We are delighted to present you with the final issue of 2023, a collaborative effort made possible by your steadfast support and contributions. Our heartfelt thanks go out to our readers, contributors, friends, and critics for their invaluable roles. This edition delves into various topics, such as the hurdles faced in under-resourced classrooms in Nepal, the incorporation of ChatGPT in English teaching, reflections from the experience of crafting a master’s thesis, and the beneficial influence of local materials in English language teaching.
In the first blog post, Binod Duwadi, explores the challenges of large, under-resourced classrooms in Nepal, drawing on personal experiences as both a student and educator. It highlights the global nature of these issues in developing countries, discusses their impact on student engagement, and advocates for context-specific teaching strategies, emphasizing the need for policy changes to address educational inadequacies.
Dashratha Rai, in the second post, shares his journey of writing his master’s thesis highlighting the challenges and strategies he employed. Initially unsure about the thesis writing process, he faced difficulties and anxieties. The article details his evolution from copying others’ work to autonomous reading and writing. Rai stresses the importance of early initiation, avoiding procrastination, and seeking regular feedback from supervisors.
In the third blog post, Dammbar Singh Saud explores the impact of integrating ChatGPT in English language teaching, noting positive aspects such as fostering individual development and creativity. He encourages educators to embrace ChatGPT as a beneficial challenge, particularly for personalized guidance and goal setting. Saud acknowledges concerns, advocating for responsible usage and ethical considerations suggesting a balanced approach for institutions, leveraging ChatGPT cautiously to enhance learning while preserving academic integrity.
Finally, in the fourth blog post, Sagar Poudel highlights the importance of integrating local and cultural assets in teaching, emphasizing their positive impact on education. He calls for a shift to lively, contextual learning tailored to individual students, valuing native languages and resources. Recognizing challenges, he stresses integrating these into teacher education, advocating for uniform guidelines and supportive policies.
Here is the list of blogs for you to navigate in this issue:
Finally, we would like to thank our reviewers in this issue, Mohan Singh Saud, Nanibabu Ghimire, Jeevan Karki, Karuna Nepal, and Puskar Chaudhary for their relentless effort and contribution.
ELT Choutari serves as a platform for researchers, scholars, educators, and practitioners to exchange perspectives, practices, and stories originating from classrooms and communities. If you find the articles engaging, we encourage you to share them within your network and provide your comments. Your feedback is also welcomed on our Facebook page. Thank you for your continued support in fostering a collaborative and enriching educational community
We look forward to your blogs and articles at 2elt.choutari@gmail.com and invite you to stay tuned for our anniversary issue soon.
Happy reading, thinking, questioning and reflecting!
Ekraj Koirala, Lead EditorGanesh Bastola, Co-Editor
I attended a public secondary school in Dhading, which was five kilometres walking distance away from my home. I had to do all the morning chores, prepare meals, eat and run to school as my parents had to go to work on the farm every day. As the classroom was overcrowded with up to seventy students, it was difficult to get a spot in the front row. I had to adjust with six students on a bench at the back of the class, which would make it hard to listen to my teachers. It was challenging to find a cosy place to read, write and listen to the teacher’s lectures. When I recall now, it was tough to get through all this and complete my school education.
Despite the teachers trying to engage us in learning, most of my classmates were inattentive to the teachers’ instructions. The teachers used to crack jokes or share some new things but the students hardly paid attention to their studies. As a result, the teachers were less motivated to teach us and ignored what my classmates were doing in the classroom.
My classmates were from different ethnic communities: Brahmin, Kshetri, Newar, Gurung, Tamang, Gharti, Dalits etc. As they were from diverse groups, they had different beliefs and ways of doing activities. They were basically from working-class families. Yet, some of them belonged to semi-educated families and they were less interested in their study. Nevertheless, I was very excited about my studies.
On a chilly day
It was a cold winter morning. I was teaching ‘The Ant and Grasshopper’ in class ten. I asked my students to write some new words in their exercise book individually. There was some noise, so I tried to control their side talking by cracking a joke. Some of the students who were sitting on the first and second benches were listening to me passionately, whereas the students who were sitting at the back were busy with their personal talk. Again, I told them not to make noise, but their side-talking was ongoing. I further inquired and knew that they were not listening to me clearly. Again, I advised the other side students to have patience and it took around 15 minutes to make them silent.
Moreover, I just had 30 minutes to go. Hence, I revised the previous lesson and made them ready to participate in my large class. Then, I taught my lesson before the lunch bell rang. When I came out of the classroom and I went to the canteen for lunch, I shared my problem with my close friend, who had also been teaching English at a lower secondary level. He listened to me very carefully and agreed with my problem. When I finished the trouble of the classroom. Interestingly, he narrated a story of his classroom that he was also suffering from a similar kind of trouble in large classes. After school, I went back home in the evening and started thinking about my trouble alone.
I realized large class teaching is a complex task and large classes are pretty challenging for the teachers to conduct effective instruction. In such classes, the student number is very high, more than 50, which causes difficult teaching circumstances (Hess, 2006). It is tough for teachers to focus on every student equally. It is considered that students’ engagement and active participation are diminished in large classes, and the frequency and quality of student-faculty interactions are reduced (Cash (2017). Furthermore, Marshall (2004) considers small classes to be very friendly and easy to handle but large classes are highly risky and challenging. Marshall (2004) further highlighted that the analysis of contexts, institutional change in resource allocation and teaching in multidimensional contexts is very thought-provoking.
I conceptualized that teaching in large and under-resourced classes is very tough and tedious throughout my teaching career. In the past, I was a student of a large class where physical infrastructure was not adequate, though we had a blackboard inside the classroom covered with dry grass roof of the building. We didn’t have sufficient classrooms. I still remember when I was a class three grader, and our class was divided into two different classes within a single classroom. It was pretty noisy and hard for the teachers as well. I experienced teaching in an under-resourced context is not an easy job.
Furthermore, I equally reconceptualized that large classes need much personal attention and encouragement to make progress. The students in their learning potential vary considerably due to their language and literacy skills. Thus, we say teaching in large classes is very much like teaching in all other situations; however, handling large classes is more complicated, exhausting, and infinitely more demanding, and challenging.
I explored the reality of large classes through the experience of my research participants who have been teaching a class comprising more than 60 students. I investigated challenges for instance, disruptive students, crises of discipline, and unwanted noise and explored strategies like group work, pair work, and collaborative project works to cope with the large classes with an in-depth study.
I realised that no students get a chance to learn new things in crowded classrooms. They lack the opportunity to grow holistically. Consequently, the prior investment of parents, teachers, schools, and students goes in vain. Based on my experiences as an EFL practitioner in a large classroom, I noted that offering group work and pair work was an effective tool in large-class teaching. The ability to handle large classes provided me an insight through which I germinated useful tips for large class teaching. I reconceptualized the concept of post-method pedagogy by Kumaravedivelu (2006) who persistently claimed that a meaningful pedagogy cannot be constructed without a holistic interpretation of particular situations and that cannot be enhanced without an essential improvement of those particular situations as a theoretical foundation to scaffold his ‘parameter of particularity’. Thus, it is noted that post-method pedagogy prioritises much on creativity, patience, teamwork and leadership.
Major Strategies I Employed in My Large Classroom:
A comprehensible teaching-learning process that ensures efficiency and effectiveness involves the design and implementation of creative and innovative teaching strategies, capable of responding to the individual needs of students and ensuring their academic success, (Jucan,2020). Without level-appropriate activities and contextual strategies, the teaching-learning activities are not making success, (Kumaravadivelu, 2003). Learning style, the learner’s preferred mode of dealing with new information, includes a construct known as cognitive style, (Oxford,1990). In my experience, large-class students have various ways of learning strategies, so I have applied various ways to make them learn. Some of them are as follows.
Engaging students in different project work:
Group work is believed to be allowing students to share ideas, perspectives, and skills among their pair and group. Students learn skills of collaboration and team building in which they develop communication, cooperation and the ability to work effectively with others. It also promotes higher-order thinking, creativity, and problem-solving, as students have to analyze, synthesize, and evaluate information collaboratively, (McCormick et al, 2015) So, I designed some activities to attract the student’s attention in his large class every day. I often engage students in different activities. I ask to design a Calander for a group, a Code of Conduct for the classroom for another group and a Wall Magazine for the other groups. Likewise, I instructed them to share their ideas with their friends through their diverse perspectives. Moreover, they started taking feedback from each other. I involved students in some small groups. In doing so, I selected discussion topics that could be of interest to my students. Sometimes I provided them with topics in groups or individually, they searched on the internet and through some reading materials. I knew that all the time group did not work, so to keep every student involved in the group work, sometimes students were provided answers for each of the questions individually first.
Motivating students in pair work:
Working in pairs allows students to give and receive constructive feedback. Pairwork helps in the development of various skills such as teamwork, leadership and interpersonal skills. It is well known that motivation is a force that drives people to work towards a particular outcome (Maslow, 1943). I equally motivated students in pair works where they actively participated and developed a sense of competitiveness in and between other pairs in the classroom. I often motivated them to work on different tasks such as conversation practice, role-playing, problem-solving, debate, collaborative art, etc. Thus, I particularly engaged students in story-writing activities, case study analysis and general problem-solving. Moreover, students would appreciate their tasks in pairs and they learn their commonalities and differences.
Encouraging students to ask questions:
Teaching with questions to my students provided me direct connection with them (Filiz,2009). There is a great role for asking good questions in effective teaching and learning. Hence, I encouraged students to ask questions in my class because this task helps them build critical thinking skills. In this, they asked content-wise questions as it helped them to work together and make sense of the particular subject as mentioned by Kumaravadivelu (2003). Moreover, I motivated my students to raise questions based on their curiosity about the content. Developing questioning abilities indicates students enhance creativity and critical thinking skills. Moreover, questioning habits helped students feel relaxed and learn easily the complex subject matter. It encouraged my students to be active, independent and creative in the large classroom. Besides this, I encouraged my students to speculate on certain incidents, for example, I showed a picture and told them to imagine and connect with the picture. I wrote a sentence, “ If I were in this situation…..”. I let students think, develop their hypotheses, and arrive at a conclusion. This pattern scaffolded students through their positive mindset that they learn interestingly in the large class classroom.
Involving students Think-pair-share procedure:
Think-pair-share (TPS) is a cooperative learning strategy that encourages active participation and engagement among learners. In this think-pair-share technique, students are given a question, and students first think about themselves prior to being instructed to discuss their response with a person sitting near them. Finally, the group shared what they discussed with their colleagues to the whole class and their discourse kept on going (Rowe,1972). Hence, I used the TPS strategy to cope with a large class context. I began my class by asking a specific question about the text. For example; What are the various uses of Artificial Intelligence in education and list them based on your experience. (from one of the chapters of grade 10). Then, my students started thinking about what they knew or had learned about my query. Then, I engaged them to work in pairs with their partner in a small group discussion. Finally, they share what they have collected so far. Thus, the post-method pedagogy entails that students develop coordinating skills, increasing active participation and enhancing their innovative sharing skills.
Major Takeaways:
We teachers struggle in our large classes due to a lack of level-appropriate instructional tools. We often think of managing a large classroom since it needs tactfulness and a lot of experience. Teachers’ ability to explore and develop approaches to observe, analyze and evaluate their teaching for the purpose of accomplishing desired changes. It is an eye-opener and a gateway to make teachers, who are reluctant to bring innovations to their teaching, change their minds and redirect their teaching toward a more contextualized implementation of the strategies suggested to assist them in enhancing their teaching and their students’ learning. Engaging students in various project work, motivating students in group and pair work, encouraging students to ask questions, making level-appropriate fun as well as engagement, and evolving them into TPS strategies are major roadways to creating a learning environment in large classes.
References:
Cash, C. B., Letarago, J, Graether, S. P., & Jacobs, S. R. (2017). An analysis of the perceptions and resources of large classes university. Life Sciences Education, 16(2).
Cash & Marshall, (2007). Between deep and surface: Procedural approaches to learning in
engineering education contexts. Studies in Higher Education,29:5, 605-615, DOI: 10.
1080/0307507042000261571
Gibbs G. (1996). Using assessment to support student learning. The University of East Anglia.
Filiz, S. (2009). Questions and answer method to ask questions and technical information on the effects of teacher education. Social Sciences Journal of Caucasus University.2.
Jucan, D.A., (2020). Efficient didactic strategies used in students’ teaching practice. Social and Behavioural Sciences.
Kumaravadivelu, B. (2003). Beyond methods: Macro strategies for language teaching. Sage.
Hess, N. (2006). Teaching large multilevel classes. Cambridge University Press.
Hess, N. (2007). Teaching large multilevel classes. Cambridge University Press.
McCormick, N. J. and et al, (2015). Engaging Students in Critical Thinking and Problem Solving: A Brief Review of the Literature. Journal of Studies in Education. 5(4).
Oxford, R.L. (1990). Language learning strategies: What every teacher should know. Newbury House/Harper &Row.
Rowe, M. (1972). Wait time and rewards as instructional variables: their influence on language, logic and fate control. ERIC No Edo61103.
About Author: Binod Duwadi has earned an MPhil in English language education from Kathmandu University, School of Education. Mr. Buwadi has been a faculty of English at KUSOM and KUSOED. His research interests include ELT in under-resourced contexts, ELT with ICT integration and Multiliteracy pedagogy.
During my university studies, the idea of crafting the finest research paper for my master’s consumed my dreams, deeming it the noblest facet of my academic journey. Despite my fascination with the term “thesis,” I initially grappled with a clear understanding of it. It felt akin to envisioning the construction of a cosy dream house or contemplating an ethereal place. However, as the actual process of thesis writing commenced, it proved to be more challenging than anticipated. I posit that this difficulty is the primary reason many master’s students perceive research paper writing as elusive. Some abandon the endeavour, while others procrastinate until the final deadline, attempting to persuade supervisors to accept incomplete papers. There are even instances where students resort to copying others’ work.
This issue has triggered extensive discussions among teachers and academicians, scrutinized and analyzed from a top-down perspective. While existing research on the matter provides valuable insights for students and educators alike, there remains a dearth of students’ narratives detailing their struggles and strategies—an approach from the bottom up. In this article, I aim to offer my perspective on thesis writing, elucidating how I surmounted challenges, conducted research, and presented findings in a methodical and structured manner.
My Experiences with Thesis Writing
Since writing a research paper was entirely new to me, exposure from teachers was crucial to constructing a fundamental concept of academic writing, the writing process, and finding sources. The theories and principles of writing a research paper were challenging. Though I understood the language to some extent, penetrating the content left me with a profound sense of emptiness, causing anxiety. However, determined teachers’ exposure and guidance helped mitigate my struggles. After completing the third semester, I became acquainted with terms like qualitative and quantitative research design, research objectives, questions, literature review, methods, discussion and analysis, findings, and conclusions. Despite this, I lacked the necessary skill to write, making my experience of writing a research proposal akin to a crow in the cloud.
When I began preparing my first proposal, my mind was blank. Determined to start writing, I sat in front of my laptop, appearing confident as if I were embarking on the greatest task ever. My niece, who was reading beside me, sensed my seriousness. Despite fifteen to twenty minutes of pondering, my mind remained empty; not a single word appeared on the laptop screen. Frustration set in as I questioned my competency, growing restless. I began talking to myself, “What the heck! My competency is that I cannot write a sentence. How can I ever write a thesis?” Despite the anxiety, the notorious journey of writing the proposal finally began as follows.
I am sitting on a chair to draft a thesis proposal. My mind remains blank after almost twenty minutes of contemplation. Questions persist: what to write? What? Is it windy outside? I observe the fluttering curtain. The wooden chair I occupy supports me, and on the table, stacks of books stand. As I start jotting down words, a sense of purpose eludes me. Does it make sense? No, it does not. But who cares? Someone might laugh at my writing, unaware that I’m simply venting my frustration with the thesis proposal.
I powered down my laptop and exited the room. For a week, I resisted the urge to write. After that interval, I powered up the laptop and revisited the aforementioned text. Much to my surprise, whatever the text was, it infused me with confidence, evoking a sense of authenticity I hadn’t experienced since my school and college days—excluding exam writing. I felt a sense of pride in my ability to produce something, regardless of its content. This brief text served as motivation, inspiring me to dedicate unwavering effort to articulate my ideas and thoughts on paper. And so, my journey continued…
After two years of continuous effort to write a research paper and unexplainable support from my supervisor, participants, and other teachers, I managed to produce around two hundred pages of a research draft. My supervisor boosted my confidence with the statement, “Rai Bhai, you have a good insight into research work. Research is a process of learning, unlearning, and relearning. How much you’ve learned is sufficient for your level. Now, proceed to the viva. Get ready for the presentation with slides.” His statement filled me with boundless happiness as I felt I had won the battle through rigorous work, and despite his inflexible schedule, my supervisor had done his best to guide me. I still recall him calling me for an online meeting through Zoom around half-past eleven at night.
“Well, Mr. Rai, you are building castles in the air,” said the external supervisor while flipping through the pages of my research work after my presentation. He then prescribed a list of improvements. My mouth went dry with the prescription because I had foolishly convinced myself that no further editing was needed, and my research was a flawless diamond. However, with the remarks of the external supervisor, it seemed no more than a corn husk. I looked at my supervisor with a perplexed expression, and he gestured for me to be patient. It took an additional two months to align with the suggestions of the external supervisor. Eventually, my corn husk received hard binding. I call my research work a husk because I am now unsatisfied with what I wrote back then.
Suggestions for Writing Thesis
Whether the journey is easy or hard, footprints are always left behind. Following someone else’s footprints can make the journey easier. In essence, I would like to share my footprints with readers, especially master’s students preparing to write a thesis and teachers dealing with similar student issues.
How to Explore the Issue of Writing?
Recognizing the problem proves to be the most formidable hurdle for students. In the absence of a precise understanding of the challenges pertinent to their respective disciplines, students encounter a state of paralysis when tasked with writing. Even at the master’s level, numerous students grapple with identifying issues and await guidance from instructors for topic selection. While there is no inherent fault in topics provided by instructors, researching any of them is deemed acceptable. However, my observations indicate that students often encounter difficulty in critically presenting robust arguments, justifications, and references. They frequently lean on the perspectives of others, struggling to independently generate knowledge.
If we analyze the master’s degree theses written so far, the majority of students tend to begin with the historical background of English language teaching in Nepal. For example, “English education was formally introduced by Prime Minister Jang Bahadur Rana. . .” Instead, starting with a statement like, “Representation of cultural identity has become a buzzword in language teaching and learning…” Why does this happen? The answer is simple: students are often not aware of the issues and problems they are going to investigate.
Identifying the issues and problems in writing is a complex task but not impossible. In my case, I explored the issue through interdisciplinary reading and discourses. Students should engage in reading diverse texts and reflecting on their ideas, finding connections between them. Participating in conferences, seminars, and professional discourses can also be beneficial. If students work as teachers, they can easily explore issues in the workplace. For example, they can examine how social constructs hinder a child’s learning or how an English language teacher’s professional ideology influences a child’s learning. Such issues often arise in the workplace. Therefore, issues and problems are around us but require a meticulous study of the situation and context.
