforementioned feedback enlightened me that treating all students equally regarding content delivery and teaching language skills is unjustifiable in a heterogeneous classroom setting.
Response to students’ feedback
The students’ feedback revealed that they wanted to activate themselves mentally and physically in the classroom. They wanted to listen less and engage more in activities that could be productive, meaningful, and interesting. I pondered the best strategies and materials that could equally engage the students in learning. While doing so, I discovered that our teaching and learning activities are limited when we fully depend on textbooks. Therefore, I did not fully rely on the textbook but prepared different materials and worksheets for teaching all four language skills. For reading activities, I created worksheets that were intellectually challenging. Students had to fully comprehend the text to do the activities to develop intensive reading skills, and the activities given in the prescribed textbook were below students’ level.
Regarding speaking activities, I used-cut outs consisting of clear guidelines for speaking. I designed the materials in such a way that students had to brainstorm for two to three minutes on the topic before they spoke. The guidelines helped them to maintain coherence in speaking. This activity helped me in two ways: one exciting part was I could maximize students speaking, and another was I could engage them in a meaningful talk. I assume that speaking should not only be commotion for students, but it should be meaningful where they can share their thoughts and ideas. In the same way, I used IELTS listening text in my class, and the outcome was so exciting.
The students’ feedback helped me modify my teaching method, which was particularly practicable and fit for my context. I could equally engage the learners in learning. In another way, the students were at the center, not me.
Teaching, a collective effort
Our faculty often used to have discussions on different ideas about teaching and learning activities and professional development. Therefore, the English faculty in our school adopted some techniques. Firstly, the school allocated one weak period for faculty meetings, which were regularly held. The meeting served as a platform for teachers to engage in narrative sessions, sharing their classroom practices, techniques, methods, outcomes, and the challenges they encountered during their teaching experiences. During the meeting, we did not only share the stories but also offered suggestions to the problems. For instance, experienced teachers shared their materials, discussed lesson planning, and suggested novice teachers use positive verbal reinforcement to the unruly students in and out of the class to make them responsible in their work. By implementing this methodology, we established a supportive community of educators, as advocated by Richards and Farrell (2005), wherein mutual classroom observations and constructive feedback facilitated a teachers’ support group. In addition, we engaged in a classroom observation process where we attended our colleagues’ classes to observe their teaching methods and reciprocally invited them to our classes for feedback. We diligently recorded these valuable insights in a personal diary, allowing us to enhance our teaching skills and refine our strategies. This instructional approach aligns with the peer observation framework proposed by Richards and Farrell (2005). Through reciprocal classroom visits, we observed our colleagues’ instructional practices and invited them to observe our own. We systematically documented the feedback in a personal diary to facilitate continuous improvement. After observing one of my classes, my senior faculty head, with extensive teaching experience, provided written feedback, insights, and recommendations, which read as follows.
You have incorporated materials that went beyond the usual textbook. This approach kept the students alert and engaged. The activity was a reading-based exercise, where students delved into thought-provoking texts and answered questions that required higher levels of cognition. The challenging nature of these questions fully engrossed the students, fostering a deep understanding and critical thinking. Besides, consider the pronunciation of ‘bicycle’ and get students to paste the material in their copy after they finish activities.
Rethinking evaluation system
Despite the tireless efforts exerted by teachers and students throughout the year, the final outcomes of students have consistently sparked discourse and deliberation among students, educators, and academicians. However, the concerns related to the evaluation system often go unnoticed within our educational setting. While our education system emphasizes the importance of critical thinking and creativity, the evaluation system relies on grades, often viewed as irrational and lacking justification from students’ perspectives.
Last year, two students had not made the required grade in two subjects to qualify for the next level. The outcomes left them feeling disheartened and humiliated, leading me to ponder, does this three-hour evaluation system truly assess students’ capabilities? Does it compensate for students’ time and efforts? Probably, the answer is ‘no’. Those two students, who served as representatives from my class, are just a glimpse of the thousands of students across the country whose self-worth and sense of pride have been severely undermined by the impact of this evaluation system.
Hence, it is imperative for educationists and academicians to engage in a comprehensive evaluation of the existing assessment system, ensuring that it possesses the necessary flexibility to effectively measure students’ abilities while being practical and contextually relevant.
Souvenir at farewell
Teaching is my passion. I feel I am born for it. I know nothing can be more rewarding for teachers than the complements and their students’ achievement. Last year, some students came to me with colourful paper folded artistically. They handed it to me with excitement. My inquisitive hand unfolded the papers. As the papers unraveled before my eyes, a symphony of emotion swirled within my being. The profundity of their gratitude echoed through the chambers of my heart. Their words, like sacred verses, embraced my weary spirit.
