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Enhancing Learner Engagement through Translanguaging Pedagogy: A Reflective Narrative from a Multilingual ELT Classroom in Nepal

Author identity, Creative Writing, Critical Thinking, Education in General, Reflections, Teacher Training, Teacher's Experience/anecdotes, Teaching Tips, , ,
Mr. Khem Raj Rauteda

Introduction

Teaching English in a linguistically diverse classroom presents a complex challenge, particularly in a multilingual context like Nepal, where students bring with them rich linguistic backgrounds from their homes and communities. I teach at Sharada Secondary School, a community school located in Itahari, Sunsari. Since 2022, I have been working with students from various ethno-linguistic backgrounds, including Tharu, Rai, Limbu, Maithili, and Nepali. Reflecting on my experience of teaching English in such a diverse setting, I initially employed an English-only approach as the medium of instruction, instituting rules that enforced speaking only English in the classroom. I felt a sense of satisfaction as the class remained silent. However, after some time, I began to realize that the students’ silence and passivity were not conducive to effective learning. This reflection prompted me to adopt more reflective practices, which are essential for teachers’ professional growth and for addressing the everyday challenges that arise in teaching (Rauteda, 2024b).

The disengagement of my students became a significant concern for me. I encountered numerous challenges during class, particularly regarding student motivation and engagement. I observed that many students were hesitant to speak, fearful of making mistakes, and often remained passive throughout the lessons. This situation forced me to reflect critically on my teaching methods and seek alternative pedagogical approaches. Consequently, I adopted translanguaging as an intervention in the classroom—an approach that allows students to utilize their full linguistic repertoire in the learning process (Gaarcia & Wei, 2014; Phyak, 2018; Rauteda, 2022; 2024a). This reflective writing aims to provide an in-depth analysis of a moment when my teaching successfully engaged the majority of my students through a planned intervention using translanguaging pedagogy within a PAR framework. In this discussion, I outlined what I did, what the students did, and the reasons I believe the lesson was effective, supported by theoretical insights and research findings.

The Problem Identified: A Disengaged and Struggling Classroom 

At the beginning of my career, I worked at private colleges in the Kathmandu Valley, where monolingual instruction was preferred in ELT classrooms. This practice shaped my teaching habits. After passing the Teacher Service Commission (TSC) examination, I became a permanent teacher at a government school, where I attempted to apply the methods I had previously used in private colleges. Initially, my English classes were dominated by monolingual practices, focusing solely on English instruction, as dictated by the traditional curriculum. However, I quickly noticed that my students were hesitant to participate. Even basic questions often went unanswered. Their lack of confidence and visible anxiety toward English created a barrier to meaningful engagement. I found my students completely silent in the classroom. Despite using various materials such as pictures, slides, and English-language videos, the students remained passive and showed little interest. I then realized that this silence was a result of implementing a monolingual instructional approach in a multilingual setting. In this context, Garcia and Wei (2014) argue that monolingual methods in multilingual environments can alienate learners and limit their ability to express their understanding.

The students’ silence, lack of participation, and poor writing skills indicated a need for change. I realized that their home languages were being ignored in the classroom, causing English to feel disconnected from their everyday lives. As a teacher in a multilingual community, this contradiction deeply troubled me. One day, I asked my learners in the Nepali language why they remained silent in my class. They explained that they did not understand the language I used during lessons. The majority of them requested that I incorporate both Nepali and English in the classroom to enhance their understanding. Consequently, their demands and my realizations prompted me to seek alternative ways of teaching English in a multilingual context. This led me to consider translanguaging pedagogy through participatory action research (PAR).

Planning for Change: Participatory Action Research as a Tool

In response to students’ disengagement and lack of motivation, I chose to conduct action research within my ELT classroom to address the identified issues. I made this decision with the belief that action research provides practical solutions to everyday challenges and fosters professional growth for teachers (Rauteda, 2025a). Subsequently, I planned to implement PAR, which is a cyclical process comprising planning, acting, observing, and reflecting (Cohen et al., 2018). PAR allowed me to include my students as co-participants in the learning process. I designed a translanguaging-based intervention that enabled students to utilize their full linguistic repertoires (Garcia, 2009; Rauteda, 2022). According to Garcia and Wei (2014), translanguaging involves deploying students’ complete linguistic abilities without strictly adhering to the boundaries typically associated with named languages (national and state languages). Based on the benefits of using hybrid language practices in ELT classrooms, I aimed to employ translingual practices to create space for students’ home languages in the learning environment. Through PAR, I sought to transform my pedagogical approach by engaging students in a culturally and linguistically responsive manner. Additionally, my goal was to enhance student engagement in classroom activities through empowerment, while also seeking pedagogical empowerment for myself.

 

Conceptual Understanding of Translanguaging

Translanguaging is a language practice used by bilingual and multilingual speakers, wherein individuals naturally, dynamically, and purposefully utilize various languages and linguistic resources simultaneously (Garcia, 2009). This concept was first developed by Cen Williams in 1994, who created opportunities for students to alternate languages in their reading and writing, as well as in their receptive and productive skills (Garcia & Leiva, 2014). Translanguaging refers to the intentional mixing of different languages (Rauteda, 2024a). As Garcia (2009) notes, translanguaging involves the use of multiple linguistic practices by bilingual individuals to navigate their bilingual environments. Multilingual speakers can fluidly transition between languages, viewing their linguistic repertoire as a cohesive system (Canagarajah, 2011). Scholars have referred to translanguaging using various terms, including ‘polylingualism’ (Jorgenson, 2008), ‘metrolingualism’ (Pennycook, 2010), ‘codemeshing’ (Canagarajah, 2011), and ‘pluriliteracy’ (Garcia, 2009). From a language use perspective, translanguaging is a flexible and strategic approach that employs multiple languages (Garcia & Wei, 2014). This approach can assist students in developing both their cognitive and socio-emotional skills while leveraging the diverse and dynamic language practices of learners (Garcia & Kleyn, 2016; Vogel & Garcia, 2017). Consequently, translanguaging serves as a valuable practice for multilingual learners, addressing diversity in the classroom and promoting social justice by maximizing the use of each learner’s linguistic repertoire. It can also empower disadvantaged students who face barriers solely due to language differences. Moreover, Li Wei (2011) introduces the concept of a “translanguaging space,” which serves as a framework illustrating the setting in which students can utilize all their linguistic, cultural, and epistemic assets in the learning process. In my classroom, instead of separating languages, I embraced them as complementary resources. I encouraged students to use languages they are familiar with, such as Tharu, Maithili, Limbu, or Nepali, to express their thoughts, scaffold their learning, and produce creative outputs.

Implementing Translanguaging Pedagogy

As a teacher-researcher, I implemented translanguaging using various strategies at different stages. In the following sections, I present details on how I enacted translanguaging within a PAR framework, the impact of this intervention on my teaching, and what the intervention achieved. This information is organized into themes and subthemes.

Designing the Activity

I designed an activity focused on creating or collecting stories in the languages that students are proficient in. The purpose of this activity was to enhance their writing skills, encourage interaction, and appreciate local knowledge. Additionally, it aimed to promote co-learning and bridge the gap between the classroom, content, and community.

For this task, I divided the class into eight heterogeneous groups, mixing students from different language backgrounds. This grouping encouraged peer learning and cross-cultural dialogue. Each group created and collected stories in their preferred languages. They then presented these stories in the classroom and discussed them among group members. After the discussions, the stories were translated into multiple languages, including Tharu, Nepali, English, and Rai. Finally, the stories were compiled and presented as multilingual, multimodal storybooks. As a post-method teacher, I aimed to theorize my practice and apply theoretical concepts, using these activities to scaffold my students’ learning. I wanted to connect them with their culture, language, and community. Consequently, this activity aligned with Vygotsky’s sociocultural theory, particularly the Zone of Proximal Development (ZPD), which emphasizes the importance of social interaction and scaffolding in learning (Vygotsky, 1978).

What the Students Were Doing

Students engaged in various activities both individually and in groups. They created and collected stories, participated in discussions, made presentations, translated texts, transformed stories into multimodal formats, and even organized them into a book. Their involvement in these activities led to significant changes in their behavior and attitudes. The intervention fostered collaboration, cooperation, engagement, and motivation among the students, helping them develop a sense of agency (Rauteda, 2022; 2024; Rauteda & Luitel, 2025; Rauteda, 2025b). Moreover, this experience transformed the students’ behavior. Those who had previously remained silent became active participants, displaying excitement while collecting stories from elders in their communities. Sharing these stories in class instilled a sense of pride in them. They began to view their languages and cultures not as obstacles but as bridges to learning English. In their groups, students discussed word choices, translated idioms, and assisted one another in crafting coherent narratives. The classroom evolved into a lively, collaborative space filled with energy and multilingual dialogue. Students not only practiced English but also enhanced their thinking, reading, and writing skills.

What I Was Doing as a Teacher

As a teacher, I shifted my role from the sole authority to a facilitator and co-learner. I moved around the groups, providing language support, answering questions, and encouraging dialogue. I praised their efforts in both languages and emphasized the value of their home languages. Instead of correcting every mistake, I focused on meaning-making and creative expression. I also created space for students to present their stories to the whole class, which boosted their confidence. This student-centered pedagogy reflects Freire’s concept of dialogic education (Freire, 1970), where learning emerges through mutual dialogue and respect.

 Classroom Outcomes of Translanguaging Pedagogy through PAR

The primary objective of implementing this pedagogical strategy was to enhance student engagement in ELT classrooms and to develop students’ writing proficiency in English. The integration of translanguaging pedagogy within a PAR framework proved to be particularly effective in a multilingual and culturally diverse classroom. This approach not only supported students’ linguistic and academic growth but also improved classroom management by fostering greater learner participation, collaboration, and empowerment. Through this intervention, students were encouraged to draw upon their full linguistic repertoires, which made learning more inclusive, dynamic, and responsive to their lived experiences. The following sub-sections illustrate the transformative outcomes of this pedagogical approach, highlighting how translanguaging through PAR contributed to culturally and linguistically responsive teaching, enhanced literacy and language development, increased learner agency, and strengthened classroom relationships.

Culturally and Linguistically Responsive Pedagogy

Teaching is more effective when it is closely connected to culture and language. Research studies (Garcia & Wei, 2014; Phyak, 2023; Rauteda, 2022) have shown that language instruction is most effective when linguistic and cultural diversity are celebrated and respected in the classroom. Furthermore, these practices can lead to increased engagement, motivation, and academic achievement (Gay, 2010). During the project, the students worked on local phenomena. They wrote, collected, and translated stories from their local context and even used their home language. This practice helped them connect with their culture. By validating cultural norms and local languages, I was able to teach in a culturally and linguistically responsive way. It fostered the students’ identities and made them proud of their culture and language, which boosted their confidence. Throughout the project, the students became more motivated and confident, and they developed a more positive attitude towards their learning. By integrating home languages into the classroom, I created a safe space where students felt seen, respected, and capable. Thus, translanguaging enabled me to be accountable to local culture and language, enhancing my students’ engagement and motivation in the classroom.