Early Bird Catches the Worm
Procrastination can prove detrimental to the writing process. In my case, I immediately started writing even though I didn’t have anything specific to write about. I provided my first proposal without editing, and, as a result, the quality of my writing suffered, as you might expect. Creating a draft allowed me to brainstorm ideas, and I didn’t hesitate to write whatever came to mind, irrespective of spelling errors, grammatical mistakes, or inappropriate vocabulary. During this phase, unfortunately, I resorted to copying others’ ideas and sentences, falsely claiming them as my own. I even copied entire paragraphs without concern for plagiarism, as my primary objective was to acquaint myself with various writing techniques.
One day, I confronted myself with the question of how long I could continue copying and whether I was capable of generating my writing. That pivotal moment became the catalyst for me to gather the courage and embark on crafting my original content. Within a month, I composed a twenty-five-page proposal. Seeking feedback from my teacher, I was met not with mere suggestions for improvement, but rather a barrage of probing questions. Queries such as “What is your intended focus on this topic?” “What drives your motivation to write?” “What objectives do you aim to achieve?” and “How do you envision reaching these objectives?” forced me to reevaluate my approach. In response, I opted for a different topic and resumed my writing endeavours. This early intervention proved crucial; otherwise, I might have succumbed to frustration had I delayed my start.
Autonomous Reading and Writing
At this stage of writing, I began evaluating other research works with questions in mind and a pencil in hand while reading. For instance, how has the author raised the issue? What supporting literature have they mentioned? What methods and procedures have been followed? This process provided me with insights into the methodological aspects of writing.
Regular Follow-up with Supervisor
My strength during thesis writing stemmed from the unwavering support of my supervisor and teachers. I maintained regular communication with them, receiving invaluable step-by-step feedback. Concurrently, I sought guidance from additional teachers, whose input proved instrumental in advancing my writing. One teacher played a pivotal role in helping me formulate insightful questions to delve into the core issues, while two others provided mentorship on formatting, citations, and references. My supervisor played a crucial role in refining various aspects, from polishing my language to structuring ideas within the prescribed framework. Additionally, I received training on methodologies, enhancing the overall quality of my work. This experience underscored the collective effort involved in writing, highlighting the invaluable contribution of academicians.
Post-Thesis Achievements
While pursuing my master’s degree and undertaking the challenging task of thesis writing, I observed that many of my peers regarded it as a mere ritual required for completing their studies, attaching little significance to its relevance in their post-masters life. For them, it became a task that could be completed hastily as the deadline loomed. This perspective not only presented a problem but also posed a threat to the entire academic culture. I share these observations not merely from an analytical standpoint but from my personal experience. By the time I completed my final thesis, I had rewritten and re-edited it twenty-two times—a process similar to churning curd to make ghee. This arduous journey solidified my belief that academic work is inherently sensitive, rigorous, and painstaking.
Discussing my achievement, thesis writing has illuminated the importance of academic writing, a crucial skill for my profession in teaching. As a teacher, effective writing is paramount, and I believe the certificate gains true value when accompanied by essential skills. Evaluating my teaching before and after completing the thesis, I notice a significant difference in my delivery, techniques, and guidance to students—an accomplishment in itself. Additionally, I successfully built relationships with academicians whose support has further fueled my passion for reading and writing. Ultimately, I have developed skills that have granted me both personal and economic freedom.
Conclusion
In conclusion, my experiential insights suggest that authentic transformation frequently necessitates enduring a period of trial. Analogous to the profound metamorphosis undergone by a caterpillar in its transition to a resplendent butterfly, or the ecdysis observed in the skin-shedding process of a snake, an academician is also required to undergo a comparable transformative process. The optimal locus and method for initiating this profound journey of metamorphosis lie in the composition of a master’s thesis.
About the Author: Dasarath Rai teaches English at Ideal Model School, Dhobighat, Lalitpur. He has accomplished a Master’s Degree in English Education from Mahendra Ratna, Campus, Tahachal, Kathmandu. He is interested in teacher professional development, multiculturalism, cultural identity, and materials development in language education.
This study examines the multifaceted impact of artificial intelligence (AI) within the academic realm, specifically focusing on the writing tool ChatGPT. This research aims to explore the perspectives of teachers regarding the use of AI in English language teaching. For this purpose the data were elicited through semi-structured interviews with four English language teachers, especially focusing on the role of teachers and the advantages and limitations of AI-based tools in ELT. The findings of this study contribute to the ongoing discourse on the optimal integration of AI in the academic landscape, providing valuable insights for practitioners, policymakers, and researchers alike.
Keywords:Artificial Intelligence, ChatGPT, Human Intelligence
Introduction
Artificial Intelligence has garnered significant attention in recent years, propelled by advancements such as the development of ChatGPT, a novel writing tool created by OpenAI. OpenAI (n.d.) asserts that ChatGPT possesses the remarkable capability to generate answers to even the most complex inquiries in the fields of science and technology. ChatGPT has been widely acclaimed for its versatility. ChatGPT stands apart from other chatbots due to its utilization of natural language techniques, enabling it to respond in a truly conversational manner to user-generated inquiries (Metz, 2022). It engages in conversational interactions, allowing it to answer follow-up questions, acknowledge errors, challenge incorrect assumptions, and decline inappropriate requests (OpenAI, n.d.). It is a versatile AI language model that allows users to have interactive conversations and address a wide range of writing challenges with the help of AI-powered agents.
AI-powered tools, such as ChatGPT, have become increasingly popular in the realm of writing and communication. These tools offer users the convenience of automated assistance, enabling them to generate content, brainstorm ideas, and receive instant feedback. According to Wen and Wang (2023), the most promising aspect of ChatGPT is its capacity to use deep learning techniques to provide replies to text input that is human-like at a level far above that of any other AI model. OpenAI’s ChatGPT has gained attention for its ability to generate coherent and contextually relevant responses, making it a potentially valuable resource for writers, researchers, and students alike. Lund and Wang (2023) stated that ChatGPT is a freely available tool created by OpenAI that makes use of GPT technology. It may perform a variety of text-based requests as a sophisticated chatbot, including responding to basic inquiries and carrying out more complex activities like creating thank-you notes and solving problems with productivity.
The utilization of AI tools in educational settings has become a subject of particular interest. ChatGPT shows great promise in open education by enhancing the self-reliance and self-direction of self-taught learners while remaining practical and flexible in its application (Firat, 2023). The integration of AI, particularly ChatGPT, into the academic landscape has sparked numerous discussions and inquiries regarding its impact on various aspects of education. Consequently, this study seeks to provide valuable insights for scholars, educators, and researchers by critically examining the multifaceted implications of AI in the academic realm.
Method
In this study, a narrative research approach was employed to explore the multifaceted impact of AI, specifically ChatGPT, within the academic landscape. The methodology involved the collection and analysis of data from various sources, including interviews with four English teachers and insights from the creators of ChatGPT. By incorporating data from these diverse sources, the study aimed to provide a comprehensive understanding of the subject matter. Interviews were conducted with teachers to collect firsthand experience using AI technologies in English language teaching,
Results and Discussions
The results and discussion section elucidates the outcomes derived from an exploration of the impact of artificial intelligence, specifically ChatGPT, on human intelligence, with a focus on its implications in English language teaching and learning.
The AI’s Influence on Human Intelligence
The advent of artificial intelligence, exemplified by ChatGPT, has ignited extensive debates and discussions regarding its potential impact on human intelligence. The findings of this study revealed a diverse range of perspectives among the respondents. T1 and T3 expressed surprise and concern, highlighting their doubts about humans’ ability to invent a tool that challenges their intellectual relevance. This sentiment underscores the underlying fear of obsolescence that some individuals experience in the face of advancing AI technologies. T1, when confronted with the latest developments in AI, exhibited a palpable sense of surprise. This surprise emanated from the realization that AI has progressed to a point where it challenges the traditional understanding of human intellectual superiority. T1’s astonishment is evident in their statements, such as “I never thought we’d see the day when machines could pose a threat to our cognitive prowess.”
As T1 delved deeper into the implications of these advancements, a concern emerged regarding the feasibility of humans inventing tools that could rival or surpass their intellectual abilities. This concern was expressed through questions like, “Can we really create something that competes with the complexity and depth of human thought?” T1’s skepticism underlines a fundamental doubt about the potential of human ingenuity to keep pace with AI, contributing to the broader narrative of anxiety surrounding the evolving relationship between humans and technology, as discussed by Mukherjee (2020).
On the contrary, T2, when reflecting on the historical trajectory of technological innovations, emphasized the positive narrative that has accompanied these advancements. T2 pointed out the widespread celebration of inventions such as calculators, highlighting their role in revolutionizing mathematical efficiency. “Think about how we celebrated the advent of calculators,” T2 remarked, “they didn’t replace our ability to think but amplified our computational power, making complex tasks more accessible.” T2’s narrative suggests a pattern of historical celebration rooted in the belief that these technologies, far from diminishing human capabilities, have consistently augmented, and improved various aspects of daily life.
In the same vein, T4 emphasized a historical inclination to celebrate innovations that improve efficiency and connectivity; a perspective consistent with the findings of Arini et al. (2022).Drawing parallels to earlier technological advancements, T4 invoked the example of televisions, highlighting their role in shaping the entertainment and news dissemination. T4 argued, “We’ve consistently celebrated inventions that bring people together and make our lives more efficient. It’s a testament to our openness to embracing technologies that amplify human capabilities.” T2 and T4 argued that the historical celebration of technological inventions, such as calculators, televisions, and the internet, indicates a propensity for embracing advancements that enhance human capabilities and improve efficiency (McGee, 2023). McGee’s study further supports this notion by demonstrating ChatGPT’s ability to craft compelling short stories, showcasing the potential of AI in creative endeavours and suggesting that AI can be a valuable tool for augmenting human intelligence.
The positive perspectives expressed by T2 and T4 emphasize the potential benefits of AI in augmenting human intelligence. The respondents highlighted the efficiency and effectiveness of AI-powered technologies, such as intelligent tutoring systems and personalized recommendation algorithms, in enhancing learning, problem-solving, and decision-making capabilities. This aligns with the notion that AI can provide access to vast amounts of information and enable faster and more accurate processing, ultimately improving human cognitive performance.
However, it is important not to disregard the concerns raised by T1 and T3. T1’s concerns revolve around the potential consequences of excessive reliance on AI, particularly in the realm of critical thinking and problem-solving. T1, expressing apprehension, noted, “We need to be cautious about depending too much on AI for our thinking processes. There’s a risk of diminishing our ability to critically analyze situations and solve problems independently.” T1 raises an essential consideration, pointing to the necessity of striking a balance between leveraging AI assistance and ensuring the continued development of human cognitive abilities. The concern is anchored in the belief that an overreliance on AI may hinder the cultivation of critical thinking skills, which are fundamental to human intelligence.
Similarly, T3’s caution regarding biases and ethical challenges associated with AI algorithms points to the need for scrutiny and regulation of AI systems to ensure fairness, transparency, and ethical decision-making. T3 remarked, “We can’t ignore the potential biases that AI algorithms may inherit, and the ethical dilemmas they might create. There’s a responsibility to ensure fairness, transparency, and ethical decision-making in AI systems.”
T3’s perspective prompts a critical examination of the societal implications of AI, emphasizing the importance of establishing ethical guidelines and regulatory frameworks to mitigate potential harms. T3’s caution serves as a reminder that the integration of AI requires thoughtful consideration to prevent unintended consequences and to safeguard against biases in decision-making processes.
A notable point of contention raised by T1 is the limitation of AI in replicating creativity and emotional intelligence, which are essential components of human intelligence. Human intelligence encompasses emotional understanding, empathy, and artistic expression, which AI struggles to replicate accurately. T2, when discussing the limitations of AI, emphasized the need to view AI not as a replacement for human creativity but as a tool that can complement and support it. T2 noted, “Sure, AI has its limitations, especially in replicating the depth of human creativity. But we shouldn’t see it as a hindrance; rather, AI can act as a valuable ally, offering new perspectives and possibilities.”
Further, T2 provided examples of AI applications in creative fields, such as music composition and visual arts, where AI algorithms have been used to generate novel ideas and inspire human artists. T2’s perspective reflects an openness to the collaborative potential between humans and AI, suggesting that rather than stifling creativity, AI can catalyze pushing creative boundaries.
Similarly, T4 echoed this optimistic perspective, recognizing the limitations of AI while emphasizing its capacity to act as a supportive force for human creativity. T4 stated, “AI may not fully replicate human creativity, but it can certainly enhance it. We’ve seen instances where AI-driven tools contribute to the creative process, offering fresh insights and sparking innovative ideas.”
T4 referred to collaborative efforts between artists and AI systems, showcasing how these partnerships can result in unique and groundbreaking creations. T4’s narrative underscores the idea that AI has the potential to inspire and augment human creativity rather than diminish it, presenting an optimistic view of the symbiotic relationship between technology and artistic expression.
Artificial Intelligence and its Role in English Language Teaching
The integration of Artificial Intelligence in English Language Teaching is transforming traditional pedagogical approaches. T2 and T4 provide unique insights into the various AI-driven innovations that enhance personalized learning experiences and streamline administrative tasks, contributing to a more effective and dynamic ELT environment.
While T2 emphasizes the concept of personalized learning and the transformative impact of AI in language assessment, as discussed by Sun (2023), T4 delves into AI’s role in refining language skills, particularly in the realms of speech recognition, pronunciation improvement, and immersive experiences. Both perspectives shed light on the multifaceted contributions of AI to language education, providing specific data and insights.
T1’s perspective aligns with T2’s focus on personalized learning, emphasizing the transformative impact of AI in language assessment. T1 acknowledges the potential of AI to revolutionize language learning by stating, “AI has the capability to analyze individual student data and create personalized learning paths. This tailoring extends to adaptive materials and exercises that cater to learners’ strengths and weaknesses, accommodating their unique pace and learning style.”
Furthermore, T1 emphasizes the role of automated evaluations facilitated by AI, covering various language aspects. T1 notes, “Automated evaluations encompass grammar, vocabulary, pronunciation, and writing. This comprehensive assessment ensures a well-rounded understanding of a student’s language proficiency.” T1 also underscores the accessibility and flexibility of language learning through the integration of AI-driven chatbots, stating, “The inclusion of AI-driven chatbots provides students with a 24/7 conversational interface for continuous language practice, enhancing accessibility and flexibility in language learning.”
In T4’s narrative, the focus is on AI’s role in refining language skills, particularly in the areas of speech recognition, pronunciation improvement, and immersive experiences. T4 underscores the real-time feedback provided by AI-driven applications, stating, “AI-driven applications offer real-time feedback on spoken language, assisting learners in honing their pronunciation and fluency.”
T4 expands on the role of AI in content creation and adaptation, in line with the research conducted by Koraishi (2023), who mentions, “AI contributes to content creation and adaptation, generating interactive materials tailored to individual needs and proficiency levels. This adaptability ensures a personalized and effective learning experience.” The integration of Virtual Reality (VR) and Augmented Reality (AR) technologies, powered by AI, is highlighted by T4 for immersive language learning experiences. T4 notes, “VR and AR technologies, powered by AI, provide immersive language learning experiences, simulating real-world scenarios for practical language use and cultural exposure.”
Moreover, T4 recognizes the value of AI in data analysis for educators, stating, “AI facilitates data analysis for educators, enabling the identification of trends and patterns in student performance. This data-driven approach enhances teaching methods and course effectiveness, ensuring a more tailored and impactful language education.”
T1 and T4’s narratives provide a comprehensive understanding of the varied contributions of AI to language learning. T2’s emphasis on personalized learning and transformative language assessment aligns with T1’s recognition of AI’s capability to tailor learning paths and facilitate automated evaluations. Additionally, T4’s focus on refining language skills through real-time feedback, immersive experiences, and data analysis complements the broader picture of AI’s impact on language education. Together, these perspectives highlight the rich potential of AI to revolutionize language learning, catering to individual needs, enhancing accessibility, and optimizing teaching methodologies.
The incorporation of AI into the academic realm has sparked discussions about the evolving role of teachers. T1 and T3 express concerns about the potential obsolescence of traditional teachers as AI-powered tools gain prominence. On the contrary, T2 and T4 highlight the enduring significance of human teachers, emphasizing the irreplaceable role of physical presence, support, guidance, and feedback in fostering student achievement.
T1, in expressing concerns about the integration of AI, specifically referenced AI-powered tools like ChatGPT potentially rendering traditional English teachers obsolete. T1’s apprehensions centre around the idea that advanced AI tools could replace or diminish the need for human educators. T1 remarked, “With tools like ChatGPT, there’s a risk that traditional English teachers might become obsolete. The worry is that AI could take over the role of guiding and instructing students in language skills.” T1’s perspective reflects broader anxiety about the changing dynamics in the academic sphere and raises questions about the potential displacement of human educators by AI technologies.
T3, in a similar vein, expressed apprehension about the impact of AI-based solutions on the necessity of human educators. T3 pondered whether learners, with access to AI solutions providing instant answers, might no longer require the guidance and expertise of human teachers. T3 articulated, “If AI can provide quick answers to every question, what’s left for human educators to do? There’s a risk that students may no longer see the value in learning from human teachers.” T3’s concerns highlight the potential shift in the perceived value of human educators in the face of readily available AI-based solutions, prompting a reflection on the evolving role of teachers in the educational landscape.
In contrast, T2 and T4 emphasized the enduring significance of human teachers in the learning process. They underscored the importance of physical presence, support, guidance, and feedback as pivotal elements contributing to students’ achievements. T2 specifically addressed the limitations of AI, stating, “While AI can offer assistance, it lacks the personal touch and nuanced understanding that human teachers bring to the table. The physical presence of a teacher is crucial in creating a supportive learning environment.” Similarly, T4 echoed this sentiment, stating, “AI can provide information, but human teachers provide more than just knowledge. They offer support, guidance, and personalized feedback that contribute significantly to students’ academic and personal development.”
The diverse perspectives of T1, T2, T3, and T4 highlight the complex considerations surrounding the integration of AI into education. The narratives collectively underscore the need for a balanced approach that leverages the strengths of AI tools while recognizing the irreplaceable role of human teachers. The integration of AI should be viewed as a supplementary aid, enhancing the educational experience rather than replacing the invaluable qualities that human teachers bring to the academic sphere.
One of the most substantial advantages of AI-based tools in academic writing is their potential to save time and improve efficiency (T1 and T3). Natural language processing algorithms, as highlighted in the study conducted by Golan et al. (2023), can assist authors in identifying and correcting errors in their work, enabling them to focus more on the content of their writing rather than on mechanical aspects. This aspect allows students and researchers to allocate more time and energy to higher-order cognitive processes, such as analysis, synthesis, and critical evaluation. However, it is crucial to exercise caution and critical judgment when utilizing AI tools in writing tasks to ensure the integrity and quality of the work produced. While AI can offer valuable support, it is not a substitute for the intellectual rigour and originality that human authors bring to their scholarly pursuits.