To,
Mr. Rai,
In the beginning, your classes were boring to be honest, but as time passed by, we got to know your English class was one of the most exciting classes. You have been a really great teacher. Your teaching style is wonderful. Your experience is learnable. It has been two years of your wonderful teaching that we cherish. Your handwriting has been a favorite part. If you will not be in our section next year. You will always be remembered.
Reference
Aloni, N. (2007). Enhancing Humanity. Dordrecht: Springer.
Kumaravadivelu, B. (2003). Beyond methods: Macrostrategies for language teaching. New Haven, CT: Yale University Press.
Ling, T., & Nasri, N. M. (2019). A systematic review: Issues on equity in education. Creative Education, 10(12), 3163.
Richards, J. C., & Farrell, T. S. C. (2005). Professional Development for Language Teachers: strategies for teacher learning. New York: Cambridge University Press.
About the Author: Dasarath Rai teaches English at Ideal Model School, Dhobighat, Lalitpur. He has accomplished Master’s Degree in English Education from Mahendra Ratna, Campus, Tahachal, Kathmandu. He is interested in teacher professional development, multiculturalism, cultural identity, and materials development in language education.
A good teacher is one of the prominent figures in society. It is believed that whatever the teacher teaches is correct and true. So, the teacher is a role model in a society whose character can be imitated by numerous people. Therefore, a teacher should always have a positive attitude and have a person of spotless character. Similarly, talking about teaching is a dynamic profession where the teacher should be very energetic and adopt new teaching strategies as per the need of the situation, demands, and level of the students. Teaching English and being an English teacher is a challenging job in this ICT era. It is one of the most complex, and sensitive tasks in the ELT context of Nepal.
Here, I have narrated my own real story of teaching experiences as an English teacher in a rural area of Nepal, including what and how I have faced the ups and downs during my ELT periods. Our society is heterogeneous. I am from the Magar community of Tanahun district where our Magar communities want their children to be in the army. Similarly, my family also wanted me to join the army. More amazingly, one of the incidents directed me to become an English teacher where I stand today.
Self-observation and reflection
After completing my Intermediate Education Level with a major in English, I initiated my teaching career being an English teacher at one of the community schools in Tanahun district in 2072 (2015). I was appointed as a private teacher and paid 2500 RS. in a month. During the winter vacation, I came home from Prithivi Narayan Campus as usual other students did. Once early in the morning, around 5:30 a.m., the head teacher who taught me in primary school came to me. I was shocked to see him at my house so early. We talked for a long time, and even after a long conversation; I couldn’t guess why he was there. Eventually, being more honey talks, he requested me to teach English in that school that has been running basic level 6- 8 grades. I was in a dilemma with my teacher’s proposal whether to teach in that school or not, as I had to continue my higher education on one side, and on another side, my parents couldn’t afford my higher education without doing any job. Finally, he suggested me to continue my further study, both teaching, and self-studying. After the selection process, I was appointed to be a lower secondary English teacher, from where I completed my primary education. I felt very nervous at my first teaching. So, I uttered the words with stammering. Now I recall how many times I stammered, ‘Don’t make noise’ It might be more than 30 times in a period. How poor my first class was. By reflecting, I think teaching years are not valued until we provide positive transformation to the students.
Being a novice teacher, I used to depend on textbooks. There was Ajanta’s dictionary in school which I frequently used to consult. It made the ELT classes more comfortable for me. I had to teach all the periods except the tiffin time. In the remote part of our school, there were only blackboards and chalk in the name of teaching materials. I rarely used instructional materials like; cardboard, cutter pictures, word card, and other local materials. I used to follow the Grammar Translation method to teach English. Later on, I employed the communicative language teaching method where the students could get ample opportunities to engage in pair work, group work, role play, simulation, and some project-based works, etc communicating in English. After that, I could teach language skills using cassettes and pictures, focusing on the students’ needs and interests as well. I was satisfied with my teaching as my students had improved their English slowly and gradually. I received very positive responses from my parents. I wish I could improve the existing ELT situations in favor of students’ dynamic learning process. Regarding that situation, I myself reflected on how I had studied English at the secondary and campus levels.
