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1st Annual ELT and Applied Linguistics Conference
9 -10 February 2018
Tribhuvan University
Central Department of Education
Department of English EducationKirtipur, Nepal
Teachers as Change Actors: Learning from Teaching, Research and Collaboration
PROGRAM BOOK
1
Day
1 (
9 Fe
brua
ry 2
018)
8:00
– 9
: 00
RE
GIS
TR
AT
ION
9:
00 –
10:
00
O
PE
NIN
G C
ER
EM
ON
Y (H
all)
10.0
0 –
10:4
0
KE
YN
OT
E (
Hal
l):
Car
ol G
riffi
ths:
Dev
elop
ing
lear
ner
stra
tegi
es: t
each
ers’
rol
es10
:45
– 11
.25
P
LEN
ARY
(H
all):
A
bhi S
ubed
i: O
f soc
ial j
ustic
e an
d po
wer
rel
atio
ns in
the
tea
chin
g of
Eng
lish
CO
NC
UR
RE
NT
SE
SSIO
N 1
11:3
0 –
12:3
0
Dea
ling
wit
h th
e ch
ange
RO
OM
A (
Hal
l)
Edu
cati
on a
nd t
echn
olog
y (1
)
RO
OM
B
Teac
her
enga
gem
ent
&
soci
al ju
stic
e
RO
OM
C
Edu
cati
on a
nd t
echn
olog
y (2
)
RO
OM
D
Cla
ssro
om p
edag
ogy
(1)
RO
OM
E
Bal
Ram
Adh
ikar
i: A
prof
essi
onal
jour
ney
of
expl
orat
ion,
exp
erie
nce
and
expr
essi
on
Raj
u Sh
rest
ha: N
etw
ork
gove
rnan
ce in
edu
catio
n: A
cr
osso
ver
Gun
a R
aj N
epal
: Pat
tern
s of
ped
agog
ical
tra
nsac
tion
in
the
ELT
cla
ssro
om: H
ow t
o sh
are
pow
er w
ith s
tude
nts?
Mir
Sad
ia S
idde
qua:
La
ngua
ge le
arni
ng a
pps
as
a he
lpin
g to
ol fo
r le
arni
ng
Engl
ish!
Kir
an B
hatt
a: T
he t
hrus
t of
ne
w m
edia
for
info
rmal
and
th
ough
tful l
earn
ing
Kam
al R
aj D
evko
ta: O
nly
the
wea
rer
know
s w
here
the
sho
e pi
nche
s: Sc
hool
ing
traj
ecto
ries
of
Dal
it ch
ildre
n in
rur
al N
epal
Bab
ita
Shar
ma
Cha
paga
in,
Ram
Day
al Y
adav
& C
hand
ra
Dev
Bha
tta:
Bri
ngin
g pa
rent
s an
d te
ache
rs to
geth
er, e
nvis
agin
g lit
erat
e le
arne
rs in
Sol
ukhu
mbu
Naw
akus
um H
angk
him
: Rol
e of
tea
cher
s in
bri
ngin
g so
cial
ch
ange
s
Md.
