Multilingualism and multilingual classroom are the reality of language education in Nepal. Teaching in multilingual classroom is both fascinating and challenging for teachers. The article aims at exploring how the monolingual ideology over English language teaching has created a gap between the linguistic capital of learners and the authoritative pedagogical practices of teachers. Taking case of a community school in Lalitpur district, I investigate the practices of teaching English to multilingual learners in a community school and explore pertinent issues of monolingual practices in a multilingual classroom. I draw data from informal telephonic talk to a subject teacher selecting purposively and observe the instructional practices in the linguistically diversified classroom. The article makes two major claims regarding the excessive use of monolingual teaching kills the inner potentialities of learners and suggests embodying multilingual pedagogy to foster learners’ epistemic growth in a natural and comfortable environment. The teachers should transform themselves to bring change and innovation in course of their pedagogical journey. Such kind of innovation is only feasible if teachers construct and reconstruct their pedagogical assumptions as of the need of learners. So that diversified learners are addressed properly in their knowledge gaining content. It further informs that immense investigation on language classrooms to bring a paradigm shift in English language education is essential in the days to go.
Professional development is a continuous process of learning to empower professional competency and enable teachers to be strong and competent in their professional career. The study critically explores the struggles and professional activities of basic level English teachers in professional development. Critical narrative inquiry has been used in relation to long lived experiences of a participant with a semi – structured telephonic interview. The participant narrates three distinct phases of experiences in teaching profession. The result revealed that participant was innately interested in teaching profession before involvement. But the situated school system discouraged his ideology of teaching profession even he determined to continue his profession involving in different seminars, workshop and study. However, the study further suggests that there is lack of innovating teaching profession from critical perspectives focusing the interactive and transformative environment in classroom. Therefore, the basic level teachers need to re- examine and re – construct the professional activities to address the need, interest and level of learners. Similarly, the study contributes to apply language teaching activities in terms of transformative mood rather than structured model of teaching empowering teachers as an agency.
This paper is an attempt to provide insights on quantitative research in general and the uses and limitations of quantitative research in the field of English language education in particular. The paper aims to present and discuss the uses and limitations of quantitative research in the area of English language education. Building upon the literature related to the topic, the paper begins with the background of research in general. Then, it introduces the quantitative research as an important research approach in social sciences. More importantly, it presents and discusses the major areas of uses and limitations of quantitative research in the field of English education. Finally, the paper is concluded with the idea that quantitative research approach is significantly used to address the issues of English language education along with other research approaches in terms of nature and contexts of the research phenomena.
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.
hi@scite.ai
10624 S. Eastern Ave., Ste. A-614
Henderson, NV 89052, USA
Copyright © 2024 scite LLC. All rights reserved.
Made with 💙 for researchers
Part of the Research Solutions Family.