By demand of time, several approaches or methods came and collapsed and now are existed in ELT. Similarly, I have got a chance to improve my teaching assumptions and philosophies. I have participated in different ELT trainings. Especially, I’ve learned the modern post-method approach, including with critical thinking approach that highly affects the ELT field. I have learned how to deal with multi-lingual and inclusive classes. The training in which I participated made me conduct the class in a child-friendly environment. In the present day, I intelligently tackle the issues/challenges in my teaching profession. Obviously, numerous pieces of training and having a master’s degree reformed me to design, construct and apply teaching materials and lesson plans and provide feedback to needy students. When I myself started being up to date, renewing, and reflecting on the present ELT approaches, methods, and techniques my performance is being improved with students’ results in English subjects.
The successful teaching class
It was a day in the month of Magh 2075 (2019), as usual, after the assembly time, I went to class ten. Afterward, I had a well-prepared class and commenced the lesson by telling a moral story. I provided the time to guess what the topic was on that day. Then, students could easily guess the topic of the day that they were going to have. At first, I divided students into nine groups having five students in each group. After that, I instructed them clearly what they were supposed to do with the cardboard paper. Then, I distributed the cardboard paper and a sign pen writing the phrase ‘Once upon a time…. It was given to the first group to write some relevant sentences about the moral story. Then, respectively that paper was relayed to each group by adding some new sentences to develop a story. Finally, the last group was given the task of writing the title and moral of the story. Providing clear instructions, each group developed the related sentences for the productive stage of story writing. During that period, I facilitated going around the groups. I provided necessary feedback to each group’s members. I observed each group’s members actively involved in the given tasks. Actually, it was the most learnable and effective class I have ever had. From that day, what I reflected is that every ELT teacher has to teach with a good lesson plan and employ the appropriate learning strategies, activities, and techniques to obtain the learning competencies.
Issues of teaching English in rural schools
I have faced many issues and challenges during my ELT teaching in rural Nepal. First, the issue is in ELT is the English medium of instruction (EMI) in the rural area of our school. EMI creates a kind of obstruction in teaching English and other subjects in my classes. Many teachers couldn’t teach the English language. So, it created a great puzzle for the students cum other teachers. Similarly, there is a great issue of policy making and implementation in the context of ELT in Nepal. Another challenge is teacher training implementations in the classroom. The main challenges of training teachers to teach English effectively remain in place.
Though English teaching in Nepal is not a politics of knowledge, it is a useful subject for bureaucracy and profit-making incentives. The issues of ICT, internet, and computer usage in ELT and outdated teachers are prominent issues in Nepal. Therefore, the changing position or roles of teachers should be focused on digital competence in this era of globalization and technology. In this way, the issues of the mother tongue-based, and multi-lingual approaches need to be addressed properly in the ELT context of Nepal. The economic, cultural, educational, social, and family issues of the students are the prominent issues in the ELT in Nepal. The teaching methods are the issues that I faced in teaching English. Lack of internet access in the remote part of Nepal is another challenge for English language teaching in Nepal. In my remote part, there are no rich resource materials, textbooks, curriculum, and teaching materials, which makes it difficult in teaching. We do not normally see students when they engage in writing in the classroom where students might need some help from teachers. Some of us do not appreciate students’ efforts and steps towards putting what they want to show through small compositions as creative starters. Furthermore, the issues related to ELT teaching in Nepal are the lack of proper supervision, monitoring, and teacher support. I think the issues should be addressed scientifically.
Objectives of teaching English in Nepal
In my experience, the objectives, goals, and paradigms are always shifting and changing due to the demands of the times. Despite this, the goals of ELT have been changed from focusing solely on developing language skills to fostering a sense of social responsibility in students. Now the objective of teaching English is shifted into communicating, collaborating, and exchanging ideas effectively with others who speak the English language. The students should be enabled to use all four language skills creatively, critically, fluently, and accurately to solve real-life problems. Furthermore, the ELT teachers make the students respect each other’s cultures and religious festivals.
