Teaching English as an International Language (EIL) in Nepal

Saud, Mohan Singh

doi:10.24256/itj.v2i1.1079

Cited by 4 publications

(3 citation statements)

References 37 publications

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“…On the contrary, English language teaching methods have undergone some changes to meet the needs of students. The study of Saud (2020) opined that despite the use of CLT in language classroom, it has not been able to address the socio-cultural and situational needs of learners. As a result of this condition, language classrooms require the needs of postmethod pedagogy.…”

Section: An Overview Of the Different Teaching Methodsmentioning

confidence: 99%

Positionality of Critical Thinking in English Language Classroom: A Postmethod Analysis

Pokharel

2023

Kalika J. Multidis. Res.

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This paper aims at identifying the state of possibility in English language classroom because English language classroom only emphasizes the four skills of language, but critical skills of students has not been prioritized. This study purposively selected six participants from three schools in Rupandehi district and collected the required data from the semi-structured interview. Thematic qualitative data analysis was used to explore the existing situation of possibility from the perspective of postmethod and critical pedagogy. Many research revealed about the state of other four language skills; however no research has still depicted the scenario of critical thinking prevailing in English language classroom. It revealed that the possibility has not been conceptualized because of insufficient content and conventional practices of teaching. Similarly, participants engaged in the study reflected that critical and sociocultural awareness are indispensable in the language classroom because language is a medium of negotiation of their views on several aspects of society. These perspectives from both the teachers and students pave the way for the integration of sociocultural issues in their pedagogical practices and the revitalization of teaching-learning modules in the classroom. Finally, it concluded that the development of sociocultural awareness alongside the enhancement of critical thinking among learners is indispensable in English language classroom.

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Section: An Overview Of the Different Teaching Methodsmentioning

confidence: 99%

Positionality of Critical Thinking in English Language Classroom: A Postmethod Analysis

Pokharel

2023

Kalika J. Multidis. Res.

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“…English instruction has shifted from a foreign to an international language, driven by its rapid growth and global use. English is seen as a universal language, providing opportunities for employment, travel, education, and a better quality of life (Crystal, 2003;Saud, 2020a;Saud, 2020b). English-language instruction began in Nepal in 1854, under the Rana dynasty, gradually surpassing Nepali as the second most spoken language.…”

Section: Introductionmentioning

confidence: 99%

Navigating English Language Education Challenges in Resource-limited Contexts

Singh

2024

KMC J.

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Nepal's diverse linguistic landscape challenges the under-resourced education system, particularly in teaching English. Despite the demand for English from parents and communities due to globalization, rural schools still face difficulties in providing English language education, despite student, parent, and community expectations, and government policies. The purpose of this study was to explore the challenges faced by English language teachers in an under-resourced context and their coping strategies in Nepal. A qualitative research approach with the narrative inquiry was used and two public secondary schools from Dadeldhura district of Nepal were chosen for the study area. An in-depth interview was conducted to assess the participants’ information. The findings revealed that implementing student-centered learning, navigating the new English curriculum, overcoming limited teaching resources, and managing overcrowded classrooms emerge as significant challenges for English teachers. The results showed that to overcome the challenges, teachers emphasize vocabulary development, utilize alternative teaching methods and materials, engage interactive teaching methods, and motivate students to learn English. This study emphasizes the challenges in English language education in rural schools of Nepal, including weak language skills, limited resources, and overcrowded classrooms. Alternative methods and personal devices were used to overcome limitations. Vocabulary enhancement and motivation are prioritized.

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“…Nepal is a country where English is taught as a foreign language (Sharma, 2010). However, Saud (2020) argues English in Nepal to be taken as an international language. English Language Teaching (ELT) refers to English as a foreign language that is taught as a subject and a language in Nepal.…”

Section: Introductionmentioning

confidence: 99%

Teachers and Students’ Perceptions towards Using ICT in ELT in Model Schools

Saud

2023

J. Tikapur Mult. Campus

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In this digital age, new technologies help us overcome geographical and cost barriers in teaching and learning. This study employs a mixed-methods research design to explore the perspectives of English Language Teaching (ELT) teachers and students towards the use of Information and Communication Technology (ICT) in English language classrooms in two model secondary schools located in the Darchula district. The sample comprised four teachers and 60 students, who were selected through purposive selection and simple random sampling respectively. The study utilized a set of questionnaires for the students and a semi-structured interview for the teachers to collect data. The thematic analysis was used to analyze the collected data to derive insights into the teachers’ and students’ perceptions and experiences of using digital technologies in English language classrooms. The findings suggest that while the participants have positive attitudes towards integrating ICT in English language classrooms, they also face significant challenges, such as a lack of adequate training and technical support, which hinder the effective use of digital technologies in teaching and learning. The study underscores the need for policymakers and educational institutions to provide adequate resources and support to facilitate the effective integration of ICT in English language teaching.

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Teaching English as an International Language (EIL) in Nepal

Cited by 4 publications

References 37 publications

Positionality of Critical Thinking in English Language Classroom: A Postmethod Analysis

Positionality of Critical Thinking in English Language Classroom: A Postmethod Analysis

Navigating English Language Education Challenges in Resource-limited Contexts

Teachers and Students’ Perceptions towards Using ICT in ELT in Model Schools

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