 Enhanced Literacy and Language Skills

The intervention significantly enhanced both literacy and language skills among the students. Through activities such as storytelling, translation, and group discussions, students cultivated a range of literacies. They learned to navigate between languages, structure narratives, and articulate complex ideas. This aligns with Hornberger’s (2003) “Continua of biliteracy” model, which advocates for literacy development across diverse languages and modalities. Furthermore, as students engaged in tasks like searching for equivalent words in online dictionaries and Google, they also improved their digital literacy. Ultimately, they became more familiar with the structure and organization of books. This experience demonstrates that involving students in multilingual activities can effectively foster both language skills and digital literacy.

 Increased Participation and Agency

Agency refers to an individual’s capacity to act, initiate actions, self-regulate, or effect change in their circumstances. It can also be viewed as a form of resistance (Giddens, 1984; Ortner, 1984). Additionally, agency encompasses an individual’s ability to apply principles or theories in specific contexts. In this case, the intervention served to enhance the agency of both the teacher and the students, as they challenged the monolingual instruction and enacted micro-level resistance in the classroom through translanguaging (Rauteda & Luitel, 2025). Moreover, the students assumed greater ownership of their learning. Group work fostered accountability and collaboration, empowering them to become autonomous learners willing to take risks in their education. Consequently, they developed a stronger connection with each other and the classroom environment. Their engagement increased as they transitioned from passive recipients of knowledge to active creators of knowledge.

Building Relationships

Establishing a good rapport is crucial for effective teaching and learning. In my research, the intervention played a significant role in fostering positive relationships between the teacher and students, as well as among the learners themselves. The activities allowed me to connect with my students on a deeper level, enabling me to learn about their lives, traditions, and communication styles. This emotional connection not only built trust, which is vital for successful learning, but also encouraged students to share personal experiences, which has proven beneficial for their psychological well-being. As they began to support one another, share ideas, and collaborate, they expressed a preference for group work as part of their assignments. As a result, teaching became more effective, promoting linguistic inclusivity, collaborative learning, real-world applications, a redefined role for teachers and students, and opportunities for creative expression.

Conclusion

This reflective narrative demonstrates how the implementation of translanguaging pedagogy within a PAR framework significantly enhanced learner engagement in a multilingual English classroom. By integrating students’ home languages alongside English, I was able to create a culturally responsive environment where learners felt valued, confident, and motivated. The intervention not only promoted active participation, literacy development, and student agency but also transformed my own role from a traditional authority figure to a facilitator and co-learner.

The experience reveals several key insights. First, monolingual approaches can silence learners in linguistically diverse classrooms, whereas translanguaging affirms students’ linguistic and cultural identities. Second, translanguaging fosters collaboration and mutual respect, enabling learners to connect classroom activities with the knowledge they bring from their communities. Third, these practices contribute to broader educational goals by promoting equity and social justice in language teaching.

For teachers in similar contexts, this reflection suggests that translanguaging can serve as a potent pedagogical tool for bridging gaps between students’ lived experiences and classroom learning. Although this account is based on a specific classroom experience, it emphasizes the importance of embracing multilingual resources in ELT. Future reflective and research-based studies could further explore how translanguaging can be systematically integrated into classroom practices across Nepal.

References

Canagarajah, S. (2011). Translanguaging in the classroom: Emerging issues for research and pedagogy. Applied Linguistics Review, 2(1), 1–28.

Cohen, L., Manion, L., & Morrison, K. (2018). Research methods in education. Routledge.

Freire, P. (1970). Pedagogy of the Oppressed. Herder and Herder.

Garcia, O. & Leiva, C. (2014). Theorizing and enacting translanguaging for social justice. In Blackledge, A., & Creese, A. (eds.), Heteroglossia as practice and pedagogy (pp. 199-216). Springer.

García, O. (2009). Bilingual education for the 21st century: A global perspective. Wiley Black-Well.

Garcia, O., & Wei, L. (2014). Translanguaging: Language, Bilingualism and Education. Palgrave Macmillan.

Garcia, O., and Kleyn, T. (2016). Translanguaging theory in education. In O. Garcia and T. Kleyn (eds), Translanguaging with multilingual students, (pp. 23–47). Routledge.

Gay, G. (2010). Culturally responsive teaching: Theory, research, and practice. Teachers College Press.

Giddens, A. (1984). Constitution of society polity press. Cambridge.

Hornberger, N. H. (2003). Continua of biliteracy. Multilingual Matters.

Jorgensen, J. N. (2008). Polylingual languaging around and among children and adolescents. International Journal of Multilingualism, 5(3), 161–176.

Li, W. (2011). Moment analysis and translanguaging space: Discursive construction of identities by multilingual Chinese youth in Britain. Journal of Pragmatics, 43(5), 1222-1235.

Ortner, S. B. (1984). Theory in anthropology since the sixties. Comparative Studies in Society and History, 26(1), 126-166.

Pennycook, A. 2010. Language as a local practice. Routledge.

Phyak, P. (2018). Translanguaging as a pedagogical resource in English language teaching: A response to unplanned language education policies in Nepal. In K. Kuchah & F. Shamim (Eds.), International Perspectives in Teaching English in Difficult Circumstances (pp. 49-70). Palgrave.

Phyak, P. (2023). Translanguaging as a space of simultaneity: theorizing translanguaging pedagogies in English medium schools from a spatial perspective. Modern Language Journal, 107(1), 289-307.

Rauteda, K. R. (2022). Translanguaging as a pedagogical resource in multilingual ELT classrooms: Exploring perceptions and practices [Master’s Thesis]. Tribhuvan University.

Rauteda, K. R. (2024a). Unveiling pedagogical translanguaging: Investigating teachers’ translingual practices and purposes in ELT classrooms. English Language Teaching Perspectives, 9(1-2), 51–66.

Rauteda, K. R. (2024b). Bending back to the professional activities: Unveiling the role of reflective practice in teachers’ professional development. Journal of NELTA Gandaki, 7(1-2), 98–110.

Rauteda, K. R. (2025a). English language teachers’ knowledge, use, and perceived effectiveness of action research for professional development. Indonesian Journal of English Language Studies (IJELS), 11(1), 39-52.

Rauteda, K. R. (2025b). Translanguaging for transformation: Identity, equity, and pedagogical resistance in Nepalese ELT classrooms. Indonesian Journal of English Language Studies (IJELS), 11(2), 150-162.

Rauteda, K. R., & Luitel, B. (2025). Teachers’ pedagogical resistance of EMI through classroom translanguaging in Nepalese science classrooms. IJIET (International Journal of Indonesian Education and Teaching), 9(2), 441-456.

Vogel, S., & García, O. (2017). Translanguaging. In G. Noblit & L. Moll (Eds.). Oxford Research Encyclopedia of Education. Oxford University Press.

Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.

Author’s Bio: Mr. Khem Raj Rauteda is an MPhil scholar at the Graduate School of Education, Tribhuvan University, and a Lecturer of English Education at Janta Multiple Campus, Itahari. He has been actively involved in academic publishing for over five years, contributing research articles to both national and international journals. Rauteda has also served as a reviewer for several scholarly publications and has presented numerous papers at national and international conferences. His areas of interest are Translanguaging, CDA, Multilingualism, and Teachers’ Professional Development. He can be reached at krauteda@gmail.com.

Welcome to Third Quarterly Issue 15 (108)

Editorial, ,

Dear valued readers and contributors,

Greetings!

It gives us immense pleasure to release the third quarterly issue (July- September 2023) of ELT Choutari. This issue is non-thematic and replicate different experiences of teaching and learning English in different contexts. This issue has covered a wide range of areas of classroom pedagogy, classroom management, students’ motivation, students centred pedagogy, teachers professional transformation and practitioners’ reflections.

We believe that documenting teachers’ teaching experiences, challenges, and successes fosters a deeper level of understanding of their pedagogical approaches. The (emerging) practitioners learn innovative teaching methodologies, adapt to new language trends and develop relevant materials effective and useful in their language classroom. We honour the practitioners’ voices, their personal expeditions, and challenges to foster a collaborative culture and supportive environment for igniting change within their academia.

In the first post, Shiva Mainaly highlights the significant impacts of Call for Papers (CFP) on the conference attendees. He shares how important it is for the responder to respond about CFP and how it backfires if it is not addressed appropriately. The author further highlights how CFPs tend to address any aspect of burgeoning issues, ranging from colonial reckoning, the rhetoric of precarity and the rise of authoritarianism to social justice, linguistic justice, power and precarity attendant to AI’s growing application in learning and teaching space.

Similarly, in the second blog post, Surendra Prasad Ghimire provides a personal account of teaching English in low-resourced rural communities and navigates some unique challenges. The author provides insight into the complexities of low-resourced classrooms and offers some ways of teaching English in a rural context.

Likewise, Sangeeta Basnet in her reflective narrative shares how psychological assets play crucial roles in language classrooms and how those problems cause deterioration in academic performance. She also suggests some ways to address parents and teachers to create a healthy environment for them to share their problems, hear their past stories, and encourage and inspire them to do better in their academics.

Tripti Chaudhary, in the fourth blog post, shares her nostalgia and believes to have a paradigm shift in teaching pedagogy since the grammar-translation method. She further discusses how the rote memorisation has been transformed into a practice-driven approach in our academia in the 21st century.

Finally, in the fifth blog post, Dammar Singh Saud reflects on his experience of teaching culturally diverse students in school and shares how he was influenced by his father’s dedication to education and selflessness. He further highlights how innovative teaching method and the use of ICT plays pivotal roles in teaching teaching-learning process.

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

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

Finally, I would like to thank our editors and reviewers in this issue, Mohan Singh Saud, Nanibabu Ghimire, Jeevan Karki, Jnanu Raj Poudel, Sagar Poudel, Karuna Nepal, Ekraj Adhikari, Yadu Gnawali, Binod Duwadi, Puskar Chaudhary, and Dasharath Rai, for their relentless effort and contribution.

ELT Choutari is a platform for researchers, scholars, educators, and practitioners to share their perspectives, practices, and stories from classrooms and communities. If you enjoy reading the articles, please feel free to share them in and around your circle and drop your comments.

We encourage you to contribute to our next issue (October-December) and send your articles and blogs to 2elt.choutari@gmail.com.

Happy Reading!

Lead- Editor
Ganesh Kumar Bastola

English Teachers’ Experiences on Learner-Centered Teaching Pedagogy

Professional Development, Reflections, Research ideas, Research paper, Teacher Education, Teacher's Experience/anecdotes, Teachers' narratives, , , , ,
Tripti Chaudhary

Abstract

The article entitled ‘English Teachers’ Experiences on Learner-Centered Teaching Pedagogy’ attempts to explore the narratives of English language teachers on learner-centred teaching pedagogy. The information for this study was gathered through interviews with three English teachers teaching at the secondary level in a  public school. The findings revealed that English language teachers have shifted their teaching pedagogy from the grammar-translation method to task-based language teaching pedagogy and teachers have effectively focused on the child-centered method with the use of Information Communication Technology (ICT) tools.

Keywords:   Grammar translation, ICT, learning, narrative, pedagogy

Introduction

I remember the days when I was a student at the secondary level. My English teacher used to teach us to translate the text from English to Nepali and used to make us memorize the text as they were. I, along with my colleagues, used to have a hard time memorizing the text and, in some contexts, we had a hard time understating the texts even though they were translated into Nepali and mother tongue. Despite the hardships in learning and understanding the text, with the same practice, I overcame the iron gate, School Leaving Certificate (SLC) with good marks. I was expecting a shift in the teaching methodology in higher education. However, my expectations were ruined as the tradition of translation was reiterated there as well. It seemed that English was never understood without translation. English was never taught in English and the same traditional method was introduced, practised, and internalized. Later as a teacher, I applied the same method for a long. I made the students memorize the text, translate it into the mother language, and so on. Due to that reason, I still feel reluctant and anxious while speaking with others in the English language. In the very beginning of teaching language, the grammar-translation method was applied rigorously but was criticized due to its limitations (Richards & Rodgers, 2010).