Road ahead in Nepal
I have been teaching and learning English for more than 17 years. What my experiences taught me is that the ELT system of teaching in Nepal is slowly promoting and expanding its different aspects. The curriculum based on the communicative approach is gradually shifting into interdisciplinary, multi-disciplinary, and Transdisciplinary approaches. Therefore, the objectives of teaching ELT in Nepal should address every challenge or issue related to the students, ELT teachers, and curriculum in the present world. It is the era of rapid development of ICT and the Internet. For this, ELT teachers should have sound knowledge and communication skill of digital competence. The traditional perspectives of teaching English in Nepal have been changing the rigid feeling of native speakers, and monolinguals’ gradually faced objections. Non-native English teachers promoted multilingual practices in their classes. I think the government or the concerned bodies should focus on promoting multilingualism awareness. A new kind of training structure, policy, and implementation should be emphasized. The salary, payment, and other terms of facilities need to be addressed. Education policy should be reformed. Different kinds of ELT conferences, workshops, training, counseling, etc., are required. The concept of ELT globalization must be interrelated to each ELT teacher in Nepal. The education system, including examination systems, must change into a scientific system of examination that exists meaningfully in the present world. Students should be encouraged to take responsibility for their own learning. There can be the training of teachers as well as student motivation. Similarly, ELT teaching in Nepal aims to achieve sustainable development. ELT teachers should improve the learning achievement of all students. In my opinion, what students learn in the classroom results from what a teacher makes students do in the classroom. Thus, the above-mentioned clues should be emphasized to improve the ELT in Nepal.
Conclusion
Being an English teacher in the Nepalese context, what I experienced is that the role of the teacher should function as a resource person to inspirer. Similarly, he/she should have a sound knowledge of current ELT pedagogy. The teachers should have self-reflective practice. The teachers need to make our students clear on how English has been used and how we should use it in the era of globalization. ELT teachers need to be action researchers in their teaching profession. The chief responsibility of an ELT teacher is to create a suitable and conducive learning environment where the children perform their tasks easily and freely; construct knowledge, and show their creativity. Thus, an ELT teacher should have all kinds of practical skills and knowledge and extend helping hands to the students to solve problems via cooperation, collaboration, and creating an effective learning environment. So, my teaching reflections guided me to be an inspirer updated ELT teacher for the betterment of my own professional development for the successful career of the students.
About the Author: Mr. Jham Bahadur Thapa is an M.Phil Scholar in English Language Education at the Graduate School of Education TU, Kritipur, Nepal. He has been teaching from basic to higher levels at different schools and colleges for a decade. His area of interest is Multilingualism, Narrative Inquiry Research, and Teacher Professional Development.
Teachers need to be in good health to teach in an innovative, inspiring, and meaningful way. During their pedagogical journey, they may experience a variety of emotions. These experiences and emotions have a major impact on their as well as students’ successful schooling. The happiness of teachers is linked to their work satisfaction, professional relationships, and personal lives. The main purpose of this article is to review past and current literature related to the issues of teachers’ wellbeing and its adverse effect on their pedagogical success.
My perception of wellbeing
As an English language teacher in a private school and college in Kathmandu, I spend a lot of time and energy not only in the classroom, but also outside of it, because the job requires a lot of preparation time for assignments, lectures, and lesson plans. So far my experience is concerned, teaching in a private school is one of the lowest-paying jobs available, with no retirement plans or job security. Almost all teachers work on a contract basis and a part-time basis. Further, the COVID-19 crisis has exacerbated the teachers’ predicament. On one hand, teachers’ paychecks have been cut in half, and have to devote even more time preparing for online lectures and implementing new technology for teaching. On the other hand, working from home has made teachers’ work-life balance even more difficult. As a result, I am experiencing a negative impact from this change in both my personal and professional life.
I feel deprived of one of the basic needs of day-to-day normal life due to a lack of personal and emotional contact with students, colleagues, and close ones for an extended period. Staying at home twenty-four hours a day, seven days a week for months and months has been exhausting, stressful, boring, mentally unhealthy, and frustrating. As an ELT teacher, the unfolding situation has prompted an important question in my professional and emotional thinking. I am constantly wondering if I will be able to fulfill my professional obligations while also living my personal life to the fullest.
Based on a review of the literature on how pedagogical success and learning outcomes are affected, this research article is the result of my quest to understand teachers’ wellbeing and their negative and positive emotions. This question nags at the back of my mind whenever I reflect on my career as an ELT professional. I was curious about how teachers’ wellbeing affects their professional and personal goals. I was curious as to what teachers’ wellbeing entails, what factors contribute to it, and if there is anything that can be done to improve teachers’ wellbeing. What role can schools play in this endeavor? In line with these questions, this article vividly presents concepts of wellbeing and its components.