Respondents also acknowledged that while AI assists with various writing tasks, it also has its limitations. For example, ChatGPT struggles to accurately write a biography, underscoring the need for human teachers to fill these gaps and provide a more comprehensive and nuanced educational experience. This aligns with the perspective that AI should be viewed as a complement to, rather than a replacement for, human educators (McGee, 2023). It is essential to recognize the unique qualities and contributions of human teachers in fostering critical thinking, creativity, and interpersonal skills in students. The integration of AI in academic writing offers advantages in terms of time-saving and efficiency improvements, as highlighted by Golan et al. (2023). Nevertheless, a balanced approach that combines AI tools’ strengths with human educators’ expertise and guidance is essential to ensure a comprehensive and high-quality educational experience.
Conclusion
In conclusion, the integration of AI, specifically ChatGPT, in English language teaching has brought forth a range of outcomes with both positive and negative implications. AI Online platforms like Khan Academy, Massive Open Online Courses (MOOCs), and video conferences offer learners ample opportunities for self-directed learning, provides alternative pathways that do not impede individual development or hinder creativity. ChatGPT emerges as a valuable tool for empowering students with personalized advice, support receive tailored guidance. Additionally, ChatGPT serves as a self-evaluation and reflection instrument, cultivating accountability, active participation, and the development of essential skills and strategies for as self-directed learning. Hence, Instead of outright forbidding or dismissing the adoption of this technology, educational institutions should exercise appropriate control and promote responsible usage upholding ethical considerations and academic integrity. Educational institutions can achieve this by adopting a cautious and well-regulated approach that addresses potential risks or challenges while harnessing the potential of ChatGPT to enhance the learning experience (Office of Educational Technology, n.d.).
References
Arini, D. N., Hidayat, F., Winarti, A., & Rosalina, E. (2022). Artificial intelligence (AI)-based mobile learning in ELT for EFL learners: The implementation and learners’ attitudes. https://lighthouse-pub.com/ijesss/article/view/170
Firat, M. (2023). How ChatGPT can transform autodidactic experiences and open education?https://osf.io/9ge8m/
Lund, B. D., & Wang, T. (2023). Chatting about chatgpt: How may AI and GPT Impact Academia and libraries? Library Hi Tech News, 40(3), 26–29. https://doi.org/10.1108/lhtn-01-2023-0009
Mukherjee, R. (2020). The Introduction of Artificial Intelligence in ESL Teaching: Possibilities and Limitations. Changing Trends in Human Thoughts and Perspectives: Science, Humanities and Culture Part I, 89-93. https://jogamayadevicollege.ac.in/uploads/1594634946.pdf#page=101
Office of Educational Technology. (n.d.). Artificial intelligence in education: Promises and implications.https://tech.ed.gov/ai/
Sun, T. (2023). The Potential Use of Artificial Intelligence in ESL Writing Assessment: A Case Study of IELTS Writing Tasks. Irish Journal of Technology Enhanced Learning, 7(2), 42-51. https://journal.ilta.ie/index.php/telji/article/view/137
Wen, J., & Wang, W. (2023). The future of ChatGPT in academic research and publishing: A commentary for clinical and translational medicine. Clinical and Translational Medicine, 13(3). https://doi.org/10.1002/ctm2.1207.
About the Author: Dammar Singh Saud, currently serving as an assistant professor at Far Western University Darchula Multiple Campus in Nepal, earned his MPhil in English Language Education from Kathmandu University. His research focuses on several areas, including ELT Pedagogy, ICT in ELT, Professional Development, and Translanguaging.
In this article, I explore the influence of locally and culturally accessible instructional materials in teacher education programs, emphasizing my reflections on their utilization by educators. This investigation stems from my research conducted during the completion of my M.Phil. Degree at Kathmandu University. The primary objective of my study was to examine the use, efficacy, and overall impact of integrating local and culturally available materials in teacher education programs across various universities. This research holds significance as it adds to the discourse on the globalization of education and underscores the importance of culturally sensitive pedagogical approaches.
Locally and Culturally Available Instructional Materials
In the Nepalese context, the availability of locally accessible resources has reshaped the landscape of EFL (English as a Foreign Language) educational materials. Various items, including folktales, traditional melodies, cultural artefacts, and local literature, prove effective in contextualizing subjects related to global language learning in an EFL classroom. Additionally, materials present in the campus library, such as newspapers, magazines, journals, and photos, can be utilized. Official documents released by institutions, such as notices, letters, brochures, and pamphlets, also serve as locally available materials. Teachers can collect photos and short video clips of local working people, and display them in the classroom through multimedia. Items like restaurant menus, stamps, and other local artefacts can further contribute to contextualizing classroom content. These instructional materials provide educators with a significant opportunity to create a vibrant and engaging learning environment
Use and Impact of Instructional Materials
Observing how effectively teachers integrated these materials into the university-prescribed subjects during my research was inspiring. There was a noticeable enhancement in both teacher and student engagement. Teachers reported a stronger connection to the material, enabling them to deliver courses more effectively. The resonance of these materials with their own experiences improved students’ motivation and enthusiasm for studying English in teacher education programs. Not only did locally and culturally relevant teaching materials prove to be valuable assets for language learning, but they also instilled a sense of pride in students for their culture and local environment. Incorporating these resources made the learning process more meaningful by bridging the gap between the local cultural context and the global language of English.
Teachers’ Viewpoints
During interviews with EFL teachers actively utilizing local resources, I observed a strong sense of empowerment and ownership. Recognizing their cultural heritage as a valuable asset in education, these teachers displayed a renewed passion for their work. Many teachers mentioned that incorporating locally relevant resources enhanced their teaching methods and broadened their understanding. They also noted an improvement in their students’ understanding and engagement in teaching-learning activities. Students not only learned English but also gained an understanding of the cultural contexts essential to the language, highlighting the interplay between language and culture. Teachers believed that a strong relationship between language and culture could bring about positive changes in teaching and learning tailored to the needs of the local context.
Relevancy of Locally and Culturally Available Instructional Materials
It is crucial not to overstate the significance of locally and culturally appropriate teaching resources in the Nepalese EFL environment. An increasing number of teachers recognize the importance of preserving and celebrating local cultures in the classroom as education becomes more globalized. The use of native or local resources establishes a connection between the need to preserve local identity and the global demand for English language proficiency. Participant teachers also emphasized the importance of using materials that contextualize global content in local contexts, facilitating effective student learning. Integrating local materials is not just an essential educational strategy but a necessity in a country like Nepal, given its diversity and richness in linguistic and cultural aspects.
My thoughts on Locally and Culturally Materials
The research I conducted serves as a stepping stone to further understanding the importance and relevance of using locally and culturally available assets in teaching-learning activities. My experience as a researcher has been thoughtful and intimate. Witnessing the positive and transformational effects of such instructional resources emphasizes the need for a paradigm shift in educational methods. This has strengthened my belief that learning should be a lively and contextual process, tailored to each student’s specific needs and surroundings. Beyond target language literature, materials from native languages, folklore, cultural heritages, traditions, and locally available resources like newspapers, magazines, journals, brochures, pamphlets, photos, and audio-video clips of local culture and settings have proven to be valuable instructional materials. The universality of cultural significance and contextualization encourages the exploration of similar approaches in various educational conditions worldwide.
However, it’s crucial to acknowledge the challenges that arise when conducting research in the local native context of different communities. Curriculum designers and policymakers should prioritize the incorporation of local and cultural materials in teacher education programs, as teachers are the primary change agents in society. When teachers possess knowledge and pride in local and cultural materials, they are more likely to integrate these resources into the classroom. This, in turn, encourages students to engage in learning as they see their local and cultural context reflected in their studies. Therefore, addressing the need for effective teacher education programs, establishing uniform curriculum guidelines, and constructing a supportive policy framework focused on the use of local and cultural instructional materials is essential.
Finally, a promising avenue for transformative education lies in the use of locally and culturally appropriate instructional materials in EFL teacher education programs in Nepal, as explored in my research. The benefits to educators, learners, and the broader educational landscape underscore how this approach can enhance language learning outcomes and foster cultural pride. I hope that my study contributes to the growing body of knowledge that envisions education as a dynamic, socially conscious enterprise. It serves as a call to action for researchers, educators, and policymakers to collaborate in the ongoing discourse on the direction of language education. The diverse blend of innovation and tradition in the Nepalese context offers inspiration for educators worldwide seeking to create inclusive and culturally relevant learning environments.
About the Author: Sagar Paudel earned an MPhil in English Language Education (ELE), from Kathmandu University, Nepal. Mr. Poudel is an associate professor at Adhikabi Bhanubhakta Campus (TU), Damauli, Nepal. Mr Poudel currently serves as the Head of the Department cum Assistant Campus chief at the Campus.
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:
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.
Aristotle urges us to be a master of metaphors to grasp a living reality of a thing. Following the footsteps of Aristotle, George Lakoff and M. Johnson introduce a perspective on metaphor—a perspective that takes metaphor as imaginative rationality. Admittedly, I am inspired by these two theorists. My inspiration is that I could not help using a simile to share my modest success in getting some of my responses to Call for Conference Proposals (CFP) accepted: Writing changes: remaking rhetoric in times of uncertainty organized by Corridors 2022 at Virginia Tech University, and Geographies of the Fantastic and the Quotidian organized by Pacific Ancient and Modern Language Association (PAMLA) 2022 at University of Los Angeles California. For Corridors, I developed a paper entitled “Pedagogical Emasculation in the Wake of AI’s Growing Applications”, and for PAMLA, I submitted an abstract with the title “Backsliding New Materialism and a Resurgence of Interest in Virtue Ethics and Anthropomorphism”.
While responding to these two CFPs successfully, I came to know that responding to a CFP is almost similar to being a gentleman caller. Forgive my wild rush to John Dryden called ‘yoking heterogeneous ideas by violence’. More technically, responding to CFP and being a gentleman caller are distinctly disparate realms of activities. Just as forwarding a love/marriage proposal without paying sufficient courtship to a lady for a quite bit of time may backfire and probably end in rejection, so is answering to CFP without doing an extensive inquiry and without having background information on the topic. Any rush to reply to the CFP may backfire on the responder, often ending in outright rejection, which might weaken confidence and concentration. It is this point of commonality that pushed me to choose this figural trope. The fate of being a jilted lover is a bitter pill to swallow for any obsessed lover, in much the same way as it is for a responder to cope with the rejection of the abstract submission to CFP. With this figural gesture, I would like to reflect on my experience of responding to a host of CFPs.
We have seen many calls for proposals (CFP): CFP for conferences; CFP for book chapters and journal articles; CFP for intermezzo and review essays; CFP for web texts and digital projects; CFP for a success story and cross-border narrative; CFP for blogs and reflective writings, CFP for cases of advocacy, activism, and intervention; and to name just a few. Scholars, researchers, and instructors alike tend to respond to different CFPs they come across. Every responder to CFP deploys a nuanced approach. In spite of each scholar’s unique response style to CFP, there should be a few widely practised formularies to deal with CFP. Based on a few instances of my success in responding to CFP, I would like to craft a short account of responding to CFP.
In trying to emerge as a conference hopper, I kept exploring many other venues that organize national and international conferences such as the New Berry Library Conference (NBLC), Popular Culture Association (PCA), Modern Language Association (MLA) Pedagogical Training and Workshop, Northeast Modern Language Association (NEMLA), Conference on College Composition and Communication (CCCC), Rhetoric Society of Europe (RSE), Rhetoric Society of America (RSA) and the list goes on. Actually, these venues release CFPs that tend to address any aspect of burgeoning issues, ranging from colonial reckoning, the rhetoric of precarity and the rise of authoritarianism to social justice, the linguistic justice, power and precarity attendant to AI’s growing application in learning and teaching space. Being well informed of all these burgeoning issues and of relevant proposals to address the issue constitute a core competency on each CFP responder’s part. Based on these two and various other successive experiences of responding to CFP, I would like to talk about some tips and strategies with which I succeeded in getting my conference proposals approved. I presented at a conference scheduled to take place at the University of Virginia Tech. Similarly, another conference proposal of mine was also accepted. In the second week of November 2022, I presented at a conference at the University of California, Los Angeles.
First, getting to the heart of an issue that takes centre stage in the CFP description is essential if we are to touch all the bases of CFP. While describing an issue/topic for CFP, the CFP issuer tends to be specific in producing an outline of the issue; at the same time, they often write, ‘the CFP moves around this topic, but not limited to…’, to allow for a somewhat flexible space to explore and probe the proposed issue.
Previously, while formulating an excellent abstract draft for a conference call, I used to take a general approach without homing in on a specific aspect of the CFP. After multiple rounds of rejection, I learned that people want to listen to specific things. Though the conference offers a smorgasbord of various potential topics, it would be in our best interest to dwell on the specificity of the issue. As soon as I shirked off this tendency to drift away from the axis of specificity, I realized that it wouldn’t be challenging to hit the target with the single most focused thrust to the specificity. To this end, it appears that any temptation toward delving deep into the topic in a manner most lithe and supple because exploring any issue by being specific is crucial to the acceptance success of a response to CFP. As to some heuristics and nuances with which the exploration of an issue would lead to a reliable unfolding of the issue, I have come to propose here: Test the efficacy of the issue in different cultural contexts, check on its limit, be aware of its fallibility, assess if its relevance is rooted in time and occasion, reflect on its impact on our normative practice and pragmatic life, and finally stretch your imaginative faculty to probe the issue under consideration with a detached mindset. The simultaneous shifts in my mindset led me to come across an acceptable topic for the CFP I was managing to respond to.
Second, though the power of forming a fresh, attention-grabbing, and shift-stimulating perspective of any responder to CFP is highly valued, the ability to introduce this perspective tactfully and without a lag matters the most. To translate this realization into action, I reflected on my expectations about how CFP evaluators take my abstract submission and what metric they would apply to assess the submitted abstract. I also pondered if their metrics and criteria remain consistent or if they apply abstract-specific metrics. I did my best to align the core thrust of my conference abstract with the CFP evaluators’ submission-specific yardstick of judgment. At the top of my talent, I aimed at ‘striking the right chord’; with the right chord being struck precisely, the net outcome is an acceptance call.
Third, the responder to CFP should not come to terms with the issue on the first go. Instead, the responder should let the proposed issue come to terms with a cumulative effort to develop a fresh perspective. For this, curious and consistent immersion in the latent and the manifest dimensions of the issue is required of those who play what Peter Elbow calls the Believing and Doubting Game. The fourth point is the assertion that with the idea of responding to CFP comes the responsibility to CFP. CFP wishes to garner a wide range of ideas, thoughts, propositions, perspectives, comments, questions, critiques, and curiosities. Most CFPs expect a concrete contribution of ideas to the platform the CFP is creating. Thus, every responder to CFP needs to internalize that to respond to CFP is to contribute something new, a fresh perspective, a nuanced approach to dealing with the proposed issue anew, a distinct approach indeed!
The fifth point that guided my approach to responding to CFPs is being aware that often CFPs asks for a fresh take on burgeoning issue/problem. Any response to CFP should look like a solution. Adopting a down-to-earth overture is a curtain-raiser to grappling with CFP head-on. The sixth tip comes in the guise of tonality. Maintaining an insistent tone serves two-pronged purposes: one is to bracket off any interference from digressive and deluding thoughts, and the other is to help the proposed perspective gain purchase. The use of an insistent tone wards off any trace of opaqueness that might arise while homing in on the target expectation of CFP. A response to CFP needs to be formed in keeping with the persistent presumption that whether others accept a proposal or not hinges on the same tone underpinning the proposal’s substratum.
The seventh clue to conveying a response to CFP is tricky. Throughout career-building in the academic field, students, scholars, and instructors respond to different types of CFP. Their responses often vary from acceptance and partial acceptance to outright rejection. In the case of outright rejection, it might be tough to bear the brunt of rejection, which might sap the spirit and entelechy one has been cultivating since the beginning of one’s academic footprint. In this condition of being in a low spirit due to sporadic rejection, one must groom oneself with a philosophical maxim, dictum, or conviction. In the wake of angst and anxiety consequent upon the rejection of any response to CFP, it would be tactful if one with the experience of rejection switches instantly from the erstwhile mental frame of lapsing into frustration and lamentation to a new mindset informed by the conviction that having been rejected means being hurled on the rose bed of renewal.
The last trick that may prove pivotal is catching a glimpse of and acting following the zeitgeist of contemporaneity that by and now diffuses across the world of CFPs. The spirit and entelechy of inclusion have penetrated every stroke of knowledge-making. Any linguistic shred and fragment are redolent of an alienating, exclusionary, and unjust practice, triggering a domino effect that ultimately spoils the inherent acceptability of the proposed perspective, no matter how full the proposal would be. All these strategic clues ultimately come down to a praxis that justice-fostering, dignity-ennobling, and identity-acknowledging rather than a collocational, standardized, and stereotypes-filled language pave the way for enriching the acceptability of proposed response to CFP.
Graduate students preparing to enter the job market are always hard-pressed to devote their whole time to completing their dissertation research. Nevertheless, they must invest more time in responding to CFPs for conferences, book reviews, review essays, success narratives, cross-border narratives, writing about their observation, and reflective writing. Since responding to the CFPs for a book chapter, journal articles, and intermezzo requires both intensive and extensive efforts, involvement, and time, it is relevant to conclude that trying to catch low-hanging fruit is an appropriate option for them. However, in no way should it not be understood as an underestimation of the potency and potentiality of graduate students inching closer to a threshold of the job market because there is quite an incredible number of graduate students who have already adorned their CVs with gems of their productive scholarship. However, speaking from a practical perspective and arguing in consideration of the pressure of time, including plenty of both teaching and administrative responsibility on the part of graduate students, there is every reason to advise that trying to catch low-hanging fruit still sounds like a lucrative and economical alternative for graduate students. In connection with this, responding to the CFPs for a conference, book review, review essay, essay on graduate student’s observation, and reflective writing such as cross-border narrative would be inviting and enticing for Ph.D. candidates on the verge of graduation who have built up a professional mindset of plunging into the job market soon.
At last, I would like to opine my thoughts on a type of stereotype that recurs in most of the announcements of CFP. On seeing sentences—such as ‘for book reviews and review essays, graduate students are encouraged and welcomed to contribute’—I felt irreparably stung by a scorpion of inferiority and of being pigeonholed. A query flashed across my mind instantly. There anyone, including me, could not but ask a question—why cannot graduate students, especially PhD candidates, respond to higher CFPs? The answer is obvious. In a general sense, responding to the higher CFPs demands time, resources and involvement. Graduate students are busy people who have a lot of work to do. I too was not an exception to this condition. Therefore, I was occasionally pained to see this sentence, but now I have mastered such a normal thought. With this unpleasant stream of thought, I would like to cut a long story short by saying that trying to catch low-hanging fruit—CFPs for conferences, book reviews, review essays, and reflective and observational writings—is a wise approach to redressing the harsh rhetoric of publish or perish. For clarity’s sake, I have presented below some pointers that could be helpful for any responder responding to a CFP:
Read and understand the CFP: It is in our best interest to go through the CFP document to understand the theme, topic, and requirements. Supportive here is the idea of paying attention to guidelines, word limits, formatting instructions, and submission deadlines.