But, from the very day of the beginning of my classes at M.Phil., I realized the differences in the teaching-learning environment. I found out how learning is to be transferred and how teaching is to be placed. I witnessed a drastically different role from the Professors. Every time readiness of the Professor, the use of ICT in the classroom, the use of different teaching and learning materials, and the appropriate teaching approach and methods such as Communicative Language Teaching, Cooperative Language Learning, and Task-Based Language Teaching approach fascinated me to engage more in the classroom practices and transfer the skills to my classes.  Henceforth, in this scenario, I feel that this is a pertinent issue to explore how do English teachers narrate their teaching approach now and then? I decided to carry out a mini-research by incorporating the narration of teachers on how language teaching pedagogy has changed from the past to the present.

In the context of the changing pedagogy, the roles of the teachers also change.  English language teachers need to play various roles to dig out students’ hidden knowledge and the overall development of the students. They are supposed to play the role of facilitator, mentor, role model, information provider, resource developer, planner, assessor, etc. (Sapkota, 2017). The teachers’ roles depend on teaching pedagogy, which plays a crucial role to impact on the learning outcomes of students.

Methodology

Teachers’ stories themselves can be better resources for language teaching pedagogy. Verifying this,  Richards (2002) advocates that teachers’ pedagogical knowledge can be enhanced through teachers’ stories themselves. Similarly,  Anam et al. (2020) claimed that teachers are different in their actions, reactions, strategies, and decisions because they have different values, beliefs, cultures, and experiences. Therefore, they are stores of knowledge and skill. With this fact, I carried out this research and tried to dig out their stories.

This research is a small-scale study of the English teacher’s experiences with learner-centred teaching pedagogy. This is qualitative research, comprising the narrative inquiry method.  Qualitative research is to get a subjective response from participants; hence, semi-structured open-ended questions were employed for the interview. Purposively, I selected three English teachers of secondary level from a public school in Pokhara, who have more than 10 years of teaching experience. Then, I took consent from each participant before conducting the research. Finally, I explored the stories of the teachers and developed themes based on their narratives.

Data Analysis

I took interviews and recorded the participants’ voices on the device. The teachers namely, Mr. Light, Mrs. Ray, and Mr. Shree (pseudo names) participated in the interview. Finally, based on the information collected from the teachers, I drew themes and findings of the study.

Findings

This section presents the discussion and results of the study under three broad themes.

Teaching Learning Pedagogy

The participants had a great memory of the grammar-translation method in their student’s life. The grammar translation method is based on learning grammar rules and vocabulary. Grammar is taught with explanation in the native language and is only later applied in the production of sentences through translation from one language to another (Rahman, 2012).  In response to the question, how did you learn English, and which method did your English teacher apply in your class?  Mr Shree shared,

The teacher used to teach us English, translate text from English to Nepali, and write rules and structure of grammar on the blackboard, like; s+v+obj… um, and we students would rote the rule of tenses, articles, prepositions etc., and apply it for making a sentence.

As a learning experience, Mr. Shree learned English through the GT method and grammar was the major factor in learning English.  However, the participants indicated the change that they have been experiencing regarding teaching-learning pedagogy.

 The participants mentioned various innovative ideas including task-based language teaching  Task-based language teaching is an approach to language teaching that provides opportunities for students to engage in the authentic use of the target language through tasks. As the principal component in Task-based Language Teaching (TBLT), the task provides the main context and focus for learning, and it encourages language use similar to the way language is used outside of the classroom (Kim & Douglas, 2014). Mr. Light curiously revealed his experience,

I am using student centre activities which are very important for students because they get involved and try to give their ideas. Most often the time, I like engaging them in project work, puzzles, and information collection on related topics. They enjoy a lot with their work. Umm, I still remember that one day, I gave them writing a biography of a renowned person in the world, in that case, they searched name list of popular singers, dancers, poets, and players and wrote about them interestingly. They made me surprised because I had never heard about renowned people from different backgrounds.

As an expression, Mr. Light keeps students at the centre of learning and plays the role of advisor, mentor, and facilitator of students’ tasks. The finding re-verifies the research finding by Bhandari (2020) and also highlights that today’s teacher role has tremendously undergone various changes.

Role of ICT in Language Teaching Pedagogy

The use of contemporary technology in teaching languages has been intensely growing over the past decades worldwide (Warner 2004 as in cited Khatiwada, 2018). It has brought significant change in the teaching and learning styles of teachers and students. Every sector of our life is influenced by ICT. In the same way, English language teaching is also affected by rapid growth in the use of ICT in Nepal.  The use of ICT in the classroom has changed the roles of students and teachers. In this scenario, Mr. Light eagerly offered his experience and said,

 My students easily can learn the vocabulary from online sources and the exact pronunciation of words. By using Google, they create poems, write essays on different topics, and make project works from different reading materials.

The story of Mr Light revealed that the use of ICT has been found to assist students in assessing digital information efficiently and effectively since it is used by students to discover learning topics. In the same line, Moubtassime (2021) claimed that the use of ICT help them avoid the problem of pronunciation and grammar issue.

Similarly, Mrs. Ray said, “I use YouTube for teaching listening and speaking skills by relating with topic based on the syllabus”.

It means there are various online platforms where students can practice and learn the language.  Lee (2000) focuses on the importance of claiming it as a key factor in enhancing the learners’ motivation for language development and linguistic proficiency. In conclusion, it is believed that the internet facilitates teachers to find new ideas, new techniques, and ways of teaching that assist in their teaching profession. Internet is helping them for creating a child-centred classroom. Hence, the use of ICT in the language classroom seemed to be very beneficial to both students and teachers.

Language Proficiency

Learning is the process of acquiring and understanding new knowledge, behaviour, skills, and values but language learning is defined as developing the ability to communicate in a second and foreign language. My participants narrated their experience in response to the question- how do you compare your students’ learning achievement and your own? Mr Light explored his experience of the past, “In our school age, learning was content-based, so we were able to say exact answers according to the expectation of the teacher.” In the same line, Izadinia (2009) asserts that years ago teachers were considered unquestioned authorities who were responsible for delivering knowledge to students, and students, in turn, were doomed to listening (p.7). But, on the other hand, in recent periods, teachers have had different experiences than their own students’ life, so, Mrs Ray shared

Students nowadays are more fast and smart than teachers, sometimes in connection with the internet, they already get information and knowledge before getting formal classes.

From the above-mentioned explanation learning achievement is relatively different when compared to past and present. The curriculum is also designed differently based on communicative skills thus students of the past seemed good at content whereas students of the present have good proficiency in the English language and they have good knowledge of ICT as well. Moreover, they can also use this tool for searching relevant learning materials.

Discussion

The study has traced the major trends in English language pedagogy from the past to the present. The grammar translation method was the dominant teaching approach in the Nepalese context. Teachers utilized only textbooks as the best learning resource. They did not have access to  ICT even though it could stimulate learning motivation through collaborative learning and also improve learning efficiency. The use of ICT in language teaching promotes students’ motivation and learning interest in the English language (Ghimire, 2019). Due to this reason and the demand of the situation, teachers have gradually changed their teaching pedagogy and have applied different teaching approaches for the betterment of students. The stories of participants revealed that they have applied a task-based language teaching approach which promotes students’ engagement in the classroom.  It has created a comfortable language learning environment and students love to use the English language with their friends and teachers (Bhandari, 2020).

Moreover, ICT is playing a crucial role in English language teaching where the internet is the most available, flexible, practical way and a treasure of vast knowledge, teachers are utilizing it for the purpose of meaningful classrooms and developing good communication skills. Thus, in this changing pedagogy of teaching, teachers are providing a great number of learning activities as mentioned above, and opportunities for students to communicate in the target language. The internet facilitates teachers to find new ideas, new techniques, and ways of teaching that assist in their teaching profession. With this, they can create a child-centred classroom.

Conclusion

The study revealed that the grammar-translation method used in language teaching and learning has been shifted. It has been replaced by the task-based language teaching approach where teachers want their students to use the ICT tools and engage themselves while learning. Student-centered learning is more focused these days where they learn in their self-paced learning environment. Teachers have also been transformed from dictators to facilitators where learning is placed at the center rather than the subject matters.

References

Alfadley, A., Aladani, A., & Alnwaiem, A. (2020). The qualities of effective teachers in elementary government schools from the perspective of EFL elementary teachers. International Journal of English Language Teaching, ECRTD, UK. 1, 49-64.

Bhandari, L.P. (2020). A task-based language teaching approach: A current EFL approach. Australian International Academic Centre.

Ghimire, N. B. (2019). Five facets for effective English language teaching. Journal of NELTA Gandaki.

Izadinia, M. (2009). Critical pedagogy: An introduction. In P. Wachob (Ed.), Power in the classroom: critical pedagogy in the Middle East. Cambridge Scholars Publication, 7-16.

Khatiwada, K. P. (2018). Online engagement for developing writing in English: perception of teachers and learners. Kathmandu University.

Kim, M., & Douglas, S. R. (2014). Task-Based Language Teaching and English for Academic Purposes: An Investigation into Instructor Practice in Canadian Context. TESL, Canada.

Lee, K. W. (2000). Energizing the ESL/EFL Classroom through Internet activities.

Moubtssime, H. H. M. (2021). The use of ICT in learning English: A study of students in Moroccan University. SAR Journal, 4(1), 19-28

Rahman, M. (2012). Grammar translation method: An effective and feasible method in Bangladesh context. Department of English and Humanities. BRAC University, Dhaka, Bangladesh.

Richards, J.C. (2002). Teachers’ narrative inquiry as professional development. Cambridge University Press.

Richards, J. C. & Rodgers, T. S. (2010). Approaches and methods in language teaching. Cambridge: Cambridge University Press.

Sapkota, K. P. (2017). EFL teachers’ readiness in the secondary classroom: A narrative inquiry. Kathmandu University.

About the Author:   Ms Tripti Chaudhary is pursuing an M.Phil. in English language education at Kathmandu University. She has been working as a Program Coordinator in an International Non-Government Organization in Finland Nepal. She has been working in different INGOs for a decade to contribute her knowledge and skills in the education field. The areas of my interest include teacher professional development, parental education, and research in different areas.

Inspiration to Transformation: My Academic Odyssey

Creativity, Education in General, ELT Resource, Global thought, Professional Development, Reading, reflection, Reflections, Research ideas, Teacher Education, Teacher identity, Teacher Training, Teacher's Experience/anecdotes, Teachers' narratives, Teaching Tips, , , , ,
Dammar Singh Saud

Introduction

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.

