English, a means of global communication for international diplomacy, trade, work, media, and academics, has been inclusively recognized as Global Englishes (GE). This paper reviews the wider spread of English throughout the world from GE perspective and examines its impacts on the teaching of English. Moreover, it argues for the significance of GE informed pedagogy, which incorporates codeswitching, polylanguaging or translanguaging, with due respect to the diversity of English in Nepal’s context. By reviewing and analyzing related literature, it reports that GE perspective, as a paradigm that also includes World Englishes, English as Lingua Franca, English as an International Language and translanguaging, provides a new perspective for teaching English against the monolingual ‘Standard English Model’ pedagogy. Researchers have developed the teaching strategies incorporating the major themes of GE and reported positive as well as negative attitudes of the stakeholders in various contexts. This article has research and pedagogic implications as it provides useful insights for teachers and researchers for further research in this area.
This paper analyses the gender role in Mary E. Wilkins Freeman's (1890) one of the most popular short stories, The Revolt of Mother through a Marxist feminist perspective. The story depicts the gender disparity created by the patriarchal American society of the nineteenth century and the revolt of a female character, Sarah as the indication of the women's movement of 1848. The analysis of the story reveals how females are dominated and oppressed by the males in the family and also in society concerning decision-making affairs. Furthermore, it shows that if male domination and suppression continue without understanding females’ desires and fulfilling the promises made for them, they can be turned into rebellions and the traditional gender dichotomy can be broken down in a while as the protagonist appears in the story. This article also relates gender discrimination and proposes possible ways to maintain the equality and harmony between males and females concerning Nepali society.
Research supervision has become increasingly demanding for graduate students towards the successful completion of their research. However, there are limited studies on how supervisors supervise the research students and what their experiences are in the context of Nepalese higher education. This phenomenological qualitative study explores the Master’s degree research supervisors’ perceptions and their lived experiences on supervision of Master’s thesis. Thematically analysing the data collected from six purposively sampled supervisors of three public campuses of Nepal, this paper reports the findings that research supervision practices in community campuses of Nepal lack sociocultural pedagogic practice for developing research skills in the students. Furthermore, it examines the supervisors’ roles, supervisor-student relationship, and the challenges the supervisors faced during research supervision. In this paper, I argue that the research supervisory process in Nepal needs to be socioculturally situated for producing independent researchers.
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