Teacher Education with Special Reference to English Language Teaching in Nepal

Awasthi, Jai Raj

doi:10.3126/nelta.v8i1.3377

Cited by 20 publications

(27 citation statements)

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“…Many studies for understanding ELT in Nepal, often at a national level, employ surveys, interviews or historical data with an intention to 'improve' or 'correct' the situation (e.g. Awasthi, 2003;Giri, 2010). The present study provides a particular type of empirical evidence through thick description of one particular case to complement existing knowledge.…”

Section: Status Of English and Elt In Nepalmentioning

confidence: 95%

“…Nepalese English language teachers are often described as being unprepared, lacking in training, confidence and competence to use CLT and the learner-centred approach (e.g. see Awasthi, 2003;Rai, 2003). English language teaching in Nepal is also described as in tension between two different schools of thought: the 'literature first' approach (the old way of teaching that believes that exposure to literature will lead to language development) and the 'language first' approach (which emphasizes the need to promote basic English proficiency before literature can be introduced).…”

Section: Status Of English and Elt In Nepalmentioning

confidence: 99%

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A look into the local pedagogy of an English language classroom in Nepal

Tin

2013

Language Teaching Research

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English language teaching (ELT) currently occurring in diverse social settings points to the need to locate ELT in its social context. Many researchers have highlighted the need to explore local vernacular practices, in particular ELT practices in peripheral contexts. The present study investigates events in an English language classroom at a Nepalese public college, using ethnographic observations and interviews. The article describes local practices that have emerged to match the contextual particularities of this classroom. Although localized practices are idiosyncratic, they have coherence within the macrocosm of language teacher education. Vernacular practices and local knowledge are under-represented in both ELT theories and language teacher education. The findings of the study will help understand classroom teaching practice and competence of teachers in ‘peripheral’ contexts as well as help raise ‘relevant doubts and questions’ (Bowers, 1986, p. 407) regarding established ELT theories and practices.

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Section: Status Of English and Elt In Nepalmentioning

confidence: 95%

Section: Status Of English and Elt In Nepalmentioning

confidence: 99%

A look into the local pedagogy of an English language classroom in Nepal

Tin

2013

Language Teaching Research

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“…Parajuli and Das (2013) advocate that most of the English teachers participated in different refresher training programs organized for effective teaching strategies by GOs, NGOs, and INGOs, but learned things are not transferred into the real classroom teaching due to negligence in one side and lack of strict monitoring and evaluation on the other. Another factor -56 -that is prevalent in community schools' English language classrooms is that teachers prefer to teach chalk and talk methods and do not dare to teach using the communicative method which is prevalent in all English language classrooms around the world (Awasthi, 2010). Therefore, it is important to change the methodology that teachers have been employing in teaching and they are to be updated with the latest language teaching approaches, methodologies, and approaches.…”

Section: Teachers' Professional Development and Other Factorsmentioning

confidence: 99%

“…This is one of the factors for poor performance in English for the students of community schools in Nepal. When I went to some schools for data collection for my study, I found that teachers exclusively teaching in the Nepali language, and in this connection, Kerr (1999) as cited in (Awasthi, 2010)has presented an example of how the teaching and learning activities in English language classroom take place:…”

Section: Exposure To the English Languagementioning

confidence: 99%

Deteriorating Performance of Students of Community School in English

Baral

2021

Marsyangdi J.

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Tremendous attempts have been made to ensure the quality of education and educational status of the students since if performance in the English language is good, it opens the door of the vast ocean of knowledge. Even though community school education in Nepal receives a significant portion of the total national budget, students' performance in those schools is below average, when compared to students in private institutions with limited resources and teachers who receive merger remuneration. This paper attempts to shed light on the causes of poor performance in the English language among Nepalese community school students in Nepal. This is a qualitative study in which assertions are backed up by pieces of evidence. It is based on previous studies about deteriorating English language performance in the world in general, and in Nepal in particular. The study identified student enrolment, motivation and language learning, politicization, lack of teachers’ professional development, and limited exposure to the English language as the major causes of students’ poor performance in English.

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“…Later on, the National Education System Plan 1971 made a provision of teaching English as a compulsory subject from Grade Four, and the Ministry of Education and Sports decided to implement English as a compulsory subject from Grade One in 2003. Earlier, English was introduced in higher education after the establishment of Tri-Chandra College, the first college of Nepal, in 1918 (Awasthi, 2003). Now, English is taught and learned as a foreign language from the first grade to the bachelor level as a compulsory subject in Nepal.…”

Section: Introductionmentioning

confidence: 99%

A Critical Analysis of English Language Teaching Situation in Nepal

Neupane

2021

Marsyangdi J.

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Critical pedagogy (CP) is an educational movement that primarily aims to support the students in developing a consciousness of freedom so that they can connect the knowledge to power for social reformation. The supporters of CP argue that language teachers should emphasise developing the social skills of the learners along with language skills. Studies show that many English language teachers may have inadequate knowledge and skills about CP and the spirit of CP may not be followed while designing curriculum and writing textbooks. The purpose of the study was to examine the use of CP in English Language Teaching (ELT) focusing on classroom practices, curriculum designing and textbook writing at the secondary level. For this, I used a qualitative research design in which data were collected from six English teachers through in-depth interviews from three schools. I investigated that while designing curriculum, selecting textbooks, and making ELT policy, CP has not been practically implemented. Language policy, curriculum and textbooks are designed by a specific group and imposed on the teachers and learners. There has been a political influence in ELT policy as well. However, some teachers were found positive to CP and implemented it in the classroom, but they demanded special training.

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Teacher Education with Special Reference to English Language Teaching in Nepal

Cited by 20 publications

References 0 publications

A look into the local pedagogy of an English language classroom in Nepal

A look into the local pedagogy of an English language classroom in Nepal

Deteriorating Performance of Students of Community School in English

A Critical Analysis of English Language Teaching Situation in Nepal

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