Online Education Amid COVID-19: An Experience of a Teacher

Reflections, Teacher's Experience/anecdotes, Teachers' narratives, Technology, , ,

The outbreak of COVID-19 has affected every aspect of human life, including education. The COVID-19 pandemic has created the largest disruption of education system in human history. Social distancing and restrictive movement policies has significantly disturbed traditional educational practices. It has changed education for learners of all ages. Nepal has also suffered a lot due to the lack of adequate and appropriate sustainable infrastructure for the online system. In addition to this, the limited internet facilities in remote and rural areas were the other challenges for virtual academic activities. Many schools remained closed for a long time during the lockdown and some managed alternative ways of teaching. However, the teaching learning activities could not be made effective as expected. The impacts of the pandemic has directly affected the students, teachers and parents.

In the context of Nepal, many children from low income families and disadvantaged groups could not afford even the necessities of learning such as textbooks, notebooks and other required stationaries. Modern digital devices including smartphones, iPads, laptops, and computers were far from their expectations. On the other hand, the people in the remote and rural areas were deprived of online access due to limited internet facilities. In this context, providing equal opportunity for virtual learning to all groups of people in all the parts of the country was challenging. The online programmes shifted the education from schools to families and individuals. In some ways, educating children at home made the life of parents challenging. The school closures impacted not only students, teachers and families but had far-reaching economic and societal consequences. This closures in response to the pandemic shed light on various social and economic issues including students’ responsibility, digital learning, food security, homelessness, childcare, health care, housing, internet and disability services. The impact was more severe for disadvantaged children and their families, causing interrupted learning, compromised nutrition, childcare problems and consequent economic cost to families who could not work.

As per my experience, the institution where I work consists of students from different parts of the country. They come from different family backgrounds. When the government made an announcement of the school closure to prevent the spread of the pandemic, we did not have any idea of what to do. Later on, when the government issued a notice to resume the teaching learning activities virtually, it was very difficult for us to begin as we were not prepared for it. It was a challenging task for the teachers as well as the students. We did not have any exposure and special training to start the virtual mode of learning. The school provided a short training on how to use zoom app. Then, the teachers invited the students of their respective classes and guided them to use different digital applications. It took us about two weeks to get started. We conducted two periods a day which were of forty minutes each, as the trial version of zoom got disconnected after every forty minutes. In the beginning, the students were excited about the online classes. Many of them asked their parents to buy multimedia mobiles to attend online classes. As the parents were worried about the disconnected study of their children, they somehow managed to continue their study. It was not so easy for all the parents to buy new mobile and to pay for the mobile data. All the students did not join the classes as their parents could not manage mobiles and internet data. A few students were out of network access. They had to climb up a hill to take their classes. Later on, we increased the number of periods to four each day. But we found that the number of students gradually decreased after the second period and in the last period we could find only a few students attending the class. It was hard to manage the classes as there would be frequent problem of power-cut and the low bandwidth of the internet. 

The students and the parents complained that they had to spend a lot of money on data and had to charge their mobiles every few hours. We fortnightly contacted the parents of the students to get feedback about online classes, especially the problems that their children were facing during the online classes. Many parents provided positive feedback, thanked teachers for continuing the teaching learning activities. Some complained that their children played mobile games throughout the day. They also requested us to counsel their children for not misusing mobile phones. We also conducted the interaction between the teachers and the parents virtually. We got mixed responses from the parents. Some of them explained that the online teaching was effective as their kids were being engaged at least for a few hours, while others said that it had not been effective as their kids did not have access to the online classes conducted by the school. We tried our best to explain to the parents that the teaching learning activity through virtual means was the continuation of learning. Instead of searching for perfection we had to support the virtual mode of teaching learning as it was totally new to everyone. We used to be obsessed with the behaviours and activities of some students as they did not respond when they were asked questions and they did not turn on their videos. It was very hard for us to find out whether the students were paying attention or not. It was really difficult to ensure the progress of those students. 

Teachers in my school tried to find out the different techniques on how the participation of the students could be increased and how to make the students active in the class. Several extracurricular activities were also conducted virtually. The home assignments and project works were also assigned to the students. Later on, our school launched a systematic virtual learning application and we started teaching through this application. However, during conducting examination, we faced problems as many students got disconnected time and again due to the poor internet connectivity. It was a very tough time for the teacher like me because we had to prepare the materials for each and every class. E-learning tools played a crucial role during the pandemic by helping teachers facilitate teaching and learning. While adopting to the new changes, the readiness of teachers and students needed to be gauged and supported accordingly. The learners with fixed mindset found it difficult to adapt and adjust, whereas the learners with a growth mindset quickly adapted to the new learning environment. There was no one-size-fits-all pedagogy for online learning. Different subjects and age groups required different approaches to online learning. Therefore, it was not easy in the context of our country.

Despite the adverse effects posed by the pandemic, there were some positive impacts on academia. It has allowed reshaping the pedagogical strategies and adopt to innovative e-learning techniques. The schools and universities decided to introduce a digital education system which seemed to be one of the most outstanding achievements in the history of education in Nepal. The educational institutions as well as the learners used media such as TV, radio, YouTube and other social media. During the pandemic, teachers and students increased the digital literacy and expertise in virtual platforms. Many trainings were conducted for the teachers and students for the online system to join the virtual classes effectively. Many institutions expanded ICT infrastructures to support ICT associated with teaching learning. Many institutions prepared their guidelines for facilitating online classes and assessment under the direction of the government of Nepal. Schools also collaborated with local to national media such as Radios, TVs and local Radio networks. Many teachers who did not have any knowledge of ICT, also took the trainings and started using laptops and mobiles. They also learnt many techniques on preparing educational materials which helped them grow personally and professionally.

In conclusion, COVID-19 has taught many possible ways which can be adopted to tackle the crisis and build a resilient education system in the long run. This pandemic has taught us how the blended modes of education system could be implemented to improve the quality of education at an affordable cost with limited trained human resources. Furthermore, how different learning activities such as homework, assignments, open-book exams, take-home exams, quizzes or small projects can be taken into consideration as the alternatives of conventional paper-pencil based examinations.

Researcher’s Bio: Rajendra Joshi is an M. Ed. (English) from Tribhuvan University. He has more than a decade experience of teaching English from primary level to secondary level. Mr. Joshi has also published an article in the Journal of NELTA. He is currently working as an English teacher at Sainik Awasiya Mahavidyalaya Teghari, Kailali and Shree Krishna Secondary School Gulariya, Kanchhanpur.

Collecting students’ feedback for enhancing my teaching skills

Reflections, Teacher's Experience/anecdotes, Teaching Tips, ,
Somy Paudyal*

I’m a student of ELT but also teach Nepali language to the foreigners in Nepal for the last four years. English is considered as a foreign language in Nepal, while Nepali (my native language) is a foreign language to my students. In my university, I study how to teach English as a foreign language to Nepali students, while I also teach Nepali to the foreign students! My students (those learning Nepali) share the similar background with Nepali students learning English- both learn a foreign language. In this backdrop, I thought of sharing my experience of collecting students’ feedback for improving my teaching skills, which could be a useful resource for EFL teachers and practitioners.

I consider myself as a very hardworking teacher, but I don’t know how my students perceive me. I would literally do anything to make my students learn language. I can recall times, where I had set myself off the limits, pushed myself too hard to design lessons to make my students learn in an easy way. For instance, once I went as far as transcribing a student’s spoken discourse in order to find out what kind of errors the student produced so that the errors could be diagnosed. However, sometimes when I would try too hard, I felt that the students didn’t care very much. Sometimes, when my students wouldn’t get the expected results, I would think them of not paying heed to my hard work, which would eventually make me sad.

Sometimes, we are tuned to listening to only our praises from students that we have a hard time thinking of our teaching methods in critical way. We may want to get periodical feedback from our students, but we ask the feedback in an authoritative way that they’re compelled to give some pleasing feedback because they fear to tell their real feelings. Therefore, it’s hard to elicit the true feelings and feedback from them. Hence, I wanted to try out collecting feedback in a logbook (a simple writing copy). For this, I made a commitment that I would step out from my comfort zone and be ready to get any feedback, both positive and negative. However, my students would often consider giving feedback as an assignment and wouldn’t show much interest in it. So, I formulated one or two short questions and asked them to keep their answers short.

At that time, I was teaching Nepali language to an American and a Danish student separately three days a week. So, I separated the first section of the logbook for American student and other section for the Danish to write their feeling and feedback with date at the top to track the progress. I tried out this strategy for a month to the American student and for two months to the Danish. After that, they took a break due to their other priorities.

I started with simple questions for both. Sometimes, I changed a bit depending upon the lessons. The questions were like ‘How was today?’ ‘What did you learn today?’ ‘How well do you remember the last lesson?’ In this way, there would be a question each day and the students could write their responses as short as they wished. Sometimes, they would elaborate and some other time, they would just write one-word answer. For instance, to the question, ‘How was today?’ the Danish wrote Very good. And the next day, she wrote her reflection as, Good. Helpful to chat over the new words. Also good to try to explain the movie. A good challenge. Also some words stick to my brain others not. When lot of new words other words go somewhere behind so good to practice use of your words.

These comments were a way good feedback for me as I could know what they thought of my teaching. It also provided a way for the students to express their achievement and frustrations regarding language learning. This gave me a lot of insight about my teaching. I came to know that, in second language learning, we talk about exposure a lot. We say that if we give students a lot of exposure in the target language, he/she will learn better. But Danish student’s comment tells that there shouldn’t be a lot of exposure at once because too many words made her forget the former words. She emphasized the need of more practice with the new Nepali words.

Other day, responding to the question ‘How was today?’, the Danish wrote, Very good. I think we are doing so many different things know that I know I will lose something though. Love all the things we do but we could dwell more with the things. For my brain’s sake. Her English may not be highly comprehensible, but we can clearly understand what she is trying to say. Her feedback made me realise many things about my teaching methods. On that day, I had planned my lesson in this way:

  • Conversation for 30 minutes: she would explain a Danish cartoon in Nepali. The new words she learnt would be recorded and taught for the next 15 minutes,
  • Chat again for 30 minutes or so,
  • Read the passage and do comprehension questions for 45 minutes: read the passage I had designed in Nepali and attempt comprehension questions.

When I reflected on the lesson plan, I found that I had tried to incorporate a lot of contents in the lesson of that day. My intention to plan this way was to give a variety to her, so that she would not feel bored. However, after reading the comment I realized that though I spent a lot of time on lesson planning and designing activities, the student wasn’t benefited because the contents were overloaded.

Likewise, the feelings and the feedback from American student were also equally useful for me. One day, having asked, ‘how was today?’, he wrote, it was okay. I was tired so it made focusing difficult. This comment took out a lot of burden from me. I had tried to make him understand some Nepali words and he was simply not able to grab them. In this comment, he clearly wrote he was tired, so he couldn’t focus and that had nothing to do with my teaching strategy. And I was relieved to some extent.

From some of the excerpts from my feedback logbook and my reflection above, you must have already thought how such practice can help us to find out what’s working and what’s not in our classroom. This exploration can help us to plan, re-plan and review our teaching activities and strategies. Maintaining logbook worked well for me and I’m planning to develop this strategy in my classes in future too.

I think that feedback logbook can be used cautiously in large classes too. Firstly, we should encourage students to limit their writing from one phrase to few sentences. Or in place of writing in the logbook, sometimes we can simply ask them to write in a paper anonymously, fold and give that to us. This will build their confident to write freely and truly. Secondly, we can reduce the frequency in the large classes. Instead of doing daily, we can go for fortnightly, monthly or even bi-monthly. Moreover, it shouldn’t be assigned to them as a homework, they should be given chance to write voluntarily in the classroom.