Teachers’ wellbeing
According to Mercer (2021), wellbeing, as a social construct, is considered not only for the individual but also for the entire ELT ecology. Although happiness, in general, is based on people’s perceptions, it is a deeply psychological construct that is difficult to define. According to one CESE (2014) report, teacher wellbeing is linked to the quality of their work and its impact on student outcomes. Mercer (2021) further argues that wellbeing is not void nonsense. It is deeply rooted in human existence within social communities and global ecology. Here, the term wellbeing does not denote an individual but the collective. So Mercer further states that ELT has got into this very intensely for understanding what wellbeing does mean for all the members of ELT community.
Wellbeing is synonymous with happiness and as Cann (2019) states ‘ life satisfaction’. There are two main theoretical perspectives on happiness: hedonic and eudemonic. The hedonic approach focuses on personal experience of happiness and an individual’s perception of balance between positive/negative emotions and their overall sense of life satisfaction (Diener et al., 1999; Mercer, 2020). The eudemonic perspective, on the other hand, is centered on self-actualization and the ability to derive a sense of purpose or meaning in life. Wellbeing brings pride and happiness, and happiness is more closely linked to effective teaching and learning in any educational institution (Cann, 2019). As a result, wellbeing appears to be one of the most important factors in pedagogical performance. Many studies have concluded that it is critical to promote teacher wellbeing to achieve better learning outcomes for students. Toraby and Modaresi (2018) suggest that when teachers are happy, they teach more creatively and their students achieve more (e.g. Caprara et al., 2006). Similarly, when students experience positive wellbeing in school and see positive behavior from teachers, they are more motivated and successful in their studies (e.g. Seligman et al., 2009). A positive relationship with coworkers to improve wellbeing is important for professional achievement and happy life.
Positive and negative emotions
The COVID- 19 pandemics have greatly disrupted the teaching and learning process (Sanusi, Olaleye & Dada, 2021), and it has created a lot of negative emotions among teachers and learners as infection numbers rise and is reported in news outlets and social media. Frenzel (2014) discussed negative emotions such as anxiety, anger, boredom, as well as positive emotions such as feelings of enjoyment and pride.
Dibbon (2004) has already brought the idea from his study that anxiety, anger, and boredom lead to the negativity of teachers’ wellbeing. Sanusi, Olaleye, and Dada (2021) describe the factors that create negative emotions such as “internet issues, including its cost, student’s participation rate, insufficient media instruction, lack of student’s preparation, and preference for face-to-face class”. The positive impact that COVID- 19 has brought is, among others, the learning of technology by the teachers to accomplish their tasks (Sanusiet et al., 2020). Positive emotions among teachers are likely to grow when they can adequately rely on their profession for sustenance and security.
Learning new skills and remaining consistent at work during the pandemic can provide an abundance of positive emotions. Teachers perceive their workplace as being stressful and anxiety-inducing and it exerts great pressure and stress on them (Salashour & Esmillie, 2021). One of the issues that must be addressed at the institutional level is the negative impact of negative teacher emotion (Toraby, 2018). Students’ performance may suffer as a result of negative emotions. Yoon (2002) researched student-teacher relationships in the classroom and concluded that students had a negative view towards their teachers as a result of the teacher’s stress and negative emotions. Such negative emotions are directly related to teacher burnout, which may reduce self-efficacy.
Burnout and self-efficacy
Learning without burden for students and teaching without burnout for teachers is essential for -the wellness of students and teachers. According to Maslach (2015, as cited in Safari, 2021), burnout is a psychological syndrome aroused from mental and emotional exhaustion that later develops as long-term emotional or interpersonal stressors. Also, long-term anxiety and stress may cause burnout. Some studies have also discussed the sources of burnout and have discussed briefly creating the issues (Safari, 2021; Maslach, 2015; Chang, 2009). It is pointed out that individual, organizational and transactional factors are the three main sources of burnout (Chang, 2009).
Individual factors include age, gender, ethnicity, educational background, and teaching experience. Traditionally, studies on education production function have focused on how teachers and their background characteristics influence student performance (Hanushek & Rivkin, 2010 et. al., Todd & Wolphin, 2003). Similarly, organizational factor denotes job satisfaction and workplace environment, which are linked to income, division of labor, classroom management, incentives, and the organization’s socioeconomic status.
Since self-efficacy is an important variable and can affect the rate and time of burnout, the relationship between self-efficacy and burnout is studied (Safari, 2021). The theory of social cognitive defines the term ‘self- efficacy’ as an individual’s faith in their capacity to be successful in certain conditions (Bandura, 2006).The theory defines that teachers’ self-efficacy is the belief in the ability to plan, organize, and implement different educational activities that are critical to achieving pedagogical goals. Implementation of the measures to control the level of burnout help to improving teachers’ mental, physical, and social wellbeing that supports to enhance their teaching effectiveness, interpersonal relationship and their job satisfaction (Safari, 2021). Hence, an effective teaching process plays a vital role in the performance and success of any institution.