Choose the right topic: Selecting a topic that aligns well with the theme of the conference or event is of enormous importance. Responders ought to make sure their research is relevant and innovative. Being mindful of the contributions the responder’s abstract makes is worth pondering.
Prepare an abstract: Of all the pointers pivotal to making a success of responding to CFP, crafting a compelling abstract that summarizes our paper or presentation is instrumental. So, the responder needs to clearly state the problem they are addressing, their methodological choice, and critical ideas and insights. It is good to ensure that the abstract is concise and engaging. The most crucial thing is the need to capture the attention of the reviewers.
Follow the submission guidelines: Successful responders to CFP ought to adhere to the submission guidelines provided by the organizers. They should pay close attention to formatting requirements, citation styles, and any specific file formats they may request.
Highlight your contribution: Each scholarly and institutional venue tends to judge an individual contributor to CFP in terms of their contribution. To that end, it is essential for them to clearly articulate the unique contribution of their work. The key to mastering this hurdle is to explain how it fills a gap in the existing literature, provides novel insights, or offers a fresh perspective. The responder need not dither about emphasizing their research’s significance and potential impact.
Present your qualifications: In an age in which an assertion is evaluated vis-à-vis self, highlighting our expertise, qualifications, and relevant experience in the field we are part of is of paramount importance. To buttress our credibility as responders to CFPs, providing a brief overview of our academic or professional background is imperative to establish credibility.
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Works Cited
Garver, E. (1994). Aristotle’s rhetoric: An art of character. University of Chicago Press.
Lakoff, G., & Johnson, M. (2008). Metaphors we live by. University of Chicago Press.
About the Author: Shiva Mainaly is a PhD in rhetoric and composition from the University of Louisville. Currently, at North Dakota State University (NDSU), he will become a postdoctoral research fellow from August 2023. A prolific author, he has published numerous articles in prestigious journals like the Journal of International Students, Constellation, and Composition Studies.
I faced challenges in managing an effective, interactive classroom and creating learning atmosphere in my early teaching career as an assistant lecturer of English at Hetauda School of Management and Social Sciences, Nepal. Due to my overconfidence, I used to think that knowing contents of teaching was enough for effective teaching. Therefore, I prepared for the classes by focusing very well on the content of the prescribed English textbooks and allied materials. I mostly used to adopt lecture methods for teaching; therefore, students would receive very little time to interact in the class. On the other hand, students’ seating arrangement, two rows of fixed desks and benches, was designed in a way to facilitate teacher-centered and lecture-based instruction. There was a projector for displaying slides, videos, and other related digital materials in the classroom. There would be an average of fifty undergraduate students in the classroom with proper uniforms. However, the environment of the classroom until the middle of the academic session became chaotic and messy. Therefore, I had to spend a long time systematizing the classroom before beginning the lecture, and time and again I had to stop because of an unpleasant classroom environment. Despite the various attempts to manage the classroom, it remained messy and chaotic. In this narrative , I reflect on how I effectively managed such a noisy and chaotic classroom in the middle of the academic year.
Introduction
In contrast to behaviour management, classroom management is a broader concept that focuses on the management of all the students in the classroom (Stevenson et al., 2020). Classroom management incorporates all the actions of the teachers in constructing the classroom environment to promote students’ academic growth and social behaviour (Velásquez et al., 2023). In addition, effective classroom management encourages the students to obtain maximum benefits from classroom activities and controls the unwanted behaviour of the students in the classroom (Bozkuş, 2021). Therefore, a well-managed classroom has wider implications as it aims to organize an orderly teaching and learning environment to enhance the learning outcomes of classroom activities and promote students’ social relations (Brophy, 1983; Marzano & Marzano, 2003; Shank et al., 2022; Wubbels, 2011). Moreover, some studies reported that managing the classroom at the beginning of the academic session made it easier for teachers to handle the class successfully during an academic session (Emmer et al., 1980; Lopez-Pelcastre, 2023). However, from the beginning of the academic session, I encountered various obstacles in managing a well-organized classroom environment. I found that the students were almost not concentrating in my class. They began making noises in the classroom including personal talks with their friends, which didn’t contribute to the learning vibes in the classroom. Some of the students developed unique ways to disturb the class, such as tapping their shoes on the floor, making a sudden unusual sound etc. Others would zone out, which indicated that they did not have motivation to attend my class.
This situation had been going on for a few months, which made me almost frustrated with the teaching profession. I also did not have personal satisfaction, and even I could not sleep very well at night. Sometimes, these noisy students would bother me even in my dreams. To get rid of this, I read several books about managing the classroom and realized that teaching profession requires numerous qualities to be successful, and having only knowledge about the content of teaching would not be adequate. Then I began pondering how to effectively manage the classroom. And I argue that noisy and chaotic classrooms can be effectively managed by understanding the students properly, reviewing our teaching methods and classroom activities, and receiving feedback from the students even in the middle of the academic session.
Why behind what
Gradually, I began exploring the reasons behind such chaotic and disturbing classrooms through formal and informal communication with the students. Some reported that they were feeling bored because of long lectures, and due to lack of classroom activities, etc. Based on what they shared and my experiences, the following were some of the possible reasons for my classroom mismanagement:
The lecture method to deliver the textbook contents made the class monotonous and didn’t give them space to share their ideas in the classroom. They received limited opportunities for questioning and arguments in the classroom.
Lack of activities to engage students was another reason as they did not receive an opportunity to construct knowledge by interacting among them. They were limited with my lectures, handouts, and prescribed textbooks.
The inability to understand and address students’ interests and passion and merely emphasizing the textbooks.
Lack of adopting student-centred teaching methods and adopting teacher-centred approaches. Students had fewer opportunities to interact with each other and had to participate in the classwork on the basis of what I instructed them. They received less opportunities for creative and constructive activities in the classroom; instead, they became passive listeners.
Ways Forward
By exploring the actual reasons behind classroom mismanagement, I transformed the ways of teaching, focusing on student-centred teaching approaches. The following were the ways forward to overcome the problems of mismanagement in my classroom:
Establishing Friendly Relationships with Students
I established friendly relationships with the students by properly understanding them and respecting their ideas. I spent adequate time listening to their responses about their various issues within the classroom and outside the classroom, such as in the interval time, in the canteen, library, etc. Gradually, I realized that establishing better relationships with students supported my ability to receive feedback from the students and ultimately assisted in transforming the classroom into a more interactive learning space. In addition, such relationships helped the students develop a positive attitude toward each other and provided enough room for understanding. As a result, I found greater participation of students in classroom activities and a change in their attitude toward being more positive, supportive, and collaborative inside and outside the classroom. Consequently, the previous noisy and chaotic classroom disappeared instead; a more interactive, collaborative, and learning classroom appeared with the positive vibration of exploring insightful information both in me and the students. In addition, I found that such friendly relationships with the students established a solid foundation of academic excellence and transformed the students into more responsible individuals for their work. However, I found that very few of the students attempted to misuse such friendly relations by involving themselves in the debate out of context in the classroom and making various excuses about their classroom activities and home assignments.
Teaching with Fun
I transformed my ways of teaching by focusing on various approaches such as discussion, interaction, collaboration, presentation, argumentation, and so forth. I minimized my long, monotonous lecture method and focused on mini-lectures if they were required. As a result, students began participating in learning activities as I promoted group discussion, sharing, interaction, and collaboration in the classroom. I formed some groups in the classroom to have discussions on various issues related to solving the problems. From the few days’ practice, the majority of the students learned to be engaged in classroom activities and developed their power of patience by waiting their turn and respecting each other’s ideas. In addition, I blended some sort of humour into the classroom by cracking jokes and sharing some real and imaginative stories if I realized students were feeling bored. Moreover, I began to display English videos associated with ongoing classroom discussions that assisted me in creating an interesting learning environment in the classroom by boosting their English language power and providing fun for them. Teaching with fun with the support of various videos and sharing jokes and stories in the classroom helped me energize the students for learning by involving them in various classroom activities instead of making unnecessary noises. These findings, to some extent, aligned with the study of MacSuga-Gage et al. (2012), who claimed that effective teaching helped manage the classroom.
Individual Care for the Students in the Classroom
I found various kinds of students in the classroom with unique manners and ways of learning. I began to think about them, particularly focusing on how to motivate them in classroom activities. I started individually supporting the students, mainly selecting those who rarely participated in classroom activities. Instead of staying in the same place in the classroom, I visited individual students, particularly during classroom activities, which helped me understand the real problems of the students. During such visits, students asked even simple problems that they could not ask in the mass (perhaps they feared that their friends would laugh at them). Such practices assisted me in developing personal relationships with the students, which ultimately contributed to managing the classroom. As I began supporting them, they also became supportive in the classroom. They started listening to my instructions and following the procedures of the activities without disturbing the entire learning environment in the classroom. In addition, I prepared their individual portfolios, which helped me understand the students better and helped them in the classroom. Ultimately, such individual care in the classroom assisted the students to be more proactive and interactive in classroom activities, which gradually supported me in transforming the previously chaotic and noisy classroom into a more innovative and interactive space.
Conclusion
Establishing friendly relationships with students and teaching with fun and individual care for the students in the classroom, as discussed above helped me in creating an effective learning environment in my classroom. Pondering over the mismanagement of the classroom, receiving feedback from the students, and transforming the classroom teaching and learning process accordingly contributed to solving the problems of mismanagement in the classroom. As a result, my noisy, chaotic classroom gradually turned into innovative, interactive, collaborative classroom.
References
Bozkuş, K. (2021). A systematic review of studies on classroom management from 1980 to 2019. International Electronic Journal of Elementary Education, 13(4). https://doi.org/10.26822/iejee.2021.202
Brophy, J. E. (1983). Classroom organization and management. The elementary school journal, 83(4), 265-285.
Emmer, E. T., Evertson, C. M., & Anderson, L. M. (1980). Effective classroom management at the beginning of the school year. The Elementary School Journal, 80(5), 219-231.
Lopez-Pelcastre, A. (2023). The influence of classroom management on student learning and behavior in the classroom.
MacSuga-Gage, A. S., Simonsen, B., & Briere, D. E. (2012). Effective teaching practices: Effective teaching practices that promote a positive classroom environment. Beyond Behavior, 22(1), 14-22. https://doi.org/org/10.1177/107429561202200104
Marzano, R. J., & Marzano, J. S. (2003). The key to classroom management. Educational Leadership, 61(1), 6-13.
Stevenson, N. A., VanLone, J., & Barber, B. R. (2020). A commentary on the misalignment of teacher education and the need for classroom behaviour management skills. Education Treatment of Children, 43(4), 393-404. https://doi.org/org/10.1007/s43494-020-00031-1
Velásquez, A. M., Mendoza, D. F., & Nanwani, S. K. (2023). Becoming a competent classroom manager: A case study of a preservice teacher education course. Teaching Education, 34(2), 147-169. https://doi.org/org/10.1080/10476210.2022.2048646
Wubbels, T. (2011). An international perspective on classroom management: What should prospective teachers learn? Teaching Education, 22(2), 113-131. https://doi.org/org/10.1080/10476210.2011.567838
About the Author: Surendra Prasad Ghimire is an MPhil Scholar at Nepal Open University, Nepal, and a Lecturer of English at a QAA-certified college, Hetauda School of Management and Social Sciences, Makwanpur, Nepal.
“I like a teacher who gives you something to take home to think about besides homework.’’ ~ Lily Tomlin
As a teacher, every day I enter the class, I feel like it is my first day in my teaching career. I have been teaching for more than 13 years. My greatest inspiration is my father who served at the same private school in India for 25 years. I sense that I have inherited strong qualities from him for instance, to motivate the students, listen to them and help them with some suggestions. Back in my childhood days, I used to hear lots of stories about students’ lives and problems shared through my father and how he supported them throughout. Back then I didn’t really focus on those stories much, but now as a teacher, I am experiencing the need for motivation in my students. Along with being a great motivator for his students, my father was also strict in his principles. As time changes, the way of teaching method also changes. However, the role of a teacher as a motivator for students always remains the same. Students’ life is not only limited to their academic achievements, they are to be prepared for their lives.
One of the most significant aspects of a student’s educational experience is their academic performance, which is determined by a variety of psychological factors that might create an impact on their cognitive, emotional, and behavioural functioning. Among those psychological factors, motivation is one of the most important psychological variables that might affect student performance.
Motivation is what pushes them to participate in learning activities, finish their assignment and be prepared for their future. It is one of the psychological factors that affect students’ performance. Firstly, most of the students’ lives are full of chaos since the widespread pandemic has left many negative effects on their lives. Secondly, they are unable to set up a fixed goal for themselves and they are easily distracted by common factors. Lastly, their attention span and patience level are very low and they are hardly able to possess a determined mindset.
A real-life example of this is one of my students who had been affected in her academic performance due to a lack of motivation. Before the pandemic, she was one of the top ten students in her class. She was not only good at academics but was extremely creative. We were very satisfied and impressed with her creativity. She was a happy and lively child. During the lockdown, we weren’t able to meet physically and we were obligated to conduct the online classes. It seemed everything was going well during the online classes. However, when the physical classes resumed, I noticed a drastic change in her behaviour. I felt that it was because of the gap in which we were not able to keep in touch with students’ activities during online classes.
Last year, she was in grade 8. I was her English teacher. The charm on her face, her lively and radiant personality and her curiosity to learn new things were no longer visible on her face. I noticed but waited until the result of the first terminal examination. When I saw the result, I was stunned to see that her performance was not as good as before. The next day, I decided to have a conversation with her parents. Unfortunately, they didn’t come to school to meet me. After two days, I called her in my leisure period and had a talk with her. At first, she was reluctant to share her feelings with me. She gave me a fake smile and told me that she would try her level best in the upcoming examinations. I knew that she was hiding something from me and felt uncomfortable to share it. I reminded her about the days when she was very cheerful, ready to take part in all extracurricular activities and make us happy with her creative work on various occasions. Her eyes were filled with tears. And she wept in front of me. My intention wasn’t to hurt her but to help her. She revealed her family issues, which demotivated her to do anything related to her studies and all. Her family environment wasn’t favourable enough for her to concentrate on her studies well. Her family issues started during the pandemic. She loved to come to school every day, meet her friends and teachers. However, she wasn’t able to concentrate on her studies. I talked to her for around 30 minutes that day and asked her to go to class.
I discussed her issue with my colleagues and came up with many solutions to motivate her and to recover her own position on academics from that day on. In my class, I encouraged my students in various ways for at least five minutes before I start teaching. Furthermore, I managed to engage her in creative activities during the leisure time. She is interested in painting, journaling and crafting. I encouraged her to present some decorative articles for classroom decorations. I felt that other students might also be going through similar situations. I tried to build a strong rapport with everybody, sometimes communicated with them casually about their problems and made them feel comfortable to start conversations with me. I became a friendly figure for my students and they were comfortable sharing their concerns. Besides studies, I came to know that students’ achievement was affected by various psychological factors which provoked me to adoption of different ways to motivate my students and assist them to solve their problems for at least five minutes during my class.
After 2 months, I noticed that the previous charm and the similar curiosity that she possessed before had thread recovered. From that time to time, I talked to her and made her feel at ease and motivated her. Sometimes, I spent my classes just listening to them. I felt that being a teacher, my responsibility won’t be complete if I am unable to motivate my students and help them to overcome various obstacles in life. The girl came to her original position and she was very happy with the small efforts that I made for her. She started to show her good performance in studies and other aspects. I was very happy and felt like my small efforts helped my student to recognize her talent and to regain her academic success.
Now the girl is in Grade 9 and luckily, I am her class teacher. She is very happy to be in my section. On that day, I learnt a great lesson that a teacher’s responsibility is not just limited to teaching a class. The greatest achievement in a teacher’s life is when they are able to make a difference in their lives. I have learnt to motivate the learners from my father and am always determined to prepare for a better future. This is one of my best experiences that I will never forget in my life. Various students are often impacted by many psychological factors that affect them academically. As the teaching-learning process is a continuous process, I should continue to explore the problems of my students and the ways to help them overcome their difficulties which keeps them to achieve their best performance in academic achievement.
To conclude, I experienced myself as a motivator besides an English language teacher in my teaching career by understanding the psychological problems of my students which were invisible to me that caused deterioration in academic performance. My father’s experiences assisted me to play the role of an effective motivator. To elevate the academic performance of my students, I played the role of a motivator. To motivate my students, I analyzed the problems of my students, heard their past stories, communicated with the parents and teachers and created a favourable learning space for the students. I strongly suggest all the parents and teachers make a healthy environment for them to share their problems, hear their past stories, and always encourage and inspire them to do better in their academics. As a teacher, let’s give students something more to think about at home than just burdening them with homework.
About the Author: Sangeeta Basnet is an English Language Teacher. She has been teaching English for more than 10 years. Currently. She is serving in one of the renowned private schools in Birtamode. She holds a Master’s degree from Manipur University, India. She is a life member of NELTA and STFT. Her professional interests include teaching strategies used in ELT classes.
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.
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.
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.
It gives us immense pleasure to release the second quarterly issue (April-June 2023) of ELT Choutari. The articles in this issue are the product of a recent Four-Week Virtual Workshop on Teachers’ Narrative Writing led by the ELT Choutari team. It aimed at empowering teachers to write reflective narratives (experiences and stories) offering them moments to pause and reflect on what they do, why and whether or not the process is serving the purposes. Choutari think this process of reading, writing and critical thinking empowers teachers professionally. Working closely with mentors, the participants produced some original and thought-provoking reflective narratives based on their rich experiences. This issue acknowledges the power of teachers’ own voices, personal journeys, triumphs, and challenges, ultimately inspiring and igniting change within the educational community. The issue presents you reflective blogs on students’ feedback and teachers’ support, story of teachers teaching in rural schools, integrated curriculum from teachers’ perspectives, and dealing with assignments.
Dasarath Rai, in his narrative highlights the shift in language teaching principles and the importance of addressing learners’ needs. The author shares his personal experiences of collecting students’ feedback to create more rewarding and meaningful learning experiences to them. He emphasizes the need for teachers to innovate and create their own methods based on the context and students’ unique requirements.
Similarly, Jham Bahadur Thapa provides a personal account of teaching English in low-resourced rural communities and navigating through some unique challenges. The author provides insight into the complexities and evolving nature of teaching English in a rural context.
Likewise, Laxmi Shrestha in her critical reflective narrative shares her mixed feelings about teaching integrated curriculum in elementary school highlighting some challenges she faced such as lack of access to the curriculum and resources, limited professional development, assessment procedures. It demonstrates how the top-down approach to curriculum development and dissemination is not working and raises questions about the process and preparation of implementing new curriculum in classrooms. The author also discusses some ways out to address it.