[Note: since you have come up to here reading the whole piece, please share your feeling, feedback or any question related to this article in the comment box below, which will encourage the author. Thank you!]

*The Author: Somy Paudyal is an M.Ed. student of Central Department of English Education at Tribhuvan University, Kritipur, Kathmandu.

[To cite this: Paudyal, S. (2020, January 25). Collecting students’ feedback for enhancing my teaching skills [blog post]. Retrieved from: https://eltchoutari.com/2020/01/collecting-students-feedback-for-enhancing-my-teaching-skills/]

Thesis Writing: A Big Learning Opportunity

Reflections, Writing, ,

 Background

“Thesis” this word always had been a matter of mystery for me since I started master level because every senior I talked

Nabina Roka

said that the toughest part of the study was thesis writing. They shared their success, failure, complexities and challenges they faced in terms of writing a thesis. When I approached that level, I was at a loss because I could not find myself more confident. However, I have always been prepared and concerned about this matter and became curious from very beginning. More, I often remembered my sister who used to share her experiences of writing a master thesis and energized me as thesis is ‘something especial’  which requires a lot of patience and handwork. Before approaching this level, I might not be more serious about this matter meanwhile a kind of feeling came in my mind like, oh my god, “it is a tough writing”. Keeping those things in mind, I prepared for it .As a result, I reached at its final result. During this journey of writing a thesis I experienced most suffering and stressful time, I feel like that a woman suffered during in labour pain. It was in the sense that I had no option escaping from it because I spent about a year for preparing this thesis and face several problems, challenges, dilemmas and fear since the early days of preparing proposal to facing thesis viva. These several painful moments during the process however made me strong and leads towards its successful completion.

 Early Preparation for Conducting Research

I could visualize my classmates and found the same inherent problem like me in terms of writing a master thesis. At that time our concern was on thesis ‘topic’. Though initially, I have no idea about thesis writing, yes! Of course, I have a desire to carryout out research quite differently than other (to be honest, till that time, I had no vision to carry out the research on totally new area and design, I don’t know why but it can from my inner heart my …..).Therefore, I have always been concerned about this matter with little knowledge about thesis writing since the very beginning of master level. Times flies very fast eventually, I approached to the first rehearsal stage of preparing research proposal for the partial fulfillment of assignment of research methodology subject. For preparing this proposal, like other friends of mine, I visited CRC and read out some theses and prepared proposal without knowing the real essence of writing well proposal. Actually, it was in third semester, without having proper knowledge on it I submitted to the Department. I was curious to know the feedback of my work. It is all because I was thinking that this work would be helpful for my further process of thesis writing. On the contrary, it did not happen to me. I neither got feedback from my teacher (initially he promised to return back with feedback) nor he returned checked copy. Feeling little depressed, immediately, after the completion of this project, I went to one of my senior teacher of our faculty and expressed my research interest. I shared my interest on doing research in new topic. Then, he advised me as, “sounds interesting! I wonder if you find the literature of that topic in our own ELT context.” He further added that he however might not be sure either I can ….  Being confused, I remained silent because I had no more option instead  of quitting it .Thus, I just quitted it and thinking on doing research in quite easier topic than earlier. Eventually, I appeared final exam and worried thinking about thesis topic. After the completion of exam, I immediately visited CRC and brought some theses and decided to carry out survey design research as others.

The Moment Somewhat I understood Area and Topic

The Department of English Education published the notice of thesis supervisor. I saw my name under the supervision of respected guru Dr. Prem Bahadur Phyak. I heard his name and his contribution in English language teaching. But, before that time, I had no formal visit to him. Some days later, he called a first meeting for a discussion. On that particular day, we gathered and discussed on general matters. My friends were sharing their ideas one by one after introducing themselves. When my turn came, I was really confused whether I could tell. Feeling little comforted I tried, but it went difficult for me to speak over there because before that time I never became serious about “area” and “topic”. Though I became nervous, I successed to speak something about topics, I brought. Meanwhile, he understood my intention, made me feel comforted. After discussing with him, somewhat I understood and got little idea on area and topic. I knew the area ‘gender’ but became confused how to carry out the research on it. I returned back home and laid down restlessly continuously thinking on it. But the question “how to carry” had drawn my attention. After a long debate within, I decided to do it and immediately requested to my supervisor for providing some materials related to gender. He immediately sent me a pile of reviewed works. Next day, I downloaded and printed out all, I had. Then, I started to read. I read and underlined the words which I considered most important. I read each article several times but became tired and frustrated when I understood nothing.  However, I kept on reading.

Gradually, we were called for second and third meeting for a discussion. In those productive meeting, I learnt many things but felt little uneasy because I was still in dilemma and not sure how to start and what to do later? Meanwhile, I saw some of my friends were confidently sharing their ideas .On the other hand, I found some of them were in dilemma (still) like me. Although I was in dilemma, I observed them and I felt little comforted. But till that time, I could not dare to speak. To be frank, finally, I tried to express my inner intention with my facilitator, ‘Sir, I went through all but understood nothing’. He simply replied, Nabina, “You show your interest on gender. Your issue is great. So, don’t be afraid. Be positive and just spend some more time on it”. This time, probably I felt little more comforted than earlier meetings. In such way, our last group meeting before preparing proposal was end with the discussion of choosing area, population and selecting research design particularly.

Experience of Preparing the First Draft of Proposal

Once I decided my area typically gender, having little knowledge about that field, I started working on it. As I mentioned earlier section, ‘I read but understood nothing’ later appeared as a milestone for me as it motivated me to do the work quite impressively. Keeping the quotation ‘understood nothing’ in my mind, I started to read. I spent about two and half months for reading and generalizing the ideas in my proposal writing. I had done it with paying full attention. Meanwhile, I found, it was as tougher as I thought. At that time, I encountered with several challenges. So, I had frequent visit with my facilitator and getting constructive suggestions for further improvement.

Finally, I prepared the first draft of proposal and visited to my supervisor with little excitement. I handed this draft piece to him to observe my first attempt of writing a proposal. On the other hand, I noticed that my facilitator focus was on my writing ability than the particular topic (It is because, in our earlier meeting, he used to say that not to worry about topic. It may change according to the demand of the study during any of the phase of working). He spent sometimes observing it and commented on my writing skill. As I remembered his first question as, ‘why did you start with definition in your writing, Nabina….?” however, I did not have answer of it. I was really surprised and suddenly said to him, ‘Sir I found the same writing culture when I observed some theses and I did the same here’.  (He laughs).Later, he had kindly awoken me. I got an exposure. During this discussion, I started getting more and more ideas related to language, content, related literature review, organization skill and methodology. It was the time he opened my eyes quite widely. On the other hand, I was embarrassed in front of him it is because I found myself in the very beginning stage of writing. As a result, I had to change my concept paper i.e. proposal for next time.

On that day, our discussion summarized with introducing new word ‘identity’. Though, I fascinated by the word became worried thinking on my investment in preparing earlier proposal. Again I returned back home and stayed restlessly. I was really in dilemma what to do again. I immediately emailed him. He provided pile of articles related to teacher identity. During that time, I faced the same problem as earlier (but not exactly it was) as I did not have many ideas on teacher identity because it was totally new area than earlier for me. Meanwhile, I tried to read quite widely. I spent some weeks, losing my sleep, hunger and ignoring many more. Then, after reading some complex articles (In the sense that, I have not such habit of reading such article by heart, instead I read some just for reading, assignment  purpose) about teacher identity, I consulted several times with my facilitator as it was really hard for me to make even  a general concept on it. Having discussion with facilitator about the issues related to female English teachers’ professional development and more importantly as being a female ELTpractioners, exposure to the difficulties other working female(teacher) have in their personal and professional life, I started fascinated  more by the term “identity”. This time, reading turned out quite enjoyable. But on the way to working, I felt bored and became somewhat redundant as I could not frame my ideas properly. During this phase, I had a several visit with him and expressed my problems as, ‘Sir I went through all articles but could not organize my ideas properly? He kindly advised me ‘you can’ but please does it passionately.

I then determined and followed his suggestion, continuing my job of preparing proposal. Since that day, the word “identity” sounded in my mind (is still). After all, I spent another one and half month for preparing next proposal. During this phase, I worked hard despites the difficulties I faced. As a result, I successed to write all the parts except introduction. Again, I spent some more days for preparing the introduction part. During the whole proposal writing, I found that writing introduction was most challenging and time consuming in comparison to other parts. Finally, after a several draft, it was submitted to proposal defense. After the successful completion of proposal defense I did required correction by following the suggestion provided by the research proposal evaluation committee for further improvement. Since the days of submitting research proposal to the department even today I feel that starting writing had impacted in my several writing draft so it can be appeared as strong basis for writing present proposal for me furthermore, it extends my horizon of knowledge in the interested area and got the chance to be familiar with the recent practices and trends in researching and academic writing.

Journey of Data Collection and Interpretation

My journey of data collection started after the phase of facing proposal viva. Regarding data collection, I was worried thinking on how it would be going on and whether I could find the expected participants. During the phase of proposal writing, I talked with some female ELT teachers whom I knew but later I found them being confused and trying to escape by remarking time limitation. So, I became worried and went to Pokhara .In order to fulfill the requirement for my research, I visited several public schools of valley. I asked help from my family and head of visited school to provide information. After the several days’ attempt, I met participants who were willingly taken part in my study.

After a phase of planning. I provided them a written consent letter for getting ethical approval. Then after having agreement with them, I conducted my first interview in August 2017. I met with my participants individually for narrative session. The interview was conducted in different places, time and context according to their own comfort than mine. At the very beginning, I started the first interview session by asking more open ended questions, to make them feel free with me. So, I started the conversation with more general questions like what are you doing now? How do you feel right now? etc. I was inquiring in such a way for exploring their present experiences and more importantly, I did it for rapport building. Gradually, I entered into their personal and professional life.  At the same time, I audio- recorded their each interviews.

A month later, to explore more about them, I again needed their help. So, I had a telephone call with each participant for our second meeting. We again fixed our meeting for follow- up interviews. Gradually, this happened in first week of September 2017. In this session, our visit was on different places like their own home, school’s premise, coffee station and so on.  At that time, we largely discussed about their personal and professional life. I mainly focused on the hindering and supporting aspects of their personal and professional life as it was the major objective of this research study. This time, we became more close to each other. So, without hesitation, they openly shared their stories though I noticed, they repeated the past events and even shared the events which they remembered during our ongoing conversation. (Feeling more comforted) In the same way, they even added new stories which they never shared to others. Listening to their unique lived voices, I lost myself with their lived stories and became nervous. At the same time we laughed and cried together. In this way, they not only shared their lived experiences, I also shared my growing interest on carryout out research on this area and growing journey of becoming a teacher. We talked for hours as there were no certain boundaries and fixed time. So, after having the interviews, I provided the question for written narrative. Despite their interviews and written narrative, I have a frequent visit to them on social sites. Furthermore, I observed their activities, facial expression as they were significant factors to explore their hidden reality of becoming an English language teacher. In such way, I collected pile of raw data.