Sad
equl
e Is
lam
: Goo
gle
clas
sroo
m a
s an
effe
ctiv
e to
ol in
te
achi
ng E
nglis
h
Raj
endr
a Pa
ntha
: Tec
hnol
ogy
in
Nep
ales
e cl
assr
oom
s: C
halle
nges
an
d so
lutio
ns
Ran
jeet
Sin
gh N
ayak
: Sec
onda
ry
leve
l Eng
lish
teac
hers
’ per
cept
ions
an
d di
fficu
lties
on
the
use
of IC
T
for
ELT
cla
ssro
om
Pusk
ar C
haud
hary
: Pro
gres
sive
ed
ucat
ion:
The
exp
osur
e to
the
rea
l w
orld
con
nect
ing
to n
on-
form
al
sett
ings
Prak
ash
Bha
ttar
ai: A
par
adig
m
shift
from
met
hods
to
post
-met
hod
peda
gogy
Dip
ak P
rasa
d M
ishr
a &
Sur
endr
a Pr
asad
Bha
tt: E
ffect
iven
ess
of
grou
p w
ork
tech
niqu
e in
tea
chin
g co
mm
unic
ativ
e fu
nctio
n
Sess
ion
Cha
ir: J
agad
ish
Poud
el
Sess
ion
Cha
ir: R
esha
m
Ach
arya
Sess
ion
Cha
ir: G
uru
Pras
ad
Poud
elSe
ssio
n C
hair
: Ash
ok S
apko
taSe
ssio
n C
hair
: Pur
na B
ahad
ur
Kad
el
LUN
CH
BR
EA
K (
12:3
0 - 1
:20)
PAN
EL
DIS
CU
SSIO
N I
(Hal
l)
1:20
– 2
:20
Pane
l tit
le: T
each
er m
otiv
atio
n an
d pr
ofes
sion
al d
evel
opm
ent
Pane
lists
: Pes
hal K
hana
l, Pr
em P
hyak
, Jan
ak R
aj P
ant,
Raj
u Sh
rest
ha
Org
aniz
er: L
axm
i Pra
sad
Ojh
a
2
CO
NC
UR
RE
NT
SE
SSIO
N II
2:25
–
3:45
Teac
her
educ
atio
n (1
)
RO
OM
A (
Hal
l)
Teac
hing
wri
ting
and
C
LT
RO
OM
B
Mot
ivat
ion
and
Teac
her
prof
essi
onal
dev
elop
men
t (1
)
RO
OM
C
Eng
lish
in s
ocie
ty (
1)
RO
OM
D
Teac
hers
’ nar
rati
ves
and
role
s
RO
OM
D
Laxm
i Bah
adur
Mah
arja
n:
Sem
este
rs in
TU
, the
21st
ce
ntur
y te
achi
ng a
nd le
arni
ng
skill
s an
d te
achi
ng w
orkf
orce
Padm
ini S
hank
ar:
Impl
emen
ting
task
-bas
ed
teac
her
trai
ning
: nar
rativ
es
from
cla
ssro
oms
Moh
amm
ad
Rah
mat
uzza
man
: C
omm
unic
ativ
e la
ngua
ge
teac
hing
: The
ory V
s re
ality
in
seco
ndar
y sc
hool
cla
ssro
oms
in B
angl
ades
h
Dee
pak
Sita
ula:
Stu
dent
s’
perc
eptio
n on
wri
ting
a th
esis
and
cha
lleng
es t
hey
face
in t
he p
roce
ss
Dib
Bah
adur
She
rbuj
a:
Spon
tane
ous
stor
y co
mpo
sitio
n
Mah
esh
Raj
Bha
tta:
In
quir
y ba
sed
lear
ning
for
deve
lopi
ng w
ritin
g sk
ill
Bas
hu D
ev P
ant:
Engl
ish
lang
uage
te
ache
rs' p
erce
ptio
ns
and
impl
emen
tatio
ns o
f co
mm
unic
ativ
e la
ngua
ge
teac
hing
Oba
id W
ali: T
each
er a
uton
omy
at
gove
rnm
ent
colle
ges
of B
angl
ades
h: A
st
udy
on s
elec
ted
colle
ges
Purn
a B
ahad
ur K
ande
l: Im
port
ance
of
men
tors
hip
for
prof
essi
onal
de
velo
pmen
t in
con
text
of N
epal
Gya
nu D
ahal
, Kira
n T
hapa
&
Raj
eev
Shre
stha
: Tea
cher
s’
prof
essi
onal
dev
elop
men
t th
roug
h m
ento
ring
Aru
n K
umar
Ksh
etre
e: T
PD
prog
ram
me
in N
epal
: im
pact
on
ELT
Ait
a B
isho
wka
rma:
Dyn
amic
s of
mul
tilin
gual
edu
catio
n:
Beyo
nd p
edag
ogic
al d
isco
urse
Kum
ar N
aray
an S
hres
tha:
N
engl
ish
as a
n em
ergi
ng
vari
ety
and
its c
halle
nges
in E
LT
clas
sroo
m
Shat
y K
umar
Mah
ato:
Eng
lish
in N
epal
: Dis
cour
se fe
atur
e
Dev
Sin
gh P
ujar
a: L
angu
age
form
atio
n in
ling
uist
ic la
ndsc
ape
and
teac
hers
’ vie
ws
on it
s us
e fo
r EL
T p
edag
ogy
Gan
esh
Kum
ar B
asto
la: T
each
ers'
peda
gogi
cal c
apita
l: Em
erge
nt o
r co
nstr
ucte
d?
