Tag Archives: ELT books evaluation

Welcome to Biannual Issue of ELT Choutari: 2026- 18(115)

Editorial, ELT Resource, Reflections, Scholarly Article, Teacher's Experience/anecdotes, Teaching Tips, , , , ,

Dear Esteemed Readers and Contributors,

Greetings!

We are pleased to announce the publication of the January–June 2026 biannual issue of ELT Choutari. This collection synthesizes reflective narratives, empirical action research, and scholarly critical reviews contributed by educators, researchers, and practitioners. The articles presented herein offer diverse pedagogical perspectives on English language teaching (ELT) and linguistic research within the specific sociocultural landscape of Nepal. By documenting authentic classroom experiences and refining pedagogical methodologies, ELT Choutari serves as a vital platform for bridging the divide between theoretical frameworks and practical classroom application.

The subsequent section offers a detailed introduction to our esteemed contributors, accompanied by concise summaries of their scholarly reflections and action research insights. We trust that these experiential narratives and pedagogical anecdotes will serve as a significant resource for our readers, providing actionable strategies and theoretical depth applicable to diverse educational settings. By meticulously documenting these voices, we aim to facilitate a broader understanding of the challenges and triumphs inherent in contemporary language instruction.

Mr. Arjun Jung Rayamajhi, in this article,  replicates a deeply personal and moving story about the power of education. The author, who grew up in a small village in the countryside, far from amenities, has risen from a young student to earning a doctorate at a top-ten university in Nepal, and chronicles the harsh socio-economic constraints that stand in the way of rural students. It emphasizes that students can overcome the systemic challenges and continue to engage in their lifelong journey of learning through determination, early teacher encouragement, and academic resilience.

Likewise, Mr. Tirtha Raj Ranabhat, in his article,  applies the method of narrative inquiry to understand the reasons for undergraduates’ reluctance to speak English fluently in a multicultural, multilingual classroom in Aadikavi Bhanubhat Campus, Tanahun. His research with students from different backgrounds sheds light on why this is the case: the influence of the mother tongue, cultural home environments, and a lack of targeted motivation for learning a language, as well as an educational bias towards written skills over oral fluency. He believes in using flexible and interactive teaching approaches which are inclusive and encourage learner autonomy and reduce language anxiety.

In his thought-provoking article, Mr. Dasarath Rai has raised the question: Does Punctuation Matter? and here is why: He makes an analogy between musical notation and structural grammar, and asserts that punctuation has a life beyond the literal and regulates pauses, emphasis, human emotion, and ideological authority. He condemns the lack of attention to the instruction of punctuation in the English classrooms of Nepalese schools and colleges, and says that without attention to such nuances, students are not equipped to become truly global, empathic communicators.

 In his book review titled Teaching English as an International Language, Mr. Nar Bahadur Bist provides a comprehensive evaluation of the eponymous text authored by Ali Fuad Selvi and Nicola Galloway. The reviewer methodically deconstructs the core themes of the work, specifically addressing the historical expansion of global English, the strategic design of an EIL (English as an International Language) curriculum, and the necessary transition in assessment practices away from traditional native-speaker norms. By critically engaging with these elements, the review underscores the significance of the book as an interdisciplinary resource tailored for teacher educators, scholars, and policymakers alike.

Here is the list of blogs for you to navigate in this issue::

  1. Determination, Persistence and Success: Village to University by Arjun Jung Rayamajhi
  2. Hello Teachers! Does Punctuation Matter? by Dasarath Rai
  3. Learners’ Hesitation in Speaking English in the English Classroom in Multicultural and Multilingual Context: A Narrative Inquiry by Tirtha Raj Ranabhat
  4. Book Review: Teaching English as an International Language by Nar Bahadur Bist

Lastly, we extend heartfelt gratitude to all our editors and reviewers –  Dr. Nani Babu Ghimire, Dr. Mohan Singh Saud, Dr. Jnanu Raj Poudel, Jeevan Karki, Sagar Poudel, Karuna Nepal, Puskar Chaudhary, and Dasharath Rai- for their dedicated efforts in bringing this issue to completion.

ELT Chautari remains a welcoming space for researchers, scholars, educators, and practitioners to share insights, practices, and narratives from classrooms and communities alike. We warmly invite you to contribute to our upcoming issue by submitting your articles and reflections to 2elt.choutari@gmail.com.

Happy Reading!

Lead Editor: Binod Duwadi

 

Co-Editor: Ganesh Kumar Bastola

Interview with Ramesh Ghimire on Govt’s Process of Textbook/Materials Writing and Approval

Interview, , , ,

Curriculum Development Centre (CDC) is an academic unit under the Ministry of Education, Government of Nepal. The main aim of the CDC is to develop curricula, textbooks along with other instructional materials for school education in order to achieve the national goals of education. Since this issue is focused on textbook writing and material development, we have Ramesh Ghimire, Curriculum Officer to talk about the CDC’s process of ELT materials development, policy, and quality of ELT textbooks and additional materials available in the market.

Below is the excerpt of Choutari Editor Jeevan Karki‘s conversation with Curriculum Officer Ghimire.

Ramesh ji, welcome to the Special Issue of Choutari. Could you please explain our readers about the difference between ELT textbook and materials developed by the government and private sector from government publication and private?