Data Interpretation Stage

Data analysis started after translating (Nepali interview into English) and transcribing lengthy narratives. After two months rigorous hard work, I had prepared myself for data analysis and interpretation. When I stared to analyze raw data, I faced the same problem whether I would go further or escaped from it. Finally, despite the difficulties, I determined and did it. I collected data without having sufficient ideas on how to analyze and interpret them. I again glanced my eyes into the pages of narrative researches which I already have.  I turned the pages of these books but could not find anything I needed and again consulted with my supervisor. He suggested me to follow the framework for analyzing narrative data. (To be frank) I actually didn’t know what would be the framework. I consulted several researches and become frustrated. Later, I went through the work of Riesman (2008) for a discussion of thematic approach to narrative analysis and adopted her ideas which I thought more significant for my research study.

Few months later, I informed about my work to my supervisor. Until that time, I just completed fourth chapter of my thesis and visited with him. Few days later, he informed me about my work. On that day, he provided me more valuable suggestions as how to organize the narratives of participants effectively and how to put relevant literature in this part to make the research sound. Although I got the amount of exposure, while preparing this part, I encountered exactly the same condition as I faced during first proposal draft. I know, I am in the journey of research but I become really confused whether I would ‘go’ further or ‘leave’ it. Then, I remained silent for some days and looking for another simple way. However, I could not. I had no more option to quit it because I already spent half year working on it (faced proposal viva before 5 months). I tried numerous times and finally decided to continue. During this phase, I faced several challenges and lived through stressful time. Since interpretation to submission for thesis viva, I had numerous visits with him. Finally, through trial and error, I successed to arrive it’s completion and got its present shape.

Challenging Aspects of My Study in Terms of Preparing Thesis Writing

I discussed about my struggles, dilemmas and challenges I had been facing during this research project in the aforementioned section. More importantly, here I have presented these points as some consideration of my thesis journey.  I decided to carry out this research entitled Identity Construction in Female English Language Teachers Professional Development: A Narrative Inquiry without having knowledge on this area, even I did not think that I might to carry out the research on this very topic. However whole thesis journey energized me and finally I arrived  to my destination. Though I have no idea originally to this topic, later it went well. As a result, I found the work much more manageable than I thought it would be. However, throughout this thesis journey, I was spending most of my time working on this research project without having proper sleep, hunger, laugh and many more. It was therefore a very challenging (still is) stage and kept me going on and on.

First, I felt quite easy to carry out the research related to female teacher because this research project was partly inspired by my own personal experience as being ELT practioners however researching on female teacher identity construction particularly is challenging issue for me. It was because “identity” itself is a new area and has not been researched in the context of Nepalese ELT scenario.  Furthermore, I did not find the large amount of researches on this matter around the world teacher education.Infact, there were comparatively less number of researches, have given due emphasis on female teacher identity construction. So, selecting the area and carrying out research related to identity construction is challenging task.

Second, we know reviewing literature play a significant role to make every research sound and fruitful. However, we did not pay due respect on it. People might say, ‘Once we prepared literature in proposal writing we might think that we need not to review it again’. Even, I heard such argument time and again from my friends and seniors. To be frank, not only them, I was not exceptional in this matter. Before approaching that stage, I have an ideology that it might be true. On the contrary, later, I know the value and its impact throughout whole writing. So, I realized that it is an ongoing process. Meanwhile, another concern of my study was related to proper organization of ideas. It was not only the problem I faced in thesis writing, I am still suffering, writing this reflection.

Third, challenge I faced when I simply could not find the respondents for my research Though I  talked earlier( when I was writing proposal)with some female ELT teachers later trying to escape from this research project by pretending for not having time. Then, I became little frustrated and again was searching for required participant for my study. Finally, after my one week hard work, I met some female teachers who were searching a place for sharing their stories. Again, I need to consider other factors like rapport building, conducting interviews, time management, selection of language used for interview and so on.

Fourth idea which I considered is the relationship between researcher and participants throughout the whole thesis process. Throughout this journey, I noticed that in narrative research, the role of researcher is different from other such studies because of the relationship between researcher and participant. As I mentioned in third point, building rapport is the most difficult one in my early days and more concerned with whether I could build better relation to explore their hidden reality.  So, I need to view myself both from insider and outsider perspectives. However, I did not forget my role in this thesis writing.

Last but not least, another concern of my study was accurate representation of meaning in terms of what was expressed in Nepali and what resulted from translation into English. Maintaining core meaning and ideas of participants was a central issue for me. Therefore, I was always afraid of possible effect of misleading the interpretation of gathered data. During the whole thesis process, transcribing (took more than 2 month) and translating were most difficult tasks.

In this way, despite the difficulties I encountered, my interactions with participants provided huge insights on exploring female teacher identity construction, their everyday experiences, contradiction, dilemmas, frustration they experienced in their personal and social life. More importantly, I understood the value of shared story in ELT teaching and learning and its impact in educational change throughout this thesis journey.

My Final Thought, Suggestions and Acknowledgement

After all, the final result made me more energetic as I had been working with ignoring many obstacles, challenges and complexities. To be honest, it was not my earlier goal to submit my thesis on this very topic. But, later due to my strong desire and more importantly the part of motivation which I had from my supervisor, I started my journey of the research in May 2017 within four female teachers who are teaching in basic level at different public school of Pokhara Lekhnath-Metropolitan city. Starting from first stage of selecting area, preparing first research proposal draft, facing proposal viva, conducting interviews, analyzing and interpreting data with finding out conclusion, I passed several joyful and painful moments which sometimes motivated and frustrated during the whole process of working. To be honest, most of the time, I experienced the painful situation and no doubt that I was writing from the level of ‘fear and dilemma’. In fact these dilemmas and fear later made me strong and confident. Most importantly, throughout my educational journey, this firsthand experience enabled me to understand the real value of study from school days to graduation.

Next, during my working days, I observed some of mine friends carried out their theses within limited time and even I heard the thesis, “selling and buying” culture. Yes! Honestly, I am not sure about this rumor but was afraid of it. Instead, I want to say to you all that definitely you have to tackle with many ups and down moments like me during thesis process and you may deserve the result of your hardworking. So, I advised to all prospective researchers not to scare about word “thesis”. You must understand the essence of writing thesis before started writing further. If you do that it will be easier for your further steps.

Further, people I met often told that everyone writes thesis but it does not matter how you write, the goal of writing a thesis is just for getting marks than nothing else. Instead, my stressful time provided me an insights on what is thesis writing in real sense, what is my role as a researcher? Somewhat I got the chance to be familiar with little about thesis writing. Thus, I would like to suggest to all fellow students, you must grab thesis writing as a learning opportunity as you will get the chance to enlighten you and your knowledge on your interested area.

Now, I am at the end of this reflection writing, at this journey I highly indebted to those generous souls whose collaboration makes this journey of knowing mine and others’ possible. Most importantly, I would like to extend my sincere gratitude to my respected guru and thesis supervisor Dr.Prem Bahadur Phyak, for his sound professional guidance, full attention, timely advice, expertise and encouragement throughout the whole thesis process in spite of his busy schedules and over whelming responsibilities. I am really grateful to him for everything.  More, I have a due respect to all research proposal evaluation and thesis approval evaluation committee for their support and encouragement in completing this research study.  I have a due respect to Prof.Dr. Tara Datta Bhatta for his  encouragement and enlightening ideas on language .Similarly,I would like to offer my sincere gratitude to Prof. Dr. Bal Mukunda Bhandari for his invaluable suggestion. I would equally offer my sincere gratitude to Mr. Laxmi. Pd Ojha for being there and provided suggestion for further improvement. Further, my entire research would not have been accomplished without the help and support of my participants. So, I have a due respect to them who believed me and enthusiastically taking part in this study.

Ms. Nabina Roka is a recent graduate from the Department of English, TU. Her master’s thesis explores identity construction of female EFL teachers in Nepal.

The Seven Years Journey of ELT Choutari: Reflections

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As ELT Choutari enters into eighth year, Choutari editor Ashok Raj Khati has talked to Dr. Balkrishna Sharma, Narendra Singh Dhami, Praveen Kumar Yadav and Dr. Shyam Sharma, to reflect back its seven years journey. They have  put their voices in light with the contribution of ELT Choutari to local and global ELT discourses too.

Dr. Bal Krishna Sharma, a founding member of Choutari

13173997_10209640185584950_7635820056705789107_nI would like to comment mainly on two points when reflecting back the Choutari’s seven years. First, Choutari has been able to groom a new generation of scholars capable of writing on topics they have read about in others contexts or learned in their university classrooms. We did not have a stronger tradition of academic writing in TESOL and applied linguistics in the context of Nepal in the past. The Journal of NELTA was there, but young Nepali scholars did not consider themselves qualified enough to write for the journal. I had a similar view when I completed my M. Ed. In 2003. There still is a popular assumption that only experienced ‘scholars’ write for the journal, and the younger scholars are positioned in the receiving end of the journal readership. Since the starting of this webzine, this assumption has been questioned, renegotiated and redefined. I can see a whole lot of new scholars turning themselves into academic writers with greater confidence, refined skills, and thoughtful pedagogical tips. Second, the traditional mode of printing and publication in Nepal reached only to a small group of readers, usually with a long time gap. Consider, for example, the NELTA journal we have. It includes a collection of homegrown scholarship, but we have to wait for one year to read about ten or so articles. Webzine like the ELT Choutari has again challenged the tradition, expanding its reach to a wider audience, with a large number of readable articles. This again has promoted a new generation of writers and readers, who necessarily are not the university professors.

Regarding the contribution of Choutari, I was reading the latest issue of Choutari before I wrote this paragraph. This issue largely reflects how Choutari has been able to address both local and global concerns in the field of ELT. Lal Bahadur Bohara, for example, brings voices of English teachers from the far-western region. I was intrigued by Lal Bahadur’s observation that teachers in the region do not only question the Western decontextualized cultural content in English lessons, they also question the so called ‘localized’ content in textbooks and contents written and produced by Nepali writers. This article reminds me of an onion metaphor used in language policy research, highlighting that language policy is like an onion reconciled in several layers, processes and levels. So is the issue of culture: it operates in multiple levels, and national dominant cultures may not serve as a local culture in all the contexts. Lal Bahadur’s blog post is one representative examples from Choutari with regard to how Nepali young scholars have tried to raise and redefine the ‘local’ in language teaching, questioning and challenging some dominant traditions in our field.

Another article from the same issue that connects the local with the global is by Sujit Wasti. Sujit aptly uses the metaphor of McDonaldization by sociologist George Ritzer to take account of the impact of globalization on the local, including language and the environment. This was fascinating for me because ELT has not paid much attention to the discourses and concerns of the environment in pedagogical contexts. It makes sense to address the concerns of climate change and environmental degradation, which are equally local and global, in our policies and practices.

When the local voices and issues are narrated and circulated to a global audience through the internet on ELT topics that matter to people around the world (e.g. critical pedagogy, teaching tips, ELT humor, literacy, and many more), this is as an evidence that Choutari is both local and global.

Narendra Singh Dhami, teacher at Khimti Project school, Kirne, Dolkha

I have been reading the Choutari Khurak since its first issue published in 2009. I found that the blog posts are very useful resources for me and my fellow teachers. As its name suggests, it offers different tastes and colours on teaching strategies and activities as well as theoretical insights for professional development.