Relation between wellbeing and pedagogical success
Teachers’ pedagogical success is primarily determined by their cognitive abilities as well as their academic and professional knowledge in the field (Toraby, 2018). Students prefer teachers who have both emotional literacy and professional literacy. Many studies have been conducted to investigate the cause and effect on the teachers’ wellbeing (Blazar& Kraft, 2017). The unpleasant emotions, which are experienced by the teachers such as tension, anxiety, frustration, anger, depression may result in dissatisfaction in their work (Kyriacou, 2009). Negative emotions in teachers have an impact on their wellbeing, which can lead to poor performance of the students. Therefore teachers need to focus on happiness since it can bring positivity and positive emotions that assist teachers in being content with their lives. In this way, many studies have concluded a moderate, positive correlation between teachers’ emotions and students’ views on teachers’ pedagogical success.
Teachers’ wellbeing is not only the matter of being satisfied but also has some dimensions for developing positive emotions that influence the success in teaching. Teachers’ psychological and sociological factors can influence their success and failure (Safari, 2021).Emotional exhaustion relates to the psychological problem whereas sociological factors here refer to the interpersonal relationships between teachers and their self-efficacy. So, control over the stressors helps to improve mental health issues, teaching techniques and skills, interpersonal relation that results to job satisfaction.
According to Cotton (2008), various dimensions such as quality education, classroom quality, classroom management, job satisfaction, language, teacher turnover, and self-efficacy affect teacher’s wellbeing. The success of teaching is, directly and indirectly, related to the beliefs that arise out of different theories in pedagogy. Positive emotions in teachers, according to studies, cause them to teach more creatively, and the learner(s) to achieve more. Toraby (2018) revealed that when students believe their teachers are enjoying their jobs, they learn more. Similarly, when students feel good in the classroom and during the learning process, they are more motivated and successful in their studies (Seligman et al, 2009). As a result, teachers’ wellbeing and positive emotions are critical factors in successful teaching and pedagogical success.
Teachers’ wellbeing amidst the pandemic
Mental health issues, stress, and anxiety are sweeping the world as a result of social isolation caused by COVID-19 led lockdown across the world for the last year. Due to massively increased coronavirus, schools and universities are some of the most severely affected areas in this regard. Teachers in remote and hybrid environments reported more challenges than those in solely face- to face instruction (Schwartz, 2020). While anxiety and stress among students due to online classes or even no classes are well reported, teacher’s wellbeing is not spared from the mental health pandemic.
The coronavirus pandemic has brought unprecedented challenges to educators including disruption in the management of day-to-day teaching stuff and a rapid transition from in-person to remote learning (Porter, 2020). Seeing the current situation, teachers’ wellbeing is affected adversely from the following three sides.
Teachers are forced to teach online, if any, without direct human interaction. As human interaction is the most important social ingredient for social health, the deprived teachers are unable to manage their emotional needs by merely teaching from home and not being able to go to physical classes. Teachers are forced to reply on computer screens for professional work, information, communication, entertainment, and so on. This helps to deteriorate not just the mental health of teachers, but also their physical health.
On the second side, millions of teachers across the world are losing or on the verge of losing their job. As private schools are struggling to survive amidst almost zero revenue and constant costs, teachers have to face with ever-increasing job insecurity and financial catastrophe.
Finally, the pandemic can hit a teacher’s family anytime. With little access to the vaccine among teachers, they are already one of the most vulnerable groups in society after medical professionals. This threat of disease has also put a lot of stress on teachers.
All these three factors have made teachers’ jobs even more challenging. They are neither being able to fully deliver what they have been doing for years and intend to do for the rest of their lives nor are they being able to receive extra support and incentive for all the extra effort they have to invest to switch from physical to online mode.
Conclusion
Many studies have claimed that teacher’s wellbeing, emotions, and students learning outcomes are an integral part of pedagogical success. Positive feelings coincide with teachers’ professional success and that success determines the teachers’ wellbeing. So, the display of emotion is considered vital in teaching success. Literature suggests emphasizing both the teachers’ wellbeing and students’ achievements for pedagogical success. Teachers’ positive emotion leads to better students’ achievement and success in teaching.
The pandemic has brought additional challenges to teachers’ wellbeing and pedagogical success. Effective and natural connections between the teachers and learners have been broken. Thus, the virtual world is nowhere near enough to meet the emotional need of the teachers and students.