Tek
Man
i Kar
ki: I
do
not
wan
t to
be
reje
cted
from
stu
dent
s...
Suni
l Kum
ar T
haru
, Bin
ay
Gur
agai
n &
San
tosh
Adh
ikar
i: C
halle
nges
enc
ount
ered
in p
ract
ice
teac
hing
Sess
ion
Cha
ir: A
nju
Gir
iSe
ssio
n C
hair
: Bhi
m
Was
tiSe
ssio
n C
hair
: Khe
m R
aj Jo
shi
Sess
ion
Cha
ir: B
hesh
Raj
Po
khre
lSe
ssio
n C
hair
: Ash
ok S
apko
ta
TE
A B
RE
AK
(3:
45 -
4:05
)
PAN
EL
DIS
CU
SSIO
N I1
(H
all)
4:05
– 5
:05
Pane
l tit
le: T
each
ing
Engl
ish
in d
ifficu
lt ci
rcum
stan
ces
Pane
lists
: Bab
ita S
harm
a, A
shok
Raj
Kha
ti, A
nita
Shr
ivas
tav,
Pooj
a Bh
etw
al, G
auri
Pra
sad
Bhat
tara
i
Org
aniz
er: B
hesh
Raj
Pok
hrel
3
Day
2 (
10 F
ebru
ary
2018
)
9:30
– 1
0:10
PLE
NA
RY (H
all):
Vi
shnu
Sin
gh R
ai -
“Tw
o ro
ads
dive
rged
in a
woo
d, a
nd I
took
the
one
less
tra
velle
d by
...”
CO
NC
UR
RE
NT
SE
SSIO
N II
I
10:1
5 –
11:1
5
Ass
essm
ent
RO
OM
A (
Hal
l)
Teac
hers
, cur
ricu
lum
and
te
xtbo
ok
RO
OM
B
Lang
uage
pol
icy
and
med
ium
of
inst
ruct
ion
RO
OM
C
Mot
ivat
ion
and
teac
her
prof
essi
onal
dev
elop
men
t (2
)R
OO
M D
Eng
lish
in S
ocie
ty (
2)
RO
OM
E
Soni
a Sh
arm
in: S
peak
ing
test
an
xiet
y am
ong
Bang
lade
shi
univ
ersi
ty s
tude
nts
Ram
esh
Pras
ad G
him
ire:
de
sign
ing
auth
entic
tas
ks fo
r as
sess
ing
read
ing:
A p
ract
ical
as
pect
Um
anat
h Sh
arm
a: M
. Phi
l. A
sses
smen
t pa
tter
n: A
n ex
ampl
e of
tri
gger
for
chan
ge in
te
achi
ng/le
arni
ng m
odal
ity
Shya
m S
harm
a: T
each
ers
as
curr
icul
um d
esig
ners
and
mic
ro-
leve
l pol
icy
mak
ers
Md.
Mah
bubu
l Ala
m: B
angl
ades
hi
teac
hers
’ cha
lleng
es in
dea
ling
with
the
cou
rse
book
‘Eng
lish
for
Toda
y’ in
the
cla
ssro
om
Shan
ti D
evi S
harm
a: M
akin
g th
e us
e of
tex
tboo
k in
tere
stin
g an
d cr
eativ
e
Nai
ma
Akh
ter
Lina
: Lan
guag
e po
licy
and
plan
ning
for
deve
lopi
ng
coun
trie
s
Din
esh
Kum
ar T
hapa
: Iss
ues
and
chal
leng
es o
f usi
ng E
nglis
h as
m
ediu
m o
f ins
truc
tion:
Insi
ghts
from
te
ache
rs’ p
erce
ptio
ns
Kal
pana
Shr
esth
a: P
erce
ptio
ns
of t
each
ers
and
stud
ents
tow
ards
us
e of
Eng
lish
as a
med
ium
of
inst
ruct
ion
MD
Sha
rifu
l Isl
am S
hark
er:
The
rol
e of
mot
ivat
ion
in
lear
ning
Eng
lish
in s
econ
dary
cl
assr
oom
s
Tila
k K
hadk
a &
D.N
. Jos
hi:
Mot
ivat
ing
unm
otiv
ated
st
uden
ts: e
xplo
ring
cop
ing
stra
tegi
es
Mad
hav
Pras
ad T
imils