We have formed a group of five teachers in our school to discuss on the posts of each new issue of ELT Choutari. We often save the published articles from the website and discuss on each post among us. We also apply the best strategies and current trends of ELT approaches mentioned in our real classroom teaching situation. Some articles are truly inspirational, some are insightful to new teaching strategies and some are really research based too. The Choutari teaches us on how to grow  professionally in the remote parts of the country. And, of course, Choutari has broadened the horizon of ELT discourses in such remote area where it is quite difficult to get textbooks in time. The varieties of posts in each issue of Choutari always reenergize me to improve my teaching practices. I shall be much glad to read some posts on child psychology and motivational stories in the days to come. I am so grateful to the editorial board for providing me an opportunity to reflect on ELT Choutari.

Praveen Kumar Yadav, an editor of Choutari

As ELT Choutari enters into 8th year, we would like to thank our valued contributors and readers for their continued support. The ELT journey without their support was never possible to accomplish seven years. The ELT Choutari today has won acclaim for its commitment to contributing to discourses focused on various issues related to English Language Teaching and Education.

Generally speaking, the past causes the present, and so the future. Looking into the origin of Choutari, the web magazine was started as a wiki collaborative project in January 2009 to supplement the ELT conversations that have been going on for many years within the mailing list of NELTA. In order to make accessible to such ELT conversation by the rest of the ELT community outside NELTA (here’s what one member wrote in the original “about” page), ELT Choutari was initiated.

First initiated by Ghanashyam Sharma (Shyam), who was accompanied by Bal Krishna Sharma and Prem Bahadur Phyak, this networking initiative had six core moderators (Sajan Kumar Karn, Kamal Poudel, and Hem Raj Kafle joined later) from 2009-2012. Then, this initiative is being continued by a team of young ELT practitioners and scholars. They believe that we can develop very useful and probably most relevant intellectual/professional resources for the Nepalese ELT community and those interested through a discussion forum like this.

So far, more than 500 posts has been published by ELT Choutari, followed by more than 1000 comments over the past seven years. Our journey over the past seven years did not remain smooth. Our journey began with challenges, continued with the same and they exist even today. For instance, in the beginning of our journey we embraced challenges when internet and blogging was much exposed in Nepal and ELT community. Even today, challenges are ahead as we look for ELT enthusiasts to come and joins us for the mission.

Amid challenges, we chose to remain optimist to see them as the opportunity for us, just like Winston S. Churchill’s saying, “A pessimist sees the difficulty in every opportunity; an optimist sees the opportunity in every difficulty.” We are driven by our courage and willingness to change. We never pretend that nothing has happened or we are not ready to move ahead.

Dr. Shyam Sharma, a founding member of Choutari

I think Choutari has made unique contributions to Nepali ELT discourse. The community had a great journal, and we also had an active listserv; but we wanted to provide colleagues a place to share ideas that was more public/open and interactive, where especially younger colleagues could contribute their ideas and experiences and run conversations. Many scholars who chose to run this blogzine also had the opportunity to practice publication and leadership skills while serving the profession. This publication has slowed down a little bit, but I am confident that new scholars will take the baton forward. In fact, I also hope that more venues like this will emerge and make new kinds of contributions to the field of ELT in Nepal.

The few colleagues who started this journey would have never imagined that hundreds of scholars, including scholars from around the world, would contribute to this venue–nor that new local voices would join and develop like they did. Thinking about how we started the initial conversation (by putting some of our email conversations in the more open platform of a wiki) is just humbling. The first set of editors (Prem Phyak, Bal Krishna Sharma, and me) took a few important steps in the journey, but we never imagined the many new areas that new colleagues would go on to cover, new ideas they would implement. Just the number of posts and comments and the generation of ELT scholars at home who have participated in the conversation through Choutari is truly inspiring.

As a reader, I urge other readers to read and share the good work here, to contribute as writers, and to consider leading the venue. And I thank the colleagues who are running it today and tomorrow.  ​

Welcome to the latest Issue of Choutari: Professional Development through Self- reflection

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reflective-thinking

Dear valued readers,

The process of teaching learning does not finish after delivering a lesson or course, whereas the learning point for a teacher and teacher educator starts after that. In the cyclical process of teaching learning, teachers need to make a self inquiry at the end of the class or day and look forward to refine their practices. We as a teacher need to look back and ask ourselves, what went well in our class and what didn’t. Why a particular thing worked and why the other thing didn’t, and what could have been done. This process of self- inquiry and critical thinking is termed as reflection.

Reflection is a powerful tool for our professional development. Templer, 2004, as cited in Harmer (2007) states that reflection is like ‘holding up mirrors to our own practice’, which make us more conscious what is beneath the surface. In other words, it is being critical and reflective to our own practice, which eventually refines our skills as a teacher and helps us understand the process of teaching- learning better.The process of teaching and learning begins with planning, followed by implementation or action and further followed by reflection. The reflection gives us input in the planning for the next cycle. The cycle of teaching learning process becomes incomplete without practice of reflection. If we do not reflect into our practice, we stop learning and eventually stop growing because we fail to realize what is not working and we tend to continue the wrong process or practice. Richards (1990) considers reflection a major component of teachers’ development. He urges that self-inquiry and critical thinking can help teachers move from a level, where they may be guided largely by impulse, intuition, or routine, to a level where their actions are guided by reflection and critical thinking. Reflection develops the practice of self- inquiry and critical thinking in us. Therefore, our actions are less likely to be guided only by a sudden desire and routine, whereas they will be more rationale.

Pre-service or in- service training or workshop is one way of our professional development but in the continuous journey of professional development, the best of all is the self- inquiry through reflection. In the words of Confucius, it is the best way to learn. In his three methods of learning he places reflection at first stating,

“The first, by reflection, which is the noblest;

second, by imitation, which is the easiest, and

third by experience, which is the bitterest.”

Therefore, being reflective to our own action not only helps us understand the process better but also refines our professional skills and expertise.

The inception of ELT Choutari is also the outcome of the reflective thinking. Likewise, most of the writings on the magazine are based on the reflection. We strongly believe that this practice should continue, which helps develop the culture of reflection. Therefore, we request our readers to reflect on their actions and write about their thoughts. We will give them space at Choutari.

This issue is also a full package of reflection. Karna Rana reflects on his route to learning English language. He believes that English has been given much more importance than required, which results our weaker competence in content knowledge and life skills. Therefore, we should not finish our valuable time only worrying about a language.

Society of Translators Nepal recently organized the first ever conference in Nepal. In this context, Choutari editor Jeevan Karki has talked to Bal Ram Adhikari (Vice- president of the Society, Translator and Faculty, Department of English, TU). The talk not only reflects back to the conference but also explores deeply the relation of translation in ELT pedagogy.

To encourage the teachers to reflect on their practices, our Choutari editor, Ashok Raj Khati has asked five teachers from East to West to express their views in the context of English language teaching. In this interactive post, they reflect on their practices in relation to resources, participation of students, use of English and L1, their best practices in English classroom and challenges they face.

In the series of the reflective thinking and writing, we present another very special and powerful reflection of Sujit Wasti. In the truly unique and thought provoking post, he brings together nature, society, and education in a unique way.

In another post, Lal Bahadur Bohora (who is pursuing his M. Phil in ELE from Kathmandu University) shares his preliminary findings of a research on the area of teachers’ perspectives on the prescribed English syllabus of Tribhuvan University and pedagogical practices at tertiary level in far west region.

Finally, to continue with the Photography Project, the Choutari editor Jeevan Karki shares the photos he clicked during his visits around the country on the theme of ‘People at Work’. This is the third Photography Project at Choutari.

Here is the list of the posts in this issue:

  1. Children Taught Me English Language: Karna Bahadur Rana
  2. Translation should be Used as a Technique not a Method in ELT: Bal Ram Adhikari
  3. Peripheral Classrooms: Reflection of English Teachers in Nepal: Ashok Raj Khati
  4. Are We at the Verge of Collapse?: Sujit Wasti
  5. ELT at tertiary level: perspectives from far west Nepal: Lal Bahadur Bohara
  6. Photography Project III: People at Work: Jeevan Karki

Lastly, I extend my special thanks to Ashok Raj Khati for his continuous support to materialize this issue. Similarly, I would like to thank Shyam Sharma for his support and encouragement in the publication of this issue.

Enjoy reading with reflection and share your thoughts in the comment boxes.

Jeevan Karki- head shot
Jeevan Karki  Editor of the Issue

References:

Richards, J.C. (1990). The Language Teaching Matrix. UK. Cambridge University press.

Harmer, J. (2007). The Practice of English Language Teaching. UK: Pearson.

Children Taught Me English language

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Karna Rana

When I was a cowboy going to high school in the late 1980s, there was no educational mission in my life. Born in a poor economic background, even thinking of high school after primary school (Year Five) was just like imagery. Almost all the primary school graduates used to travel to India for work after primary school education in our locality. This came to me too in the long run of schooling but my illiterate (cannot read and write) mother and two elder brothers (who could not complete even their primary school due to loss of father) insisted me to join high school which was/is at the distance of three and half hour walk from home. After learning English alphabets at grade four and five, my journey to learning English in high school started in the mid-80s. That used to take whole morning to reach the high school after crossing dense forest, river, and walks up and down the hills via three villages. Over three hour walk in the morning and the same distance back home after school every day was more than enough to make me very tired. The dreams might be away from the sleeps but the real dream of life i.e learning English and speaking like professional was alive even in the sleeps, every walk and work throughout the high school.

Although there was no English learning environment in my school, the thought of learning English emerged listening to the rhymes of the kindergarten children of private school and looking at a couple (both teachers) of the school. I wished I could speak English like those couple teachers who were running that kindergarten school. There was no any English language learning centre around the school. Otherwise, I would have possibly joint the class. Gradually, I completed my high school with almost ‘no learning of English language’. I could just read words without understanding what the text meant. However, I passed SLC by memorising the texts, especially teacher’s notes. I must thank those high school teachers for their intensive teaching of English grammar that supported me to learn English in university later. Apparently I could not speak English even if I had every day English class from primary to high school.

This is a common sense – Nepal was/is not a ground of English though the neighbour had been colonial land of English for hundreds of years. I must thank the earlier generation of Nepali who saved Nepal and the diversity of over 125 languages that exist in Nepal even today. Though I could not learn proper English in high school, I learned formal English during my university education. How I learned English is quite interesting to share here. In fact, I learned almost no English from university classes but I learned English speaking and writing from my teaching profession at private schools in Kathmandu. Thank God, I got a job at private primary school where I used to teach kindergarten children. Actually I was learning more than teaching those kids in the school. The English language began with ‘May I come in, sir? May I go to toilet, sir? Come in. Go…’ Wow! How lovely the children were, who taught me English speaking and writing which was really helpful to study English on campus. I could speak general English in the very first year of my teaching profession. That teaching was reflected in the result of my I. Ed. English papers when I got very good marks. Therefore, I always thank those kids who taught me English language.

Let me continue the issue of professionalism in English language. Since 1995, the beginning of my university education and teaching profession excluding high school, I have been learning English. When I was almost at the scratch level even after SLC, I thought of developing English in me. I could develop English to some extent from my teaching profession as well as university education. I was always keen to develop my academic English proficiency throughout I.Ed, B.Ed and M.Ed. That was the main reason I selected English as major subject in the university. Sometimes I used to feel wretched when I could not understand native speakers’ English on TV or movies. Of course I had been teaching English at different English medium schools and community campus in Kathmandu for about eighteen years before travelling to the United Kingdom for my second Masters in September 2009. However, language is observed in communication and academic arts. One of the reasons behind going to study MA in Education in the UK was the same to develop English language in me.