Thank you Jeevan sir. Let me first declare that the views I am sharing here are my personal. However, they do not represent those of the Curriculum Development Centre, where I am employed.

One must understand that the materials developed by private publications are called additional reading materials or reference materials. They are not the textbooks. But, those materials developed by the CDC are called textbooks. However, the CDC approves the materials developed by the private publications.

Both the CDC and the private publication follows the curriculum of the government in order to produce the materials. However, there is a great variation among the publications in terms of the quality of the materials. We can compare the ELT textbook and reference materials published by the government publication (CDC-produced materials) and private publication on several grounds. 

First, the difficulty level of the materials from the private publication is relatively higher or in some cases even lower than those of the government produced materials.

Second, the materials from government publication are developed following a due process like the task force-teacher workshop-subject committee-coordination-committee-final approval. But the materials from the private publications do not undergo this process. Even though they claim that they have underwent the similar process, there is no mechanism to monitor it.

Third, unlike the materials produced by private publication, the CDC-produced materials are piloted before their actual use. The CDC-produced materials are disseminated all over the country and the teachers are oriented before they use them. In the contrary, this is not the case with the materials developed by private publications.

In terms of contextualization of the content and consideration of inclusive principles, CDC-produced materials are far better than those produced by private publications.

There is the involvement of both the government and the private sectors in the distribution process of CDC-produced materials. On the other hand, the materials from private publications are distributed in the selected areas only. It is often heard that the school decides the materials but the teachers, parents and the students have no choice in the selection of those materials. Similarly, the materials from the private publications are content-loaded and therefore they can be relatively difficult. In terms of cultural appropriateness and teaching-learning approach, I feel that CDC-produced materials are better than those developed by private publications.

However, in terms of peripheral features like the design, layout, paper quality and so on, the materials from private publications are better. Unlike the CDC produced materials, the materials from private publications are colourful and their price is higher. Recently, the government has also started printing out colourful textbooks and materials especially for the basic level (up to grade 5).

You mention that the private publishers should follow the government curriculum of government while developing their books and materials. Is there any way or process to ensure their materials developed by private sector are based on the national curriculum?

The private sector must follow the curriculum of the government. If their materials are not consistent with the curriculum, CDC does not approve them. The private publications require the CDC’s approval before they bring the materials in the market. This means that there is a systematic process of material approval. They cannot have their own curriculum to develop the materials. The sole authority for developing curricula of school level in Nepal with CDC.

Even if the materials approved by the CDC through its so-called ‘approval process’, the contents included in the materials developed by private publishers   are stretched beyond the prescribed curriculum. Sometimes, those materials are too difficult to level of children and they lack appropriateness. To be honest, such textbooks are merely creating pressure on students, how does CDC deal with it?  

Yes, I admit that the materials produced by private sectors are loaded with more contents, which are not necessary and go beyond the curriculum. This is what I have already mentioned while answering your first question. It is really a good question but is challenging for the CDC to deal with.

When it comes to the approval process, we in the CDC have a rigorous discussion and debate on the content of such materials. In the CDC, we have two schools of thought. One thought is that the contents of such materials should  exactly be in line with the curriculum. Another school of thought is that their content can, to some extent, be beyond the curriculum since these are only additional reading materials.

Now coming to your question regarding the the role of CDC in dealing with the issue, the CDC tries its best to make the private publications “adjust” the contents of their materials in line with the level of curriculum. The CDC can check the contents strictly before providing them the approval.

Private schools are also using the imported ELT materials. It is heard that such books neither follows our curriculum nor the publishers have any approval from the government. Who is responsible for supervising the quality, appropriateness and applicability of such books? How do these materials get approved?

The CDC has also approved the materials developed by different international publishers or publications. The CDC also supervises the materials in terms of quality, cost, appropriateness and applicability of the materials.

The CDC approval is mandatory to disseminate materials in schools. Therefore, no one can take any curricular materials in school level without the prior-approval of the CDC. The existing Education rules, 2059 (2002), Rule no. 35 has made a clear provision regarding the use of additional reading and teaching materials and textbooks. The one who goes against it shall be punished according to the law.

One of the main functions of the CDC is to conduct research on curricula and textbooks. What kind of research does it conduct? Can you share with our readers about some of the recent researches?

The CDC conducts research on the areas of school curricula, textbooks and other curricular materials and the status of their implementation. Last year, we conducted a research on “The Present Situation of Curriculum Implementation” focusing on the curricula of the basic level.

Schools around the world and few private schools even in Nepal develop their own syllabus and course/text books for their students as per their context. How long might it take Nepal to start this new dimension in schools?

There is a practice of developing curriculum by the schools in Nepal. Up to grade 8, schools can develop a local curriculum (as a local subject) of 100 marks and in the basic level (up to grade 5) 20 percent content can be developed at the local level in 3 subjects: social studies, creative arts and physical education. Now in the changed context of federalism in the country, the provincial and local governments may take initiatives in the development and management of local curricula.

Finally, as we are heading towards the implementation of federalism, how would the CDC function in the changed governance model?

I think the role of the CDC will be certainly different in federalism. Its role will be primarily to maintain national standards of the school curricula, to make policy related to school curricula and curricular materials, to develop capacity of the people at various levels and to provide technical assistance in the areas of curriculum and curricular materials as required.