References
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Author’s bio:
Rejina KC is a Nepalese ELT teacher-researcher. She is currently pursuing her PhD at Kathmandu University, School of Education, Kathmandu. She has a master’s degree in English from Tribhuvan University and an MPhil degree in Interdisciplinary Education from Pokhara University. Her research interests include literature in language classroom, creative writing in EFL and teachers’ wellbeing and motivation. She has more than a decade-long experience as an ELT teacher from ECD to the University level. She is passionate about learning different methodology in ELT teaching for fostering language competence and skills in both teaching and learning English.
This paper recounts my professional journey as a university teacher that I started nearly one and a half decade ago. In this narrative account, by exploration I mean textual exploration, experience stands for direct contact with language, working in and through language, and expression has to do with communicating ideas through writing.
Underlying assumptions: i) learning ceases with over-repetition; exploration gives continuity and safeguards against fossilization; ii) language has to enter into and move through the experiential zone; iii) expression is vital for communication; communication failure leads to professional alienation.
First two years and repetition of sickness
When I started teaching at the university, the entry requirement I possessed was the Masters degree. It was the only professional competence I possessed to teach Masters course. I had some level of confidence because I was going to teach the same course I had studied. The campus where I started my university career was like my home. However, I did not have extensive reading and writing experience apart from coursework, particularly the Masters thesis. My knowledge in the subject was limited. I was confined to the given course, but the subject I thought, for example, Translation Studies demanded interdisciplinary readings in Linguistics, Applied Linguistics, contemporary critical theories like post-structuralism. Apart from reading across these different subject courses, the courses also required me to have experience of translation.
When I recall those early days, particularly the first two years or so, I was a course-teller rather than a teacher. Gradually, I felt more comfortable with the course content, since I had repeated the same course. Also, I felt more secure in the class. However, the lack of job satisfaction led to the devoid of academic charm. I was suffering from what Nietzsche has called “repetition sickness” (Myerson, 2001).
My key professional responsibility
What lies at the heart of my profession is teaching the prescribed courses to prospective English teachers. That is, my first and foremost duty is to stand in front of the class and deliver lectures to the students in the classroom. Other professional responsibilities include supervising researchers, training teachers, designing courses, compiling and editing course materials. Again, all these revolve around the key responsibility i.e. teaching.
Classroom teaching has limited reaching
After some years when I started attending the conferences and visiting the academic forums and creative writing workshops, I began to realize that classroom teaching has limited reaching. I was alienated from the broader academic community. It often struck me that only by confining myself to classroom activities, I might not be able to expand my professional presence beyond university premises. Only by teaching one cannot grow professionally. This feeling would often strike me.
I often asked myself:
To what extent can I call myself a professional teacher?
Do I only teach or do I also READ?
Do I only teach and read or do I also WRITE?
Do I only teach, read and write or do I also SHARE?
Do I only teach, read, write and share or do I also CARE the emerging writers?
These questions were in fact inspired by Penny Ur’s (1991) notion of professionalism. The questions like these urged me to set on the journey of exploration, experience and expression by means of reading, writing and translating documents.
Desire for expanding my professional presence
I prefer not to limit myself to the reading and writing within my profession. I love plunging into the open space of reading and writing beyond the given profession so that I can traverse neighbouring disciplines, and bring back insights and information to expand and strengthen my profession. I have sensed that it has helped me expand my core identity as an English teacher. Apart from a teacher, now I can also call myself a writer and translator. Translation and creative writing have connected me to the broader audience.
Reading for exploration and experience
Reading is a process of exploring texts as well as information. I normally explore three zones of texts. I often begin with the core zone i.e. the texts prescribed in the course. It’s vital for my professional survival and success of my students in the examinations. However, reading the course texts is not enough. Then, I explore additional texts related to the core zone. I call them the texts from the peripheral zone. I need to deepen and widen my reading experience. To this end, I site the prescribed topic or text in the neighbouring disciplines like linguistics, literature, philosophy, and also refer students to such disciplines to broaden their understanding. Whenever I have time, I choose one of the areas and take to independent reading. I call this the texts from the outer zone. Let me give an example, poststructuralism and translation, a topic from the course. The course requires me to deal with the topic from the linguistic perspective only. Apart from linguistics, I move to peripheral texts that shed light on the topic from the literary and philosophical perspectives. Later I suggest students to carry out an independent study of poststructuralism when they have time. Thus, as an advanced academic reader, I encourage my students to move to the outer zone from the core.