Additionally, Surendra Prasad Ghimire reflects on his experience of teaching large class in college and shares the challenges associated with students’ late assignments submission. The author also shares some way outs he and his students tried out to tackle this issue.
Here is the list of blogs for you to navigate in this issue:
Finally, I would like to thank our editors and reviewers in this issue, Mohan Singh Saud, Nanibabu Ghimire, Ganesh Kumar Bastola, Jeevan Karki, Sagar Poudel and Karuna Nepal 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 (July- September) and send your articles and blogs to 2elt.choutari@gmail.com.
Over the decades, we have witnessed a different shift in the principles and methods of language teaching. The key concern behind such a move is to appease and address the need of the learners and make them achieve the desired linguistic competency. However, the ideologies of language teaching prescribed to us so far have proven to be contextually irrelevant. According to Kumaravadivelu (2003), “classroom-oriented studies carried out in the last two decades show that teachers could not be successful in putting the methods into practice in real classroom situations.” These findings have encouraged teachers to innovate their own practices and generate theories beyond what was prescribed, and grow as independent, autonomous, and reflective practitioners.
Throughout my six-year tenure as an English teacher in a private school in Kathmandu, I have encountered numerous pivotal moments in my classroom that have served as beacons of enlightenment, guiding me toward creating my own teaching methods rather than merely adhering to prescribed principles and methods. I think principles perform perfectly for scientific experiments, however; language teaching and learning necessitate a more adaptable and fluid approach. In this regard, every language teacher becomes a reservoir of principles, possessing a comprehension of learners’ unique needs, context, and intended objectives.
My journey towards transformative teaching commenced with a fundamental shift in perspective, prioritizing the needs of my students. This shift was prompted by the realization that my own educational background had conditioned me to cater solely to the expectations of my teachers, fostering the belief that they were the absolute source of knowledge. As a result, my teaching endeavors were driven by what I knew and what I desired to impart.
Nevertheless, the awakening of my conscience compelled me to recognize the inadequacy of this approach in the capital city, where students are inundated with abundant information and varied sources of knowledge. In this regard, I realized that introspection and self-evaluation are key to cultivating insights and intuition for relearning and unlearning.
Evaluating teacher from students’ bench
Knowing students’ attitudes, beliefs, and interest is quite rewarding for a teacher. Therefore, I decided to collect students’ feedback. The rationale behind gathering their feedback was: to critically evaluate my teaching methods from students’ vantage points, make learning more engaging and students centered, and find out the flaws which unconsciously go unnoticed in the classroom.
To achieve my objectives, I told students to write their feedback on the paper. I urged them not to show their write-ups to their friends. It is because I wanted to dig out personal opinions from them.
I collected students’ opinions from three sections. I took their feedback home and read it thoroughly. I divided the feedback into two groups. Positive feedback is one pile, and constructive feedback is another. I read all the constructive feedback twice and analyzed whether they had been true to their words or not, whether they had any personal influence and any prejudice or not. Then I picked up some of the common feedback, which really required my attention. One common feedback was that “You give us some contextual knowledge but extend it to dull and boring lectures.” This is what the teacher-centered approach is, where the teacher keeps on talking, and students become just passive listeners.
No matter whether students perceive it or not. As a result, students feel bored, unenviable, and exhausted. They don’t get time to exchange their personal thoughts, feeling, and ideas with teachers and their friends. At the same time, the teacher also becomes exhausted by screaming throughout the day and trudging home disconsolately due to students’ reaction of disappointment in his or her class. It indicated that high school students want specific information from the teacher instead of rattling off all the information he or she knows. It is particularly due to their age, level, and experiences in the real world. The next feedback read, “We feel your focus on only some students. So focus equally on all the students and promote students’ participation in class” I understood that it was the voice of those students who did not get the opportunity to participate in different activities in the classroom despite their talents. As a result, they felt socially distanced and emotionally detached in my class. At the same time, it was the question of equity in learning. In this regard, Ling, Nasri, & N. M. (2019) define “equity means that students should have equal opportunities to achieve their optimal abilities without being restricted by their community background or dispositional characteristics.” In my case, equity denoted scaffolding to especially those learners who have poor linguistic performances and cannot learn at the pace of other students in my subject. The aforementioned feedback enlightened me that treating all students equally regarding content delivery and teaching language skills is unjustifiable in a heterogeneous classroom setting.
Response to students’ feedback
The students’ feedback revealed that they wanted to activate themselves mentally and physically in the classroom. They wanted to listen less and engage more in activities that could be productive, meaningful, and interesting. I pondered the best strategies and materials that could equally engage the students in learning. While doing so, I discovered that our teaching and learning activities are limited when we fully depend on textbooks. Therefore, I did not fully rely on the textbook but prepared different materials and worksheets for teaching all four language skills. For reading activities, I created worksheets that were intellectually challenging. Students had to fully comprehend the text to do the activities to develop intensive reading skills, and the activities given in the prescribed textbook were below students’ level.
Regarding speaking activities, I used-cut outs consisting of clear guidelines for speaking. I designed the materials in such a way that students had to brainstorm for two to three minutes on the topic before they spoke. The guidelines helped them to maintain coherence in speaking. This activity helped me in two ways: one exciting part was I could maximize students speaking, and another was I could engage them in a meaningful talk. I assume that speaking should not only be commotion for students, but it should be meaningful where they can share their thoughts and ideas. In the same way, I used IELTS listening text in my class, and the outcome was so exciting.
The students’ feedback helped me modify my teaching method, which was particularly practicable and fit for my context. I could equally engage the learners in learning. In another way, the students were at the center, not me.
Teaching, a collective effort
Our faculty often used to have discussions on different ideas about teaching and learning activities and professional development. Therefore, the English faculty in our school adopted some techniques. Firstly, the school allocated one weak period for faculty meetings, which were regularly held. The meeting served as a platform for teachers to engage in narrative sessions, sharing their classroom practices, techniques, methods, outcomes, and the challenges they encountered during their teaching experiences. During the meeting, we did not only share the stories but also offered suggestions to the problems. For instance, experienced teachers shared their materials, discussed lesson planning, and suggested novice teachers use positive verbal reinforcement to the unruly students in and out of the class to make them responsible in their work. By implementing this methodology, we established a supportive community of educators, as advocated by Richards and Farrell (2005), wherein mutual classroom observations and constructive feedback facilitated a teachers’ support group. In addition, we engaged in a classroom observation process where we attended our colleagues’ classes to observe their teaching methods and reciprocally invited them to our classes for feedback. We diligently recorded these valuable insights in a personal diary, allowing us to enhance our teaching skills and refine our strategies. This instructional approach aligns with the peer observation framework proposed by Richards and Farrell (2005). Through reciprocal classroom visits, we observed our colleagues’ instructional practices and invited them to observe our own. We systematically documented the feedback in a personal diary to facilitate continuous improvement. After observing one of my classes, my senior faculty head, with extensive teaching experience, provided written feedback, insights, and recommendations, which read as follows.
You have incorporated materials that went beyond the usual textbook. This approach kept the students alert and engaged. The activity was a reading-based exercise, where students delved into thought-provoking texts and answered questions that required higher levels of cognition. The challenging nature of these questions fully engrossed the students, fostering a deep understanding and critical thinking. Besides, consider the pronunciation of ‘bicycle’ and get students to paste the material in their copy after they finish activities.
Rethinking evaluation system
Despite the tireless efforts exerted by teachers and students throughout the year, the final outcomes of students have consistently sparked discourse and deliberation among students, educators, and academicians. However, the concerns related to the evaluation system often go unnoticed within our educational setting. While our education system emphasizes the importance of critical thinking and creativity, the evaluation system relies on grades, often viewed as irrational and lacking justification from students’ perspectives.
Last year, two students had not made the required grade in two subjects to qualify for the next level. The outcomes left them feeling disheartened and humiliated, leading me to ponder, does this three-hour evaluation system truly assess students’ capabilities? Does it compensate for students’ time and efforts? Probably, the answer is ‘no’. Those two students, who served as representatives from my class, are just a glimpse of the thousands of students across the country whose self-worth and sense of pride have been severely undermined by the impact of this evaluation system.
Hence, it is imperative for educationists and academicians to engage in a comprehensive evaluation of the existing assessment system, ensuring that it possesses the necessary flexibility to effectively measure students’ abilities while being practical and contextually relevant.
Souvenir at farewell
Teaching is my passion. I feel I am born for it. I know nothing can be more rewarding for teachers than the complements and their students’ achievement. Last year, some students came to me with colourful paper folded artistically. They handed it to me with excitement. My inquisitive hand unfolded the papers. As the papers unraveled before my eyes, a symphony of emotion swirled within my being. The profundity of their gratitude echoed through the chambers of my heart. Their words, like sacred verses, embraced my weary spirit.
To,
Mr. Rai,
In the beginning, your classes were boring to be honest, but as time passed by, we got to know your English class was one of the most exciting classes. You have been a really great teacher. Your teaching style is wonderful. Your experience is learnable. It has been two years of your wonderful teaching that we cherish. Your handwriting has been a favorite part. If you will not be in our section next year. You will always be remembered.
Reference
Aloni, N. (2007). Enhancing Humanity. Dordrecht: Springer.
Kumaravadivelu, B. (2003). Beyond methods: Macrostrategies for language teaching. New Haven, CT: Yale University Press.
Ling, T., & Nasri, N. M. (2019). A systematic review: Issues on equity in education. Creative Education, 10(12), 3163.
Richards, J. C., & Farrell, T. S. C. (2005). Professional Development for Language Teachers: strategies for teacher learning. New York: Cambridge University Press.
About the Author: Dasarath Rai teaches English at Ideal Model School, Dhobighat, Lalitpur. He has accomplished Master’s Degree in English Education from Mahendra Ratna, Campus, Tahachal, Kathmandu. He is interested in teacher professional development, multiculturalism, cultural identity, and materials development in language education.
A good teacher is one of the prominent figures in society. It is believed that whatever the teacher teaches is correct and true. So, the teacher is a role model in a society whose character can be imitated by numerous people. Therefore, a teacher should always have a positive attitude and have a person of spotless character. Similarly, talking about teaching is a dynamic profession where the teacher should be very energetic and adopt new teaching strategies as per the need of the situation, demands, and level of the students. Teaching English and being an English teacher is a challenging job in this ICT era. It is one of the most complex, and sensitive tasks in the ELT context of Nepal.
Here, I have narrated my own real story of teaching experiences as an English teacher in a rural area of Nepal, including what and how I have faced the ups and downs during my ELT periods. Our society is heterogeneous. I am from the Magar community of Tanahun district where our Magar communities want their children to be in the army. Similarly, my family also wanted me to join the army. More amazingly, one of the incidents directed me to become an English teacher where I stand today.
Self-observation and reflection
After completing my Intermediate Education Level with a major in English, I initiated my teaching career being an English teacher at one of the community schools in Tanahun district in 2072 (2015). I was appointed as a private teacher and paid 2500 RS. in a month. During the winter vacation, I came home from Prithivi Narayan Campus as usual other students did. Once early in the morning, around 5:30 a.m., the head teacher who taught me in primary school came to me. I was shocked to see him at my house so early. We talked for a long time, and even after a long conversation; I couldn’t guess why he was there. Eventually, being more honey talks, he requested me to teach English in that school that has been running basic level 6- 8 grades. I was in a dilemma with my teacher’s proposal whether to teach in that school or not, as I had to continue my higher education on one side, and on another side, my parents couldn’t afford my higher education without doing any job. Finally, he suggested me to continue my further study, both teaching, and self-studying. After the selection process, I was appointed to be a lower secondary English teacher, from where I completed my primary education. I felt very nervous at my first teaching. So, I uttered the words with stammering. Now I recall how many times I stammered, ‘Don’t make noise’ It might be more than 30 times in a period. How poor my first class was. By reflecting, I think teaching years are not valued until we provide positive transformation to the students.
Being a novice teacher, I used to depend on textbooks. There was Ajanta’s dictionary in school which I frequently used to consult. It made the ELT classes more comfortable for me. I had to teach all the periods except the tiffin time. In the remote part of our school, there were only blackboards and chalk in the name of teaching materials. I rarely used instructional materials like; cardboard, cutter pictures, word card, and other local materials. I used to follow the Grammar Translation method to teach English. Later on, I employed the communicative language teaching method where the students could get ample opportunities to engage in pair work, group work, role play, simulation, and some project-based works, etc communicating in English. After that, I could teach language skills using cassettes and pictures, focusing on the students’ needs and interests as well. I was satisfied with my teaching as my students had improved their English slowly and gradually. I received very positive responses from my parents. I wish I could improve the existing ELT situations in favor of students’ dynamic learning process. Regarding that situation, I myself reflected on how I had studied English at the secondary and campus levels.
By demand of time, several approaches or methods came and collapsed and now are existed in ELT. Similarly, I have got a chance to improve my teaching assumptions and philosophies. I have participated in different ELT trainings. Especially, I’ve learned the modern post-method approach, including with critical thinking approach that highly affects the ELT field. I have learned how to deal with multi-lingual and inclusive classes. The training in which I participated made me conduct the class in a child-friendly environment. In the present day, I intelligently tackle the issues/challenges in my teaching profession. Obviously, numerous pieces of training and having a master’s degree reformed me to design, construct and apply teaching materials and lesson plans and provide feedback to needy students. When I myself started being up to date, renewing, and reflecting on the present ELT approaches, methods, and techniques my performance is being improved with students’ results in English subjects.
The successful teaching class
It was a day in the month of Magh 2075 (2019), as usual, after the assembly time, I went to class ten. Afterward, I had a well-prepared class and commenced the lesson by telling a moral story. I provided the time to guess what the topic was on that day. Then, students could easily guess the topic of the day that they were going to have. At first, I divided students into nine groups having five students in each group. After that, I instructed them clearly what they were supposed to do with the cardboard paper. Then, I distributed the cardboard paper and a sign pen writing the phrase ‘Once upon a time…. It was given to the first group to write some relevant sentences about the moral story. Then, respectively that paper was relayed to each group by adding some new sentences to develop a story. Finally, the last group was given the task of writing the title and moral of the story. Providing clear instructions, each group developed the related sentences for the productive stage of story writing. During that period, I facilitated going around the groups. I provided necessary feedback to each group’s members. I observed each group’s members actively involved in the given tasks. Actually, it was the most learnable and effective class I have ever had. From that day, what I reflected is that every ELT teacher has to teach with a good lesson plan and employ the appropriate learning strategies, activities, and techniques to obtain the learning competencies.
Issues of teaching English in rural schools
I have faced many issues and challenges during my ELT teaching in rural Nepal. First, the issue is in ELT is the English medium of instruction (EMI) in the rural area of our school. EMI creates a kind of obstruction in teaching English and other subjects in my classes. Many teachers couldn’t teach the English language. So, it created a great puzzle for the students cum other teachers. Similarly, there is a great issue of policy making and implementation in the context of ELT in Nepal. Another challenge is teacher training implementations in the classroom. The main challenges of training teachers to teach English effectively remain in place.
Though English teaching in Nepal is not a politics of knowledge, it is a useful subject for bureaucracy and profit-making incentives. The issues of ICT, internet, and computer usage in ELT and outdated teachers are prominent issues in Nepal. Therefore, the changing position or roles of teachers should be focused on digital competence in this era of globalization and technology. In this way, the issues of the mother tongue-based, and multi-lingual approaches need to be addressed properly in the ELT context of Nepal. The economic, cultural, educational, social, and family issues of the students are the prominent issues in the ELT in Nepal. The teaching methods are the issues that I faced in teaching English. Lack of internet access in the remote part of Nepal is another challenge for English language teaching in Nepal. In my remote part, there are no rich resource materials, textbooks, curriculum, and teaching materials, which makes it difficult in teaching. We do not normally see students when they engage in writing in the classroom where students might need some help from teachers. Some of us do not appreciate students’ efforts and steps towards putting what they want to show through small compositions as creative starters. Furthermore, the issues related to ELT teaching in Nepal are the lack of proper supervision, monitoring, and teacher support. I think the issues should be addressed scientifically.
Objectives of teaching English in Nepal
In my experience, the objectives, goals, and paradigms are always shifting and changing due to the demands of the times. Despite this, the goals of ELT have been changed from focusing solely on developing language skills to fostering a sense of social responsibility in students. Now the objective of teaching English is shifted into communicating, collaborating, and exchanging ideas effectively with others who speak the English language. The students should be enabled to use all four language skills creatively, critically, fluently, and accurately to solve real-life problems. Furthermore, the ELT teachers make the students respect each other’s cultures and religious festivals.
Road ahead in Nepal
I have been teaching and learning English for more than 17 years. What my experiences taught me is that the ELT system of teaching in Nepal is slowly promoting and expanding its different aspects. The curriculum based on the communicative approach is gradually shifting into interdisciplinary, multi-disciplinary, and Transdisciplinary approaches. Therefore, the objectives of teaching ELT in Nepal should address every challenge or issue related to the students, ELT teachers, and curriculum in the present world. It is the era of rapid development of ICT and the Internet. For this, ELT teachers should have sound knowledge and communication skill of digital competence. The traditional perspectives of teaching English in Nepal have been changing the rigid feeling of native speakers, and monolinguals’ gradually faced objections. Non-native English teachers promoted multilingual practices in their classes. I think the government or the concerned bodies should focus on promoting multilingualism awareness. A new kind of training structure, policy, and implementation should be emphasized. The salary, payment, and other terms of facilities need to be addressed. Education policy should be reformed. Different kinds of ELT conferences, workshops, training, counseling, etc., are required. The concept of ELT globalization must be interrelated to each ELT teacher in Nepal. The education system, including examination systems, must change into a scientific system of examination that exists meaningfully in the present world. Students should be encouraged to take responsibility for their own learning. There can be the training of teachers as well as student motivation. Similarly, ELT teaching in Nepal aims to achieve sustainable development. ELT teachers should improve the learning achievement of all students. In my opinion, what students learn in the classroom results from what a teacher makes students do in the classroom. Thus, the above-mentioned clues should be emphasized to improve the ELT in Nepal.
Conclusion
Being an English teacher in the Nepalese context, what I experienced is that the role of the teacher should function as a resource person to inspirer. Similarly, he/she should have a sound knowledge of current ELT pedagogy. The teachers should have self-reflective practice. The teachers need to make our students clear on how English has been used and how we should use it in the era of globalization. ELT teachers need to be action researchers in their teaching profession. The chief responsibility of an ELT teacher is to create a suitable and conducive learning environment where the children perform their tasks easily and freely; construct knowledge, and show their creativity. Thus, an ELT teacher should have all kinds of practical skills and knowledge and extend helping hands to the students to solve problems via cooperation, collaboration, and creating an effective learning environment. So, my teaching reflections guided me to be an inspirer updated ELT teacher for the betterment of my own professional development for the successful career of the students.