Let me tell my real story in the UK. I could mostly understand the people in the university but it was quite different when I had to communicate with customers at my work. I used to work in service oriented company where I had to speak over the phones and face-to-face with local English people. I don’t know how many mistakes I might have done in the very first month due to misunderstanding of people’s language. There I realised what the real English is. This reminded my linguistic theory that I learned in B.Ed and M.Ed classes in Nepal ‘Language is human specific.’

I believe this reflective story is worth sharing with teachers, policy makers and English language learners. Only running after English language may be killing our innovative and productive life. At the same time, it should be understood that language is/not universal phenomenon and it should be realised in the education policies of the nation. As an emerging researcher, I have been reading education policy of Nepal and other countries, there is a gap between socio-cultural values and English language education in Nepal. As I said earlier Nepal was/is not the land of English where over 125 languages still exist with their socio-cultural diversities. Quite significant, most of the developed countries are gradually adopting migrant languages to reflect their diversity, inclusion and preserve their socio-cultural values. When we lose our languages, our socio-cultural values also die with the language. One reality that we have to understand is that language is not solely education. This is just the vehicle of education.

Lastly, I am writing this from the land of English (i.e. New Zealand). Just a reminder, I have realised very lately that English is just a language for communication that anyone can learn from the environment. This is similar to one of the 125 languages in Nepal. Now I speak and write English but I wasted my valuable time of life just running after English language and ignoring life skills. Now I think, I should have learned how to cultivate a beautiful flower in a pot that would give me handsome earning in any part of the world.

Mr. Rana is a PhD Candidate in the School of Teacher Education, College of Education, Health and Human Development, University of Canterbury, Christchurch, New Zealand

Peripheral Classrooms: Reflections of English Teachers in Nepal

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

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

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

562665_685671534783323_943408360_nBabu Ram Basnet                                                     Mahendrodaya Secondary School, Salyan, Solukhumbu

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Why I Chose ELT as a Profession?

Teacher's Experience/anecdotes, , , , ,
Samita Magar
Samita Magar

This brief blog piece speaks my personal experience as an English language teacher. The reflective journal mainly tries to disseminate why I have chosen teaching profession and how someone can be benefited by being a teacher. Besides, there are significant positions of a teacher in the society that encourages growing generation to choose teaching profession. 

Introduction

When I was a high school student, most of the students were satisfied with the teaching of an English teacher. He ever suggested the students reading more than prescribed textbooks. His inspiration led them to be curious and enthusiastic learners. I was one of them wishing to be such a respected teacher. His positive attitude encouraged the students to prepare well and participate every curricular activity. His gentle personality could be easily observed on his smiles at the success of his students. His friendly and cooperative manner provided a space to share our feelings and problems that led us to achieve our success. I believe that his intellect and passion made me choose his profession in my life.

However, the statistics shows that majority of recent school graduates choose science and business studies to go to medical field, technical field and business field. In my case, I have seen my future in teaching profession. I believe that teaching profession is considered as prestigious as other professions. Ayers (1994) stated that teaching is more than transmitting skills; it is living act and involves preference and value, obligation and choice, trust and care, commitment and justification.

This reflects my social values, ethics, responsibilities and determination. I believe that these features pulled me in teaching profession. In my perspective, the good teachers listen to their students, care their daily activities, desires, wishes, interests and problems. The responsible teachers always perform their duties well. Their consistent care for students produces various professionals. In this regard, teaching profession can be considered as the base of all other professions.

I choose this profession mainly because of three reasons: 1) respected profession 2) highly creative 3) role model

Respected profession

The great philosopher, Aristotle has stated that “those, who educate children well, are to be honored than those who produce them”. The case of Helen Keller for instance. She is a famous writer because of her teacher. The credit goes to her teachers than to her parents. Teachers encourage, guide and teach students to learn the beautiful art of living a life. In the east, Guru is the God. There is a verse in Sanskrit ‘Guru Brahma, Guru Vishnu, Guru Maheshwor’. It says that teacher is an incarnation of God. A teacher affects eternity. He or she can never tell where his influence stops.  So it is the reality in the sense that what a teacher writes on the board of students’ life stays lifelong in their memory. One of my school experience also reveals the same dignity of a teacher. When I was a third grade student, all the people in my village used to greet teachers, consult them for information and invite them on all kinds of occasions. They used to be lawyer in our village in need. The respect they used to get inspired me to think about being a teacher.

Highly Creative

Information and communication technologies have shifted the teaching and learning ways in this world. These technologies have provided wider range of learning opportunities for the learners. The learners have access to unlimited information in this digital age that assures creativity in their learning. On the other hand, the virtual environment has generated more opportunities as well as challenges for the teachers. Teachers need to be informed of daily information, and be prepared to tackle the challenges and to survive into the classroom. It is worth quoting Lewis that the task of modern teacher is not to cut down the jungles, but to irrigate deserts. Thus what I believe that teaching is creative profession. Great teachers mentor, stimulate, provoke, engage the students through several creations inside and outside the classroom.

Role Model

Teachers in the east has always been model for the growing generation. For instance, my English teacher in school was my inspirer, motivator or director who ever stood a figure for me. However, the students in this fast growing world may have different perceptions toward teacher. It is because of the changing roles of teachers as the facilitator, guide and manager. Towne (2012) stated that a good teacher is like a candle; it consumes itself to light the way for others. Similarly, Dey (2013) suggested that the teachers to become models for their learners, so that they can develop into disciplined, hardworking and successful person.

Conclusion

In a nutshell, teaching profession is full of respect, responsibilities, creativity and also challenges. Whatsoever, this profession is socially prestigious because of its leadership nature among other professions. They are found to have a high level of autonomy as a lifelong learner.  This made me think about being a teacher when I was in school.

Samita Magar teaches English at Omega international higher secondary school in Lalitpur. She is pursuing her masters in ELT from School of education, Kathmandu University.

References

Dey, S.K. (2013). Teaching of English. India: Dorling Kindersley.

Towne, D. (2012). Home thoughts. Mustafa Kemal (Atatuk Trans.) Home thoughts. (originally published in 1991).

My Reflection on Birgunj Conference

Creative Writing, Creativity, Miscellaneous, Teacher's Experience/anecdotes, Teaching Tips,

Kanokon  Opasmongkonchai

Thailand

One of my great experiences which I’d like to share with you was to attend the conference that took place in Birgunj, Nepal on 12 -13 March 2013. It was Asian English Teachers’ Creative Writing Conference (2013), in which apart from gaining knowledge from expert creative writers, Prof.Alan Maley, Prof. Jayakaran Mukundan, Dr Kirk Branch, Prof. Dr. Govinda Raj Bhattarai, Dr. Vishnu Singh Rai and other scholars, I also obtained friendship with warm hospitality, as well as Nepalese cultural learning.

In fact, I had been there in Birgunj in a team four days before the conference. We had a three-day pre-conference session of only core group members. In the session I got acquainted with some new faces. We shared our poems and stories and had peer-editing that offered an ample opportunity to understand and learn how uniquely we take up creativity. The second day was much more memorable. We had a trip to Trikhandi on a bus. It was about three hours to the south of Birgunj. There I saw mountains stand very close all around and a clean stream rush down. I felt it special for getting intimacy with nature. We were there to empower our creative writing being close to nature. We all carried some stones of our choice and I brought back a heart-shaped one. On the third day we had a great time sharing our poems and stories that we had composed on the stones we had carried. It was of the greatest significance, since we had penned what we had observed on our field trip. It gave us another but the most crucial lesson how to find our surroundings in our literary work.

It was on March 12, the first day of the conference after the key speech by Prof. Alan Maley and a plenary session by Dr. Kirk Branch, I had a paper to present in one of the buildings of a nearby college. I was delighted to have about 35 participants to join the creative writing activity with me “Using a Picture to Stimulate Creative Writing.” I was very much impressed by participants who paid a great attention to the activity. While making a presentation, I wondered if the picture would be too difficult for them to write on or not. But, with their abilities and talents, it was obvious that they could write poems and short stories rapidly and colorfully, indeed.

Here are some of the poems on the pictures that they composed during the session and that I would love to share with you hoping that you may also try writing:

My Heart Says  

Oh, Dear
You look as fresh as dew
I don’t have many words to say
But only few
You are the old one for others
But in my sight, you are always new
I am the sky, you are my moon
When I see you, I forget the morning or noon
I have devoted my heart to someone and that is you
No matter you love me or not
But dear, really I love you

(Krishna Chaudhary)

Mona Lisa’s Change  

Oh, Mona Lisa
Pure and pretty woman
You’re born in a palace
And you end in the Mc Donald’s
Why you change your life?
I know well, my Mona
You don’t like the servants
You just wish a coca- cola!

(By Spanish participant)

……………………………….

What eyes she has,

What eyes!

It’s hardly a surprise

That millions have looked into them –

She looks so calm and wise.

But if, by some strange chance

We passed with a quick glance

Today,

Would we even spare the time

To ask her for a dance?

Or simply walk away?

(Alan)

………

And my friendly souvenir to you:

Let’s Smile!

Nothing to pay
When you smile.
So, let’s smile.

Something you gain
Is friendship
Hope
Joy
Peace
So, let’s smile.

Anything makes you pain,
Forget it awhile.
So, let’s smile.
Smile! Smile! Smile!
(Kanokon Opasmongkonchai)

Pictures used in the workshop:

Picture1

To my mind, participants were quite active and confident of doing the activity with me. They had proudly presented their writings. It was very nice that they had different views-points to write, so it made the workshop more interesting, making me feel that they could secure their own space for potential writers to grow out of them! Best Wishes!!

After the paper presentations on the first day, we got back to the Town Hall to observe the cultural program held by cute school boys and girls. Several times they got me to feel like singing and dancing next to them. They sang songs and danced so well that I couldn’t at all feel how swiftly time had flown away. I also learnt about the diverse cultures in the country through their dresses.

On the second day just before the closing ceremony we had another literary taste. It was a poetry recitation. Several participants including Prof. Maley, Dr. Branch, Prof. Bhattarai, Dr. Rai recited their poems in different languages – English, Nepali, Bhojpuri, Maithili, etc. Although I could not understand the poems in the languages other than in English, yet I could perceive their elegance through the ways they were recited. It was really a good example of multi-lingual harmony in Nepal.

In my view, creative writing is the best challenge to accept if you are learning to write. It requires a great deal of patience as well as love to do that. Maybe love should come first. Self-discipline to practice writing with figurative languages together with observing things around us deeply and correctly with imagination is a very important qualification of being a good creative writer. It is certain that it gives us pain when the idea doesn’t come out and in particular when we write in English, which is not our mother tongue. But, when the good result ripens, I dare say it’s worth it, indeed!

Before taking leave, what I am feeling now is:

Loneliness is…

Loneliness

Is

Fungus:

It’s fast to grow

It’s hard to heal

Its root

Is too deep

To eradicate

And

Ready

To come back

Terrible!

(Kanokon  Opasmongkonchai)

Stay in touch to ward off the feeling of loneliness.

Cheerio!