This exploration helps the reader experience the content and language from different disciplinary perspectives, with varying degrees of intensity. Moreover, it is the process of reading across the disciplines. With such exploration, we become the members of broader academic and creative communities. However, there is a risk involved in such a reading. The reader should not forget to return home i.e. his/her own discipline, say ELT in our case. The only aim of reading beyond the home profession is to enrich one’s professionalism in terms of language and content, not just to become a textual wanderlust.
Writing for exploration, experience and expression
I realized, very late though, that writing is equally intensive and hard to reading, but it is also a source of self-satisfaction. This exploration needs more physical and mental preparedness, more commitment and more motivation than reading. While writing this article, I am exploring my inner and outer worlds simultaneously. Writing requires me to explore my own consciousness by reflecting on professionallywho I am, what I am doing, what my expectations are, what my students expect from me, and how I can contribute to my professional community. In a similar vein, I need to explore relevant information available in the textual world to such questions. Writing is the combination of information that I collect from various sources.
Writing is an event. It is the event that engages the writer in language, in content and in context. For example, I, while writing this article, am experiencing English directly. I am not just thinking about English but thinkingin and doing through English. I am face-to-face with its components ranging from spelling at the lowest level to discourse at the highest.
I always find myself in crisis while writing because every time I am unsure of spelling. I look for suitable words, proper structures, natural flow in the texture, effective rhetorical devices, relevant information and striking insights. Moreover, by writing I am linked with my students beyond the classroom. It has extended my presence beyond the classroom and multiplied the number of my audience. It has also helped me become a producer of knowledge rather than a mere consumer.
Translation for exploration, experience and expression
Translation has been instrumental in shaping and expanding my profession in terms of language, content and my identity. My early inclination to translation was due to my desire to improve my English. Later this inclination morphed into a life-long passion and profession. When I start translating a piece of work, I find my English inadequate. So, I need to search English dictionaries for better words, suitable expressions, natural sentence constructions and effective rhetorical devices. It has compelled me to be a tenacious language learner. Moreover, supplementary reading is a must in translation. In order to translate a Nepali book in English, I need to read peripheral English books. For example, when translating Yasodhara, a poetic play in Nepali by Sharada Subba, I had to explore several books and even movies in Buddhism. That led me to the path to Buddhist literature. Old Path White Clouds is one of them. Apart from being helpful in translation, insights from reading of the books like this have broadened my understanding about life and my relationship with students. This book has changed my attitude to teaching as service rather than merely a means of livelihood.
Moreover, while translating, I am engaged in the double helix of reading and writing. My reading is directed to writing. I need to read the text in the deepest possible level and (re)write it in the most accurate way. In both the cases, I am in intimate contact with language. Drawing on my experience, I agree with Sujeet Mukherjee’s (1981) revelation – Reading for translation is the highest form of reading. This acute process of reading has given me a means of expression. I have been expressing myself through translation for many years by now. I believe that I can contribute to the disciple by translating and writing about translation.
Benefits I have reaped from this triune journey
I have reaped a lot of benefits from this triune journey. Some of them are as follows:
Contribution to university courses: Selecting texts for such courses as Interdisciplinary Readings is next to impossible without wide reading. With this, I have been able to contribute to university reading courses, particularly in the text selection from literature, philosophy and critical theories.
Exposure to language and content across disciplines: I find myself shuttling back and forth across different reading zones. It gives me a sense that I am studying about language, content and its style. This makes my reading interesting and exciting. I can directly experience English used in other disciplines. Such reading exposes me to a variety of language and content. It has helped me guide students, earn their trust. This has improved my English and given me content to contemplate, to teach and to write.
Safeguard againstprofessional lethargy: Constant reading, writing and translating has freed me from professional lethargy.
Knowledge contributor: My role as a teacher is not only the consumer of knowledge but also the producer of knowledge.
Sharing beyond the classroom. I have been able to share my ideas beyond the classroom by means of print and electronic media.
Self-humility: Finally, the journey has taught me self-humility i.e. I don’t know but I try to know.
References:
Mukherjee. S (1981). Translation as discovery. India: Allied Publishers.
Ur. P (1991). A course in language teaching. Cambridge: CUP.
*Mr Adhikari is a lecturer of English Education at Tribhuvan University. Moreover, He is also a translator, editor, poet, and essayist. You can follow him on Twitter @balaramadhika14/bal ram adhikari