About the Author: Mr. Jham Bahadur Thapa is an M.Phil Scholar in English Language Education at the Graduate School of Education TU, Kritipur, Nepal. He has been teaching from basic to higher levels at different schools and colleges for a decade. His area of interest is Multilingualism, Narrative Inquiry Research, and Teacher Professional Development.
The government of Nepal introduced Integrated Curriculum in 2019 after piloting it for a year with the goal of providing knowledge of different disciplines through related subject matters. Integrated curriculum is defined as a curriculum that interlinks learning of more than one domain or learning areas (Ghimire, 2019). So, the content is thematically organized in it. Theoretically, it is regarded as one of the best forms of curriculum design. An integrated curriculum is characterized by a systematic approach to teaching professional skills, that is, personal and interpersonal skills, and product, process, and system-building skills, integrated with engineering disciplinary fundamentals (Crawley et al. 2007). However, as a teacher, I have mixed feelings while implementing it in my classroom. In this reflective blog, I will share my experiences of implementing it especially in relation to professional development, resources, and assessment process.
In Nepal, the implementation of the curriculum is hugely dependent on teachers. Unfortunately, teachers are unknown about the curriculum until they are handed over the textbooks. They get to know that the curriculum has been revised only after going through the textbooks. Many teachers think that the textbooks have been revised, but actually, it’s the curriculum that has been revised. Surprisingly, I got access to the soft copy of the integrated curriculum only after three years of application.
Curriculum dissemination and teachers’ professional development
Generally, after the change in curriculum, the concerned authority trains the teachers before implementing it. But in my context, curriculum is implemented in school first, and only a few teachers are given training after a year or two years. So, how can teachers implement the curriculum in its true sense?
Following a similar trend, after a year of curriculum implementation, two teachers from each school in Vyas Municipality, Tanahun were called to participate in the curriculum dissemination programme and I was one of them. The facilitators of four subjects showed their slides related to their areas (Mero Nepali, Mero Ganit, My English, and Hamro Serofero). Most surprisingly, the slides simply contained a copy of the curriculum and nothing else. The facilitators read, and we listened to them like obedient students. Some of the teachers asked questions but they didn’t receive satisfying responses. I think the facilitators didn’t understand the question, and the participants didn’t understand the answers. So, the two days’ training was not so effective.
The teachers returned to their schools. Neither they implemented the curriculum nor did they exchange their learnings with their colleagues. As I was also the administrator of the school, I asked one of my colleague how they were conducting teaching-learning activities in her school. Instead, she said that the teachers who took part in the dissemination programme commented they had not understood what they were told to do and were not in the position to share their learning with others.
Later, I got an opportunity to take part in training. I had filled out the form of ETC, Tanahun, which I saw on my Facebook page in August 2022 (Shrawan). According to the information, the training would be held in the first week of September (Bhadra), but I was called for the training in October (Kartik). I attended it and learned to teach according to the purpose of the integrated curriculum. I learned different techniques to teach Mero Ganit (Mathematics) while teaching My English, Mero Nepali, and Hamro Serofero (My surrounding) and; to use teachers’ guides (TG). I learned to use an evaluation form to keep records of students’ learning achievements. I learned to keep records and build a portfolio of the students. As it was a ten-days training with two days devoted for each subject area including students’ assessment. We were told how to use teacher’s guide. Frankly speaking, I had never used a teacher’s guide before. Moreover, I had rarely heard about it and never seen the teachers using and talking about it.
After the training, I hurried to reach my school and apply what I learnt. I downloaded the Teacher’s guide from www.moecdc.gov.np; however, I couldn’t find the TG of all subjects of all classes. Despite that, I found the training useful for me to teach and assess my students.
Access to resources and materials
As teaching and testing are the two sides of a coin, I had to assess my students’ listening skills in English. In their workbook, students were asked to listen to recordings and do given activities, but I was helpless because I was unknown about the recordings. I searched on CDC website but couldn’t find them. Then, I contacted the municipal education department and they told they would get back to me but never did so. I reached out the trainer, who facilitated the assessment segment in the training and explained my problem and he provided me with the contact information of a CDC officer. I called them and they asked me to contact them later and when I called later, their phone was switched off. Eventually, I couldn’t find the materials to assess listening skill of my students.
Needless to say that the teachers must be well equipped with the resources for effective teaching and learning processes but teachers in our context are struggling to access the fundamental resources. On the other hand, teachers are blamed for not imparting quality education. How can a teacher contribute to students’ education? How can a teacher provide better education without resources? It is said that teachers must be resourceful, but how?
Assessment policy and practices
The curriculum indicates that the students must be assessed regularly and provided feedback. So, I tried to collect the assessment template from one of the stationeries where I usually used to go for school related documents and materials. I couldn’t find them even after making couple of attempts and I accessed the softcopy of the curriculum and printed the assessment forms using my office computer. I started to keep records of my students progress in it. Later, the municipality called for a meeting to discuss the examination date and other issues just before the first term (quarter). They provided a booklet of assessment forms. It was frustratingly late because we were supposed to keep records of students learning achievement from the very first day.
The curriculum has talked about the formative assessment of students and workbooks are designed based on it. Students are to be assessed after completion of each theme, so that we can evaluate whether they have achieved the learning outcomes of the particular theme or not. All they have to do is assess their students and keep records in the given format and make a portfolio of each student.
Although it became easier for me, it was not the same for other teachers. When the second terminal examination was about to begin, there was a debate among the teachers whether to follow the curriculum or not for students’ assessment. Only a few teachers favored the curriculum, which envisions continuous assessment of students instead of paper-pencil test but teachers and parents are habituated to it. They don’t want to change the status quo. Instead they would want to continue with the traditional test, which is against the spirit of the curriculum. However, almost all the teachers wanted to continue with the terminal paper-pencil tests. They argued that the parents aren’t happy until their children appear in the written examination. It seemed that they were fencing themselves and making excuses due to the time-taking assessment system in a new format.
When the third quarter of last year was coming to the end, teachers were asking me about the process of assessment procedures of the students. I explained them many times what I knew but it was not possible to explain entire process over the phone. I requested them to read the curriculum and teacher’s guide. However, I don’t think they did so. Some teachers even asked me to take a photo of the assessment form and send them pictures of the record. It was surprising how a photo could help them to assess their students! Actually, the whole process is described very well in the curriculum. However, they do not access them either because they have poor digital literacy or are reluctant to implement the change in the new curriculum.
Conclusion
The government appoints specialists to develop the curriculum, and the specialists develop the curriculum. They might accomplish their job after designing the curriculum but curriculums are only successful once they are implemented effectively, so the concerned authority should also equally think about the implementers and implementation process. Teachers are still obliged to enter classrooms without any ideas about curriculum and instruction it envisions. They are also unlikely to be aware of the learning outcomes, pedagogy and assessment procedures in the new curriculum. Despite these problems, teachers are compelled to teach, which definitely hinder the effective implementation of the curriculum.
To summarize, the concerned authority must make sure that every teacher gets a copy of curriculum before it is implemented in classrooms. The teacher’s guide and curriculum must be available easily, like students’ textbooks. Teachers’ feedback must to collected widely before rolling out the new curriculum. Similarly, all teachers must be trained well before implementing new curriculum or policy. Mohr and Welker(2017) stated that “if curricular change is to happen, professional development ought to be a focus, and teachers’ perspectives should be central to the process.” Training after one or two years of curriculum implementation is worthless. Teachers should get chances to discuss their issues with the concerned authorities regarding their problems. Last but not least, the teachers themselves must also be active and curious to learn, so that they don’t have to always depend on others for implementing or leading change.
About the Author: Laxmi Shrestha is an M.Ed. from Aadikavi Bhanbhakta Campus, TU. She is an English teacher in a public school, Tanahun. Her interest in writing includes EMI, Second Language Acquisition, Sociolinguistics, and Language Teaching.
I joined college teaching at Matribhumi Campus, Lamjung, where a few regular students were in the classroom. I would have enough time to share ideas, listen to them, and support them. Later on, I was appointed as an assistant lecturer of English at Hetauda School of Management and Social Sciences, Makawanpur, where there would be an average of 50 students in each class. In the beginning, all the classroom activities were going smoothly on. However, gradually, I was entangled with the late submission of home assignments by some of the students, which caused me troubles in teaching and learning activities, particularly about completing the assigned course in the expected time. Thus, in this paper, by reflecting on my experience, I discuss specific causes/reasons behind the delayed submission of home assignments of English and some practical solutions to get rid of them.
Introduction
Academic achievement of students and their submission of home assignments in time have been associated (Eren & Henderson, 2008; Rawson et al., 2017). Thus, the study by Kim and Seo (2015) claimed that the procrastination of home assignments indicated the low academic performance of the students. There have been various reasons for such delayed submission of home assignments. For instance, a study by Kuftyak (2022) argued that the students who had low performance in their studies, their laziness, and lack of proper time management were some of the causes of delayed submission of their home assignments. Moreover, delayed submission of home assignments would have a colossal impact affecting almost all the aspects of social and professional lives of students, particularly their academic performance. In addition, a study by Shaked and Altarac (2022) reflected feelings of frustration, anxiety, stress, damage to self-image, and receiving a lower grade were some of the consequences of delayed submission of home assignments. Despite the devastating impact of procrastinating on the home assignments, some of the students in my class delayed the submission of their home assignments. Although I tackled the problem by encouraging and motivating the students to complete the assigned work in time, the fundamental situation remained the same. Moreover, they made various excuses, such as forgetting their copies of assignments and not feeling well, just to name a few to justify their delayed submission. However, finally, I overcame gradually minimizing the ratio of late submission of assignments by adopting various strategies such as finding the real causes of problems, establishing friendly relations with the students, changing the ways of teaching, dealing individually with them, and assigning the work on their consent, thereby, here, I argue by understanding the real causes/reasons of delayed submission of home assignments and dealing accordingly with the students assist minimizing the ratio of delayed submission of home assignments instead of imposing the workload and various instructions for them. Thus, in this brief descriptive reflection, I focus on just how I made the students submit their home assignments before the deadlines by exploring the causes/reasons of the problem and adopting some strategies to get rid of the problem.
Causes of late assignment submission
I explored various causes of late submission of assignments of English which were different from student to student. However, some of the causes of late submissions of home assignments are discussed below:
Lack of clear understanding of the lesson
I found the students who did not concentrate on the classroom activities often delayed submitting their home assignments as they did not have much idea about how to solve the given problem due to a lack of clear understanding of the lesson. To solve their homework, they needed to explore their prescribed texts and other related materials which made them delayed in submitting their assignments before the deadline.
Time management
I discovered some of the students who delayed in the submission of their home assignments had a lack of managing the time in solving their assignments as they reported they often began solving their home assignments very late hour after receiving them, due to which they could not submit their assignments before the given deadline.
Workload
I found the workload of students’ home assignments was also a responsible factor in the delayed submission of their home assignments as I often used to prescribe them more work by realizing that they had to do a lot to improve their academic performance. In addition, some of the students reported that they would receive extra work in other subjects as well, due to which they would be already overloaded.
Negligence
I investigated some of the students who did not submit their home assignments on time and often did not pay attention to working on home assignments instead, they enjoyed copying readymade answers from various sources, such as from their friends’ exercise copies, without really being involved in the given activities. Moreover, some did not care about the deadline of their assignments and made various excuses for their delayed submission.
Ways forward to overcome the problem
After finding some of the causes/reasons behind the problem, I adopted the following strategic procedures to solve the delayed submission of home assignments. They are as follows:
Establishing friendly relationships with students
Establishing friendly relationships with students assisted me in minimizing the delayed submission of home assignments by supporting me in a better understanding of the students and promoting the teaching and learning environment in the classroom. In doing so, I began spending more time with students outside the classroom, such as during break time, particularly focusing on the students who did not submit their home assignments on time. Gradually, I sorted out the names of the reluctant students, particularly about doing their homework, and developed their portfolios under their consent which helped me to assign a particular kind of homework for certain students and follow them before the deadline of their home assignments. As a result, the students who procrastinated in submitting their home assignments gradually improved and began to submit their home assignments a bit faster than earlier. They started sharing their problems of solving home assignments and other problems related to teaching and learning, which supported me in preparing further plans for overcoming the problem of delayed submission of home assignments.
Changing the ways of teaching
By exploring a connection between ways of teaching and the submission of home assignments, I reviewed and changed my previous ways of teaching in the classroom. I minimized the lecture method and focused on students centric teaching methods, such as class discussion and group work, just to name a few. Changing ways of teaching assisted me in solving the problem of lack of clear understanding of the lesson in the class. As a result, I found the majority of the students who delayed submitting their home assignments were actively participating in the classroom activities. I kept on following and inspiring them by highlighting their latest progress in classroom activities. Gradually, I realized the change in their classroom performance and submission of their home assignments before the deadline, which inspired me to work further to change their ways of working with assignments. Thus, changing the way of teaching assisted me to some extent in overcoming the problem of delayed submission of home assignments by promoting students to solve the problems and making them more responsible in the assigned work.
Dealing individually with students
In addition, I started dealing individually with some of the students who were still nagging about submitting the home assignments and making various excuses such as forgetting or missing their exercise copies, having an urgent piece of work at home so forth. They often would give me word that they would come the following day with the assignments; however, they never kept their promises. Then, I decided to deal individually with such students, which made it easier to explore further and understand them and to make them responsible for doing the home assignments. I initiated assigning different tasks for each such student instead of homogeneous kinds of work, which prevented imitating from each other’s copies and supported me assigning the work based on the standard of the students. The result was wonderful, as I found most of them submitted on the assigned time. Very few of them still did not submit on time. However, there was an improvement in their way of working.
Assigning on students’ consent
Finally, I developed another strategy, such as assigning home assignments on students’ consent for those who (very few of them) were still remaining back on submitting their homework on time. Thus, I asked them some questions before assigning some work to them, such as “Could you complete this work in the given time”? “Could you solve the following problem?” After finding some positive responses from such students then only I began assigning work to them. Later on, I found successful results after doing this as they improved them by following the given timeline of their home assignments and solving the problem in better ways instead of making various excuses like earlier. However, I found some students would like to receive very few home assignments compared to the other students in the class. Thus, it took me a bit more time to assign them the homework on their consent; nevertheless, I did not give up. Ultimately, I found adopting such a strategy supported me in overcoming the problem of delayed submission of English home assignments.
Conclusion
This article reflects some causes/reasons for delayed submission of English home assignments. It provides some practical solutions for solving the problem, such as establishing friendly relationships with students, changing the way of teaching, dealing with each student individually, and assigning the work on students’ consent. This reflective writing showed a single strategy has not been adequate for addressing the problem of delayed submission of home assignments and provides clear direction for further exploring the problem.
Kim, K. R., & Seo, E. H. (2015). The relationship between procrastination and academic performance: A meta-analysis. Personality Individual Differences, 82, 26-33. https://doi.org/org/10.1016/j.paid.2015.02.038
Kuftyak, E. (2022). Procrastination, stress and academic performance in students. ARPHA Proceedings, 5, 965-974. https://doi.org/10.3897/ap.5.e0965
Shaked, L., & Altarac, H. (2022). Exploring academic procrastination: Perceptions, self-regulation, and consequences. Journal of University Teaching Learning Practice, 19(3), 15. https://doi.org/https://ro.uow.edu.au/jutlp/vol19/iss3/15
About the author: Surendra Prasad Ghimire is an MPhil Scholar at Nepal Open University, Nepal, and lecturer of English at Hetauda School of Management and Social Sciences, Makwanpur, Nepal.
It gives us immense pleasure to share you that ELT Choutari is fifteen from this January. This relentless journey wouldn’t have been possible without your love, support and contribution. We are thankful to our readers, contributors, friends and critiques for everything they have rendered so far.
What a moment today! We are releasing our fifteenth anniversary issue and the first quarterly issue (January –March) of 2023. This generic issue incorporates articles on teacher identity, multilingualism, medium of instruction, and translanguaging from researchers, educators, and practitioners.
Saroj Bogati, in his article, explores the issue of teacher identity. He has conceptualized identity, including the discussion of self and identity. The article also highlights the need for critical reflection in shaping teacher identity, connecting it to popular narratives and identity discourses.
Similarly, Mandira Basnet discusses translanguaging practices in classroom. Drawing on her own experiences, she discusses challenges of a multilingual classroom. She also argues that translanguaging is one of the appropriate pedagogical practices to strengthen students learning in multilingual classes.
Moreover, Raju Yonjan makes a case on English language teachers’ challenges in multilingual classrooms. Drawing on the narrative inquiry approach, he highlights the necessity to use multiple languages to ensure their access to learning. He argues that translanguaging helps ease students’ learning by promoting interaction and collaboration.
Additionally, Laxmi Shrestha discusses the practicality of English Medium Instruction (EMI) in community schools in Nepal. She examines teachers, parents, and students’ ideological positions on EMI and classroom practices. She questions the effectiveness of the policy for quality learning and suggests the need to review the policy and practices.
Here are the list of articles for you to navigate in this issue:
Finally, I would like to thank our co-editor, Jnanu Raj Paudel for extending invaluable support throughout the process. We jointly are thankful to all our editors and reviewers, Nanibabu Ghimire, Ganesh Kumar Bastola, Mohan Singh Saud, Ashok Raj Khati, Jeevan Karki, Rajendra Joshi, Karuna Nepal, and Ekraj Koirala 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 in and around your circle.
We encourage you to contribute to our issue (April-June) and send your articles and blogs to 2elt.choutari@gmail.com. Drop your comments in the boxes below.
In this article, I have tried to expose the difficulties of a multilingual classroom and my practice of translanguaging to address those problems to do fair to students’ native language as equally as the target language. The classroom is the microcosm of society, providing the authentic flavor of each society’s culture, lifestyle, and way of thinking. The students are gathered from diverse backgrounds. In the classroom teacher as a facilitator must respond to every student fairly and respectfully. The translanguaging techniques may help the teacher do justice to the diverse students because translanguaging supports the varied learner to choose the language they like for the highest level of performance that they can perform in the heterogeneous class.
I have been working as a secondary-level English teacher since 2016. My school is one of the government schools, and it is situated in Golanjor -7 Khurkot Sindhuli. It’s name is Shree Jana Jyoti Secondary school, and it is one of the province model schools of sindhuli district. My school has two mediums of teaching and learning, English and Nepali, since 12 years ago. Because of the craze for the English language, my school’s pressure is very high, so each class has two sections. Section “A” is where students learn every subject except Nepali in English. In Section” B”, every subject except English is taught in Nepali. The catchment area of my school is large, and students come walking even from 4 to 5 miles far and also from Terai Region.
The linguistic background of section “B” students’ is a little bit poor. In my school, though there is no strict entrance exam for those students from outer school, they arbitrarily choose the section “B.” Most of the students are from minor ethnicity and Dalits in section “B” like Majhi, Waiba, Hayu, and Shrestha. The translanguaging technique is very effective in this section for the optimum levels of knowledge and language development because there is no mental pressure for the students to use only the target language in the classroom as they can use Nepali or their mother tongue, so they become more interactive. Similarly, in section “A, there is predominantly so-called higher ethnic groups like Chhetri, Brahmin, Devkota, Rai, Mandal etc., though the linguistic background of this section is a little bit good compared to section “B”. The translanguaging technique gives more freedom to share the highest knowledge levels and makes the classroom more engaging.
Practicing English in the EFL classroom, which is full of heterogeneous students, is very challenging because the student’s linguistic and cultural backgrounds are different. However, it directly and indirectly affects language learning for example, the students from the Madheshi community are more active in writing sessions than speaking because their first language and culture are different from the other students and teachers in the classroom. Hence, it is not easy for them to interact in the classroom. As an EFL teacher, I have to encourage my students to speak in target language as much as possible. However, most of my students are reluctant to talk because of a lack of sufficient vocabulary, problems in sentence formation, pronunciation etc. Some sample problems of the classroom are as presented as follows. At the beginning of the session, while I was encouraging my students to talk in the target language, one student stood up and said that” mam, I can’t talk in English, it is a very difficult subject. “He pronounced /talk/instead of /tak/, and sentences were also incomplete
Similarly, in most cases, while forming sentences, my students become confused in the order of words e.g., they create unusual sentences like (I never have understood her instead of, I have never understood her), (Rajan drives always to work, instead of Rajan always drives to work). They always become confused about in which position they should keep which words. The next thing is because of the cultural gap, students become so confused and ask funny questions which do not hve any sense in the classroom context; for example, while I was teaching my class ten students the chapter related to the international cultures they became surprised and confused by reading Some European country’s greeting culture and ask some silly types questions like “mam doesn’t American feel ashamed to kiss between opposite sex in the open place?” “Is it appropriate to hug the foreigners if I meet them in Thamel Kathmandu? etc.” Another last but not least exciting thing is that I Feel tired of running class to class to make my students understand the questions because the question comes only in the English language. It is challenging to them to understand the questions. In this article, I am trying to reveal the real problems of multilingual classrooms and my attempts to use translanguaging techniques to address those problems.
Introduction
Translanguaging is a term used to describe the trend which supports the learner to choose the language that they like for the highest level of performance that they can perform. It motivates the learners to speak, write and translate in the language they feel comfortable to foster their learning. This concept entertains multilingualism in the EFL classroom. It helps to develop a positive attitude toward all the language skills that the learners have.
(Baker, 2011, p. 39) defined translanguaging as” the process of making meaning, shaping experiences, gaining understanding and knowledge through the use of two languages.” Similarly, (Hornberger & Link, 2012, p. 262) defined translanguaging as “the purposeful pedagogical alternation of language in spoken and written, receptive and productive mode. To be concluded, translanguaging is the process of allowing EFL learners to use any language that they like at any time. As an EFL teacher, while practicing the English language in the classroom, I have been facing the following problems.
Problems in Classroom Teaching
Psychology of Students towards Target Language
Most EFL students in public schools think English is a complicated language compared to their mother tongue. They cannot learn it, so they hesitate to interact in the classroom, switch to their mother tongue frequently while practicing the target language, and prefer to answer in their second language or mother tongue.
Problems Related to Sound
One of the significant challenges of the classroom is phonemic and phonological challenges. In the classroom, there is a lack of authentic input; in most cases, we depend on the textbook. We take textbooks as a curriculum rather than a helping book, and there is a trend to teach the subject to obtain marks rather than to learn it. So because of the lack of adequate input, students can’t pronounce most of the words correctly. Another problem is that they understand the sentences spoken by Nepalese speakers. However, it is challenging for them to understand the same sentences spoken by a native speaker. It means there is a lack of practice in pronunciation in the classroom.
On the other hand, the pronunciation of sounds in English can be challenging and confusing. The same letter can be pronounced differently in different situations. Some sounds may be silent in one instance but not another; for example, the letter “c” can be pronounced as /k/ in some words (e.g., “cat”) and as /cha/ in others (e.g., “chair”). The /k/ sound is silent in the word “knowledge”, but not in “keep.”
Linguistic and Cultural Diversity
For students whose linguistic and cultural background differs from that of the majority of students in the classroom, speaking in the classroom can be challenging. These students may not have a strong foundation in the second language and lack confidence, leading them to avoid speaking for fear of making mistakes. For example, in my classroom, students from the Terai region whose native language is Maithili and who use Nepali as a second language often remain silent, despite knowing the answers, due to their different cultural and linguistic backgrounds. During a dictation exercise, these students had difficulty understanding my pronunciation. They asked me to repeat the words and sentences multiple times. When I asked if they understood, one student, Devkant Mandal, told me that it was difficult to follow my speaking, but he could answer questions in written form. This highlights the gap between teaching and learning that can arise due to different linguistic and cultural backgrounds.
Questions are only in the target language
Due to the use of monolingual assessment systems, students face difficulties comprehending the questions in the target language, leading to an inability to express their knowledge accurately.
Efforts to Solve the Problems
To overcome the problems mentioned above, I have been using the following techniques and strategies in my classroom.
Create Positive Attitude
First, I adopt a positive approach by uplifting words to shift negative attitudes towards positivity. I often tell my students that English is easier than their native language and remind them that if they can fluently speak their native language, they can also learn English. I also acknowledge and appreciate their small accomplishments, encouraging them to answer questions in the language they feel comfortable with. This approach has proven effective, as it has motivated weaker students to become more engaged in their learning and freely express their ideas in both their native and target languages.
Encourage Students to Express Ideas in the language of Their Choice
In my 10th-grade class, I teach Health, and the medium of instruction is English. At the start of the session, I solely used English to impart knowledge. I encouraged students to use English in classroom interactions. However, this resulted in a lack of student participation and creativity, making the class dull and monotonous. Later, I realized that while it is crucial to have a high level of knowledge about Health, it is not necessary to learn it in English. So, I encouraged students to interact in the language they felt comfortable with. This change made the health class more interactive and engaging, as students were no longer burdened by language and could freely share their ideas in their preferred language.
Maximization of Authentic materials
The primary goal of language learning is to communicate effectively on relevant topics. Since 2021, the curriculum for grades 4, 7, and 9 have changed, focusing on social themes, such as religion, yoga, Health, dining etiquette, etc. As an English teacher, I aim to align with the curriculum by incorporating authentic materials related to these themes into my lessons. Using real-life materials makes the learning experience practical and exciting. It helps students learn the language based on their needs and the topics being taught. For example, when it comes to cultural topics that may not have exact translations in the target language, students are free to use both their mother tongue and the target language as needed.
Reduce Overcorrection and Interruption
In most cases, I refrain from correcting my students while they are speaking and try to minimize correction in their writing. I don’t mind if they switch to their native language to feel comfortable talking and practicing, even if it is challenging.
Conclusion
Translanguaging is a process that allows for flexibility in language use in the EFL classroom. As target language teachers, it is our responsibility to foster an appropriate environment for language practice. We should not prohibit using the native language in the name of learning English. Instead, we should embrace and appreciate the use of the mother tongue following the context and situation.
References
Baker, C. (2011). Foundation of bilingual education (2nd .ed) clevedon: Multilingual matter.
Hornberger, N. & Hand Link, H. (2012 ). Translanguaging and transnational literacies in multilingual classroom: A Biliteracy lens. International Journal of Bilingual Education and Bilingualism.
About the author: Mrs. Mandira Basnet is an M. Ed. in English. She teaches English to secondary-level students at Shree Jana Jyoti Secondary School, Golanjor- 7, Khurkot, Sindhuli, Nepal.
The concept of teacher identity can be taken as multifaceted and constructed in a dialectical way. It has several implications, such as teacher education, school leaders, teacher unions, or curriculum can provide a universal teacher identity in which teachers need to fit. Human beings can influence their lives and the peripheral environment where they live. Teachers experience many opportunities to change themselves and to be identified by them and by the external environment. Identity construction is a kind of narrative positioning that opens the understanding of teachers as active agents in their own life where identity formation is dynamic and changing (Davies & Harré, 2001). Our relation to the world, people, choices, and language construct and reconstruct our identity (Weedon & Rappaport, 1997). Identity is not a fixed attribute of a person. It is a relational phenomenon and is a process of interpreting oneself by the periphery and environment. There has been a growing interest and research on teacher identity construction in many parts of the world (Dolloff, 1999). Identity can be defined as a set of ideas, self-concepts, peculiarities, riddles, and concepts considered a perception or point of view (Albert & Whetten, 2004). Identity is continually emerging and becoming a dynamic and shifting process. People do not have any fixed identity. There can be varieties of identities: cultural identity, social identity, ethnic identity, and linguistic identity. Teacher identity is needed to study how teachers work, learn and develop (Beijaard et al., 2004).
Democratic and managerial professionalism are identified in shaping a teacher’s professional identity, which is transformational, reformative, context-bound, constructed, maintained, and negotiated through language and discourse (Sachs, 2001). A teacher’s professional identity is influenced by workplace conditions, language policy, curriculum, cultural differences, institutional practices, and access to professional development. All language teachers are subjects to mainstream discourses such as languages, teachers, and teaching. The narrative told by media, researchers, documents, politicians, and groups of persons are called public narratives. It makes sense of the everyday world and provides different kinds of resources for identity constructions (Holstein & Gubrium, 2000). How public and institutional members understand these narrative resources to construct identities varies from person to person and situation to situation. Educational policy, teachers’ professional development opportunities, and current educational practices create public narratives about teaching and teachers. One of the narrative resources to construct teacher identity is historically and socially constructed subject positions (Norton, 2010). Teachers’ identity relates to how a person perceives their relationship to the world and the relationship formation across time and space(Norton, 2000). Negotiating a teacher’s professional identity can be significantly influenced by contextual factors outside teachers themselves, their courses, and workplace status (Clark & Flores, 2001). Teachers’ identity is primarily affected by workplace conditions, language conditions, language policy, cultural differences and institutional practices, and so on. All language teachers are subject to mainstream discourses such as languages, teachers and teaching. Teachers’ identity is transformational, context bound, maintained and negotiated by the language, society, educational policy, and so on.
This article explores how self and other external factors construct teachers’ identities. It explores what factors are responsible for creating teachers’ professional identities.
Current Conceptualization on Teacher Identity
Teachers’ overall activity, public narratives, and what teachers know and do are a part of teachers’ identity work. They continuously perform and transform it through interaction in the classroom. Teachers’ identity is both an individual and social matter. Davies and Harré (2001) state that a subject -position prevents other ways of experiencing and understanding the world. A Norwegian research reported that teaching is a caring profession and is understood as creating and enabling an atmosphere for all children (Søreide, 2007). There is a nexus between transformative pedagogical practices and the identities of students and teachers. A research on teachers’ professional identity, Beijaard et al. (2004) reported that identity is an ongoing continuous process; therefore, identity is dynamic rather than stable and constantly evolving. It is dynamic, fluid, and shifting in nature. There is a need for dialogic interaction between teachers and students, which can help to learn new things about students and teachers themselves. Professional teacher identity is established as a separate research area in the last few decades (Beijaard et al., 2004). Social science and philosophy are useful domains for the construction of teachers’ identity research.
The approaches reflected upon evaluation procedures for assessing teachers and their development from the perspective of predefined professional development (Porter et al., 2001). There is a need for dialogic interaction between teachers and students to help students learn new things from teachers and vice versa. This process can help create their unique identities. Non-native English language teachers can’t enjoy the status and power of native English language teachers. They have to struggle to achieve such a status in the educational field. There is a problem of identity between non-native and native English language teachers. Teachers’ professional development and personal identity determine teachers’ identity(Akkerman& Meijer, 2011). A person’s identity is connected to their performance in society or how one interacts (Gee, 2001). Identity can be transformational, context-bound, negotiated, and maintained through language and discourse(Varghese et al., 2005. Critical issues must be addressed in teachers’ identity construction, namely marginalization, the status of non-native teachers, the professional status of language teaching, and teacher-student relations.
Most English language teachers around the world are non-native speakers of English. Native English language teachers have been prioritized even in the TESOL workplace, and non-native speakers can face discrimination due to accent and credibility problems (Maum, 2002). Non-native teachers of the English language are compelled to face oppression and psychological dominance by native English language teachers. They may face an identity problem. There may not be the availability of native speakers as English language teachers everywhere. Different approaches, such as neo- Vygotskian Sociocultural theory, language socialization theory, and critical pedagogy, can address identity, discourse, diversity, and local context.
The self and identity
One phenomenon of issues of determination of identity revolves around the notion of self and self-concept and its relationship to identity. Teachers’ identity depends upon self and the idea of self within an outside context. Teachers’ professional identity is defined in terms of the influences on teachers, how an individual perceives oneself, and the professional setting. Lauriala and Kukkonen (2005) stated that identity and self-concept as the same, where identity is considered concerning teachers and self-concept to students. They have used self-concept and identity as stable and dynamic simultaneously. The self is constructed within three dimensions- the actual self, and the ought self (recognized by external groups or society), and the ideal self. Looking at identity through the self and profession can help us think more clearly about identity from the point of view of teacher development. Identity through self and others seems essential, and it is necessary to consider the two together in enhancing comprehension of identity in teaching.
Kirkup (2002) revealed the link between a teacher’s personal and professional self. His position links identity and practice. Identity can be the negotiated experience of self, involves society membership, and combines different forms of membership within an identity. A teacher can be taken as an active agent in influencing the community (Alsup, 2006). Identity can be a part of the social context where the person lives. In the process of communication with others, one can self-realize the roles of others. Cooper and Olson (1996) state that historical, cultural, and psychological factors influence teacher identity construction, which is believed to have an important space in one’s lifetime. Identity has been established as a separate discipline through the discourse and practice of self and environment.
The need of critical reflection in shaping teacher identity
Reflection can be recognized as a key means by which teachers can become more able in the sense of self and deeper understanding of how self -suit into a larger context. It is one of the factors in reshaping teacher identity. Rodgers (2002) reported that reflection in teacher development has been acknowledged for some time and can be recognized as the core of effective teaching. Korthagen and Vasalos (2005) noted that core reflection is needed to enhance personal growth. It is necessary to tap into a sense of self and include reflection as a primary aspect to shape teachers’ identity. Reflection requires looking back at thoughts or practices and considering their value. It might guide a future way of looking at something. Conway (2001) reported that reflection could show the future path of thinking in teachers ‘ identity. Pennington (2002) said that teacher identity could be viewed from a different orientation. Firstly, we can look at it from social psychology, which provides perspectives on teachers’ social identity. Secondly, we can look from the perspective of teacher education literature provides perspectives on teachers’ professional identity.
The role of reflection in making sense of experience and practice is essential in teacher education. Luttenberg and Bergen (2008) reported that reflection must be broad and deep, pragmatic, ethical, and moral domains must be included in reflection, which is helpful for the identity construction of teachers. Reflection may be more or less open or closed, depending on its connection to self-reflection. The narrative self-study reflects on discursively shaped thoughts, beliefs, and knowledge to portray the construction and reconstruction of various stages in a professional career (Safari, 2018). There is a need for a shift from traditional reflection to critical sociocultural reflection because sociocultural reflection takes account of identity and related issues of individuals in a specific context. It is better to link reflection to a collaborative inquiry as a means of exploring identity.
Narrative and discourse aspects of identity
Narrative and discourse are essential aspects of constructing identity. Narrative of teachers themselves and their practice, their discourse provides a gateway to explore the element of self. Clandinin et al. (1999) focused on teachers’ stories, their self, and the power of teacher narrative to express identity within a changing professional context. Sfard and Prusak (2005) explained that identification is discursive and communicational practice. It is a collection of stories of a person and narratives about an individual. There is a link between narrative and discourse. Identity is negotiated by an individual self and the external world (Beynon, 1997). The discourses in which teachers engage contribute to shaping or constructing the teacher’s identity. The study of teacher talk can lead to the shaping and construction of identities. A teacher is a subject that influences identity development.
Teacher education needs to understand identity as a complex and multiple social and individual phenomenon. People who have no fixed identity must construct their identity through membership, context, and language use. Context and identity play crucial roles in classroom interaction and teacher work. The course room is a complex ecological site where participants interact to construct different identities. The study of teachers’ narratives, which can be called the stories of teachers, plays a significant role in exploring teachers’ thinking, culture, and behavior which are the elements of teachers’ identity. Sachs (2005) defines teachers’ professional identity as the core of the teaching profession. It provides a framework to construct their own ideas, recognizing their workplace and status in society. Teacher identity is not fixed or imposed; it is negotiated through self and sense made from experiences.
Conclusion
Identity is complex and changes over time, constantly evolving. Identity is discursive, social, institutional, and cultural. It has a significant role in continually emerging and becoming. Teacher identity is one of the essential aspects of teachers’ education. Teacher identity is substantial to upkeep the formation of teacher education programmes. Teachers create identities according to the context of their workplace, the environment provided by an institution, government policy, curriculum, cultural background of teachers-students, social demographics, institutional practices, and so on. English is a globally accepted lingua franca, so both native and non-native English language teachers construct and maintain an identity as language teachers according to local, cultural, and social contexts. The teacher education programme is the starting point for implanting the awareness of the need to develop an identity and an ongoing, dynamic process. It is situated within the mind, and it also exists within a social context.
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About the author: Mr. Saroj Bogati is an M.Phil. in English Language Education. He is a lecturer and Head of the Faculty of Education at Nuwakot Adarsha Multiple Campus, Battar, Nuwakot.
Nepal is a multilingual, multicultural, and multi-ethnic country where different people dwell with their own identities in terms of culture, tradition, and language in society. As per the data of 2068, there are 126 ethnic groups and 123 languages. Multilingualism refers to the condition in which more than two languages are used in the same setting for similar purposes. (Poudel, 2010). This research aimed to explore the challenges and problems faced by English language teachers in multilingual classrooms. The study further aimed to discover some pedagogical approaches they employ to tackle the challenges. Research questions for the paper were; What are the challenges and the problems faced by English language teachers in multilingual classrooms? How do English language teachers express their experiences implementing pedagogical approaches to tackle challenges and issues faced in a multilingual classroom? I have followed Narrative inquiry as my research design. The data collection tools are interviews and observation. I have thematized the data. The study found that students feel comfortable learning via a language exchange. Translanguaging is an appropriate pedagogy for teaching English language in a multilingual classroom.
Keywords: Multilingualism, Multilingual, Pedagogies, Medium of instruction, Translanguage
Introduction
Nepal is a multilingual, multicultural, and multi-ethnic country where different people dwell with their own identities in terms of culture, tradition, and language in society. As per the data of 2068, there are 126 ethnic groups and 123 languages. Every person has their language and culture. (Chand, 2020) stated, “our community is mixed up with people from these diverse cultures.” So are in the classroom. In addition, multilingualism includes people with competencies in several languages or places where many languages are used. It is useful to bring the Council of Europe’s concept of multilingualism as the characteristics of a place – city, society, nation-state, where many languages are spoken, and plurilingualism as the attribute of an individual who has a ‘plurilingual repertoire’ of language competences (Council of Europe 2007 cited in King, 2018).
Furthermore, King (2018) stated was the fact that multilingualism can be seen in a geographical area, large or small, of more than one ‘variety of language,’ i.e., the mode of speaking of a social group, whether it is formally recognised as a language or not; in such an area individuals may be monolingual, speaking only their variety. In Sindhuli, the majority of people are indigenous, according to the 2011 census. According to the National Data Profile (2011), 48% people in Sindhuli speak Nepali language, 26 % citizens speak Tamang language which is nearly the half of the speaker of Nepali language. Similarly, there is also a number of people from Magar community dwell in the different geographical areas in Sindhuli district. We can probably say that we can behold pupils from different cultures and lingual backdrops even in the classrooms.
Statement of the problem
Multilingualism refers to the condition in which more than two languages are used in the same setting for similar purposes. (Poudel, 2010). As Poudel said in his definition, I used more than one language in the classroom for similar purposes. When I was teaching in the school, I found multiple backgrounds students whom I had to deal with different mindsets in the classroom. I found various problems, such as writing, reading, speaking, and listening. There is a problem with language aspects, too, like pronunciation, vocabulary, and grammar.
Furthermore, students can’t understand only one language. The experience that I have in the use of other languages rather than English has motivated them to learn. In this regard, Atkinson (1987) states that the theory that the students’ mother tongue shouldn’t be completely ignored in the English classes, ever since the use of mother tongue (L1) can be very effective in terms of the amount of time spent explaining.
But we teachers are bound by the language policy of the government. Can we be successful in producing students with proficiency in English? Does Using a foreign language in an unfamiliar subject help to figure out the problem? Similarly, Nepal is bound by diverse languages and cultures. How do English Language teachers struggle to overcome the multilingual classroom? Will they find the perfect strategy to penetrate the various phenomena of the classrooms?
Objectives of the study
This research aimed to explore the challenges and problems faced by English language teachers in multilingual classrooms. The study further aimed to discover some pedagogical approaches they employ to tackle the challenges.
Research questions
The research questions for the study were;
What are the challenges and problems English language teachers face in multilingual classrooms?
How do English language teachers express their experiences implementing pedagogical approaches to tackle challenges and problems faced in multilingual classrooms?
Literature review
Medium of instruction (MoI) policy in Nepal
Language issue, among others, was one of the major agendas in the policy reform discourses. The policies focused on promoting the monolingualism of Nepali. Indigenous communities resisted the existing monolingual policy and demanded for a ‘mother tongue’ education (Phyak & Ojha, 2019). For example, Nepal National Education Planning Commission (NNEPC) (1956), called Wood Commission, was the first commission in Nepal for policy recommendations, led to the assimilation, restriction, destruction, possession, and perpetuation of one language Nepali in the education system of Nepal (Awasthi, 2004). Ninth and Tenth Plan, National Education Commission (1990) showed the willingness to promote non-Nepali languages as a medium of instruction in non-Nepali speaking schools. It encouraged the children from multilingual communities to learn the local language and recommended priority to the candidates who knew the children’s mother tongue while recruiting teachers (Awasthi, 2004; cited in Rai, 2021). High-Level National Education Commission (1998) again focused on promoting mother tongue-based education in Nepal. After considering the suggestions and recommendations, the Education Act (1971) was amended in 2002, ensuring mother tongue-based education.
Translanguaging as pedagogies
Translanguaging as pedagogy refers to the various methods in which bilingual learners and teachers become employ to get involved in “complex and fluid discursive practices to make meaning of teaching and learning, to communicate and appropriate subject knowledge, and to develop academic practices” (García & Wei 2014, p. 112). There are two types of translanguaging: teacher-directed translanguaging and learners-directed translanguaging (Lewis et al., 2012). The former refers to pedagogical translanguaging (Cenoz, 2017) or official translanguaging (Williams, 2012) that uses planned and structured teaching strategies to build on multilingual learners’ diverse linguistic practices flexibly (García & Li Wei, 2014). This approach can facilitate learners to understand complex academic texts and content and the target language learning and develop new linguistic practices.
García and Wei (2014) suggests the translanguaging pedagogy that can help teachers to accomplish their teaching goals; to differentiate and adapt instruction to meet the needs of diverse students in the bilingual/multilingual classroom (e.g., through translation); To build background knowledge in order to help students to make meaning of the lesson content (e.g., through collaborative dialogue, collaborative grouping, reading multilingual texts, and multilingual listening/visual resources); to deepen understandings, extend new knowledge, and develop critical thinking and socio-political engagement (e.g., through multilingual writing, and inner speech); to enable cross-linguistic transfer and metalinguistic awareness to help students to fulfil their communicative needs (e.g., through vocabulary learning, and comparing multilingual texts); To build cross-linguistic flexibility in order to help students to use language practices competently (e.g., through interchanging languages and media, and translanguaging in writing and speaking classes); to engage students through identity investment and positionality (e.g., through multilingual writing) and to examine linguistic disparity and disrupt existing linguistic hierarchies and social structures (e.g., through project learning, thematic units, and research) (García & Wei, 2014, pp. 120-121).
The learner-directed translanguaging takes place ‘when learners self-regulate their learning by using linguistic practices and meaning-making resources that are not explicitly included in the classroom or lesson’ (García et al., 2011). Within the classroom, learners use learner-directed translanguaging for metafunctions such as negotiating for understanding among each other, co-constructing the meaning within themselves and between self and others and exhibiting knowledge (García et al., 2011).
García and Wei (2014) further propose translanguaging strategies for monolingual and bilingual education. They are in three categories (ibid., pp. 121-122): The teacher should pay attention to meaning-meaning by teacher-directed translanguaging and learners-directed translanguaging. The teacher should employ and create classroom resources for translanguaging based on the multilingual and multimodal texts’ availability and production (e.g., textbooks, references resources), technology (e.g., computers, Ipads), and multilingual/multimodal classroom landscapes (e.g., visual texts, technology-enhanced media, multilingual word walls, and sentence starters). And the teacher should create the curriculum and classroom structures for translanguaging based on learner grouping in the home language, project- and task-based learning, research tasks, thematic curriculum units, and language-inquiry tasks.
Major challenges in multilingual classrooms
Dhakal (2015) states two challenges in the multilingual classroom setting and parents’ preference to teach their children a language with broader application. Firstly, parents don’t want education in their language as it doesn’t cover the wider area. Secondly, the local language is confined to the local communities. They feel that learning the local language limits the children only to their communities (Annamalai, 2003, p. 126). Rai et al. (2011, p. 33) also noted that the parents doubt whether MLE schools will sustain. They further state, “The most crucial challenge is that parents, teachers, children, and other stakeholders are still resistant and suspicious about the sustainability and effectiveness of the policy” (ibid). It is commonly claimed that all participants of MLE- planners and policymakers, educationists, community leaders, and almost all community members want their children to be taught in English (Phyak 2012, p. 42). Parents’ concepts, community leaaders, members, and even other educationists’ beliefs can be the significant challenges of multilingual classrooms.
Empirical review
Dahal (2020) researched “Teacher experience on using mother tongue in second language classroom: a narrative inquiry.” The study’s objective was to explore teachers’ opinions on using MT in terms of teaching grammar and vocabulary, classroom management, content delivery, and student motivation in secondary English language classrooms. It also found the role of MT in the second language classroom based on teacher experience. It suggested pedagogical recommendations based on the findings. She selected four English teachers and conducted typical semi or unstructured interviews. The result of the study indicated that MT is best for explaining the meanings of abstract nouns and can help teach grammar items. It also found that most classroom activities include learning new vocabulary items and studying grammatical rules. Likewise, Mother Tongue (MT) can be best used in ELT classrooms for pedagogical management. And particularly, it helped to develop rapport with the students.
Likewise, Sherpa (2016) has conducted research entitled “The Use of MT in Teaching English at Primary Level.” The study’s objective was to determine the role of using MT for teaching English and the advantage and disadvantage of using MT in a classroom. She selected 20 parents and 20 primary teachers from Taplejung district. The two sets of questionnaires were used as a tool, and the research finding showed that primary teachers mainly use the first language for cultural translation and to break the monotonous of the students.
Next, Madrinan (2014) conducted a research study involving kindergarten students of an English immersion program in the first year in Colombia to investigate whether the use of MT increases comprehension and facilitates the second language acquisition process. In her action research, she designed the lesson plane – using only English as the language of instruction, and both Spanish and English, respectively. The result revealed that the students did better involving the latter patterns, especially for transferring concepts from l1 to the target language.
Moreover, Ghimire (2016) carried out research entitled “Use of l1 Facilitation in Developing English Vocabulary” in the Gorkha District to find out learners’ progress in vocabulary with the use of the first language. It was experimental research. He collected data from 40 secondary students with purposive non-random sampling. He used test items (pre and post) as a research tool. His works’ findings revealed that using the first language in a classroom greatly helped students learn target language vocabulary.
Methods of the study
Interpretive research paradigm
A paradigm is a prototype and plays the role of assistant to describe the purpose of an investigation. Guba and Lincoln (1994, p. 105) point out that a basic system or worldview that guides the investigator, not only in choices of method but in ontologically and epistemologically fundamental ways. Moreover, the paradigms we build in our minds have a powerful effect as they create the lens through which we see the world (Covey, 1989). As my study aims to explore the challenges of teaching English language in a multilingual classroom, I was bonded with an interpretive paradigm. It believes in the inseparability of understanding from interpretation. I choose interpretivism as my research paradigm for this study because it attempts to bring the views of realism, naturalism, and humanism approaches that believe in reality, not imaginary. Furthermore, it helps me to understand my participants’ experience and the actual situation in the field.
Narrative inquiry
Narrative inquiry combines storytelling and research by using stories as research data or as a tool for data analysis or presentation of findings. It narrates the lived experiences of participants as a story. There are two terms in Narrative inquiry: “analysis of narrative” and “narrative analysis.” According to Polkinghorne (1995), analysis of narrative refers to the research in which stories are used as data, while narrative analysis refers to a study in which storytelling is used as a means of analysing data and presenting findings. I choose the analysis of narrative because it allows me to collect the stories from the participants and interpret them for meaning-making. So, I used analysis of narrative under the narrative inquiry.
Storytelling is the most powerful way to put ideas into the world. Storytelling is the way to sprinkle ideas that are inside you and be able to reach near the truth, knowing the reality of the phenomena. Bruner (1990) argues that it is through telling ourselves stories about ourselves and others that we understand who we are, who they are, and the relationship between us. Clendenin et al. (2006) equate teachers’ ‘‘personal practical knowledge’’ (p. 7) to the stories teachers live, tell, re-live, and re-tell. In contrast, stories of teachers are shifting stories that others hold or expect of teachers. In my studies, I aim to explore the challenges and problems faced by English language teachers in multilingual classrooms. The study further aims to find some pedagogical approaches they employ to tackle the challenges. Human experiences happen in a sequence that we call a story, and they emerge with the collaboration between researchers and participants. (Clendenin and Connelly, 2000).
Sampling procedure and research participants
The study explored the challenges of teaching English to basic-level students in multilingual classrooms. I used purposive sampling to select participants to collect reliable and detailed information on their experiences for this study. Furthermore, this study was based on a qualitative design that followed narrative inquiry. The total participant of this research were two basic-level English language teachers.
Data collection and story generation
The only tool for data collection of the study is an in-depth interview that included some guideline questions in an open structure to obtain lived experiences of English language teachers. An in-depth interview helped me to acquire detailed information on the lived experience of the participants (Johnson & Rowlands, 2012). I met the two participants who were from basic-level community schools. I collected their lived experiences through the open-ended questions (interview) I had made. And I narrated it to make meaning.
Meaning making process
Clendenin and Murphy (2007) opined that meaning-making is a process of understanding lives as they unfold temporally, as specific events within a particular individual’s life. This study followed the narrative inquiry that brings lived experiences of the individual from the floor for a meaning-making purpose which I found essential for my paper. After I interviewed, I kept them in a table for coding, categorizing, and thematizing. I used words or phrases from the informants’ language as codes. Coding helped me organize and group into categories of similar characters and patterns (Saldana, 2016).
Similarly, I categorized them after coding their lived experiences based on commonalities and distinctions. Then, I thematized it concerning English language teaching in a multilingual classroom. I related them to the existing theory and literature to make the study more authentic. Based on the themes, I transcribed, coded, categorized, and analysed the themes to make meaning.
Findings of the study
Difficulties in the multilingual classroom
There can be many difficulties in a multilingual classrooms. In this regard, one of my participants, Samiksha says; in my area, most of them are Magar, and some of them are sunuwar, bhujel and dalit. They don’t seem to motivated toward English language. Motivation in teaching and learning activities is the overall driving force within students that raises, ensures continuity, and provides direction for learning activities so that students’ learning objectives are expected to be achieved (Handayani et al., 2020) Samiksha further shared,
They don’t have a strong underpinning in English language they do not have the environment for reading it at home. They don’t understand even a single word. They can’t even write properly in the notebooks. The classroom is totally teacher-centred. The teacher have to explain the readings in Nepali and their mother tongue sometimes, which makes my class delay in proceeding the lesson further. In this regard my next participant Krishna shared;
Students have to perform many activities at home instead of reading books and doing homework. They have to cut grass, cook food, and sometimes have bring firewood from the near jungle. A few students complete homework. According to one of my students, they have very little room for doing and reading the lesson. He said, “haamile school maa jati padhyo lagvag tetinai ho, sir”.
Trans-language to comprehend contents
In multilingual classroom contexts, using mother tongues permits students to understand the concepts of teaching by utilizing their existing linguistic knowledge (Cummins, 2006). When she shared her teaching experience, she said, “one of my students told me, Miss, hamro English subject ni Magar basa maa vaako vaye haamlai yo ni aauthyo hola hai?”. Similarly, Krishna said, “It is challenging to make them understand via the English. I have to teach most of them in Nepali. I also ask some of them what we call it in your Magar language. They became shy in front of me. But later, after making it easy, they used to say.
The local education policy forces teachers to teach English in English. But it seemed insignificant in the multilingual classroom. According to Samiksha and Krishna, they had to teach English in Nepali as given below; Samiksha who was teaching in Class 5, tought the word meaning in this way.
Similarly, she teaches sentences also in the say as she teaches word meanings in Nepali. She has to translate every English sentence into Nepali.
Jhuma lives on a hillock. she translated it in Nepali, “Jhuma dada maa baschha.” She did translate other sentences of the story “Jhuma”
The situation with Krishna was also the same. He entered the class, and took attendance, and a few students were absent the students who were absent the day before were called in front and asked why they were absent. They stayed quiet, and he advised them to be regular. He said, “Take out your books and turn page no. 36. Sabaile book nikala. chhatis page number paltau.”
After that, Krishna told the students to read the lesson “Some festivals of Nepal” and picked up some new words in the notebook. Before teaching the lesson, Krishna told the meaning of all the words in Nepali. We knew from him that he always used to do that.
Decorated (de-co-re-tid) –Sajaaunu
Commemorate (com-me-mo-re-ta) –Samjhanu
Deceased (di-sis-ed) – Mareko
Exchanging (ya-chen-jing) – Satasatat
Combination (com-bi-ne-san) –Samyojan
Observed (ab-ser-v-d) – Hernu
At first, Krishna told the students to read the text after him. Students did it accordingly. They didn’t seem to read correctly the text as their teachers did. After finishing that, he started to translate those all into Nepali. For example;
Lhosar combines two words; Lho means year, and sar means new. Lhosar is one of the most popular festivals of Nepal, celebrated by different communities on different days. Tamu Lhosar is celebrated amongst the Gurung community, whereas the Tamang celebrates Sonam Lhosar.
When I observed his class, the class found teacher-centered. He translated every word to the students in Nepali and pronounced the works in chunks for their easiness. I found that students were quiet in his class. He later freed the students to ask the question in Nepali. The students in the second desk were whispering to each other, requesting to ask the meaning of the word “community”. One of them stood up and asked, “Sir, caamunity vaneku k ho?” He said, “Samudaye” in Nepali. Furthermore, he gave an example, “jasto kunai yeuta jaati ko vid athaba basti hunx ni teslai samudaye vaninx. Samajik bisayemaa padheko hola ni hoina?” Such a quiet class seemed interactive now when they were permitted to speak both Nepali and Magar languages.
Talks in Multilingual Classroom
“Pedagogy must evolve to make education more experiential, holistic, integrated, inquiry-driven, discovery-oriented, learner-centered, discussion-based, flexible, enjoyable” (NEP,2020). She used Nepali and Magar language in the classroom interaction. She once read the text in English, and then used Nepali and Magar to interact in the classroom. for example;
Teacher: Ese jafre (do this)
Student: ‘hillock’ eski English sang hidele? (What is it written, sir?)
Teacher: sabdau artha ‘dada’ ho lai aale (the meaning of the word is dada.)
Many researchers have found that the classroom must be interactive and student-centered. Whenever she asked the question in English, they all remained quiet. They didn’t even utter a single word. Krishna’s condition was also the same. There was no interaction if he spoke English for a long time in the classroom. For example;
Teacher: What is this? Say in English
Student: he stayed quiet.
Teacher: ese Nepali aang hi aale (Can you tell it in Nepali?)
Student: sir chake garo chhana (I feel quite difficult, sir.)
Teacher: Magar aang? (in Magar language)
Student: rewa (Crab)
However, the class seemed interactive when they were allowed to speak in their comfort languages. Both seemed good enough to engage the students via Nepali and Magar. Such practices are translanguaging pedagogy (García and Kleyn, 2016; Probyn, 2015).
Conclusion
It can be concluded that teacher has faced various difficulties while teaching English language to basic-level students in a multilingual classroom in Nepal. Teachers must teach in different languages to make them understand the content. Like Samiksha and Krishna, teachers have to teach English via Nepali or Magar, sometimes in the ELT multilingual classroom as a medium of instruction. In this regard, the pedagogies and perspectives of the teachers in this paper imply that any policies, be it EMI or English language teaching, that impose a monolingual approach lead to silence. It creates barriers to epistemic access (e.g., content knowledge) and meaningful participation in teaching-learning activities (see Makalela, 2022). Translanguaging is not just for teaching English and practices. However, it is also about building critical and ideological awareness to challenge hegemonic language policy in multilingual classrooms (Davis & Phyak, 2016).
Multiple languages must be allowed in the classroom to enable students to interact freely and wholeheartedly. Finally, this study found that there should be a plethora of space for multiple languages in the classroom to ease the students, which doesn’t only help them interact and collaborate in the classroom. It also helps to protect their language, culture, and identity.
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About the author: Mr. Raju Yonjan is an English teacher at Shree Kalikadevi Basic School, Phikkal Rural Municipality, Sindhuli. He is pursuing a Master’s degree in English Language Education at Kathmandu University.