ana:
R
evis
iting
TPD
: par
ticip
ants
’ pe
rspe
ctiv
e
Alis
achi
na R
ai: L
ocal
izat
ion
of E
nglis
h in
ling
uist
ic
land
scap
e in
Kat
hman
duB
hes
Raj
Tha
pa: L
ingu
istic
la
ndsc
ape
in t
he s
ign
boar
ds o
f gov
ernm
enta
l an
d no
ngov
ernm
enta
l or
gani
zatio
nM
amat
a B
hatt
arai
&
Prad
eep
Sing
h Sa
ud: U
se o
f lin
guis
tic fe
atur
es in
Eng
lish
usag
e: A
stu
dy o
n lin
guis
tic
land
scap
e ar
ound
Kat
hman
du
valle
y
Sess
ion
Cha
ir: T
ek M
ani K
arki
Sess
ion
Cha
ir: t
bcSe
ssio
n C
hair
: Bal
Ram
Adh
ikar
iSe
ssio
n C
hair
: Khe
m R
aj
Josh
iSe
ssio
n C
hair
: Ash
ok
Sapk
ota
PAN
EL
DIS
CU
SSIO
N II
I (H
all)
11:2
0 –
12:2
0Pa
nel t
itle
: Lan
guag
e po
licy
and
Engl
ish
lang
uage
edu
catio
nPa
nelis
ts: L
av D
eo A
was
thi,
Ram
Ash
ish
Gir
i, R
hona
Bro
wn,
Gan
ga R
am G
auta
m
Org
aniz
er: P
rem
Phy
ak
LUN
CH
BR
EA
K (
12:2
0 - 1
:10)
1:10
– 1
:50
P
LEN
ARY
(H
all):
La
xman
Gna
wal
i & G
anga
Ram
Gau
tam
- E
nglis
h la
ngua
ge t
each
er e
duca
tion
in N
epal
: Gap
s an
d m
issi
ng li
nks
4
CO
NC
UR
RE
NT
SE
SSIO
N IV
1:55
–
2:55
Lang
uage
pol
icy
and
mul
tilin
gual
ism
in
educ
atio
nR
OO
M A
(H
all)
Teac
hers
and
Cla
ssro
om
peda
gogy
(2)
RO
OM
B
Teac
her
rese
arch
and
au
tono
my
RO
OM
C
Teac
her
educ
atio
n (2
)
RO
OM
D
Teac
her
educ
atio
n (3
)
RO
OM
E
May
a R
ai: E
xplo
ring
m
ultic
ultu
ralis
m a
nd
mul
tilin
gual
ism
in E
LT in
Nep
al
Bhi
m L
al G
auta
m: M
LE in
the
H
inte
rlan
ds: A
cas
e st
udy
from
U
pper
Mus
tang
Ani
l Kum
ar S
hres
tha:
Lan
guag
e in
mul
tilin
gual
EFL
cla
ssro
om: A
n et
hnog
raph
ic s
tudy
Kan
nan
Kri
shna
n: B
arri
ers
of
effe
ctiv
e co
mm
unic
atio
n sk
ills
in
Engl
ish
with
stu
dent
s of
sch
ool l
evel
in
Tam
il N
adu
Gee
ta B
hatt
arai
: Ene
rgiz
ers:
The
Te
chni
ques
for
gear
ing
the
lear
ners
in
the
cla
ssro
om
Har
k B
ahad
ur M
auni
: Ef
fect
iven
ess
of u
sing
non
verb
al
com
mun
icat
ion
in E
FL c
lass
es
Laxm
i Baj
gain
: Pra
ctic
e of
act
ion
rese
arch
in E
nglis
h la
ngua
ge
teac
hing
Kar
una
Nep
al: T
each
er
auto
nom
y: A
sol
utio
n to
cur
rent
ed
ucat
iona
l iss
ues
Sham
im S
afa:
How
to
cope
up
with
spe
cial
stu
dent
s in
a
clas
sroo
m E
nglis
h?
KP
Ghi
mir
e: T
each
ers'
pers
pect
ive
on p
rofe
ssio
nal
deve
lopm
ent
Arj
un S
ingh
Mad
ai: R
elev
ance
of
ori
enta
l cul
ture
in t
each
er
educ
atio
n
Laxm
i Pra
sad
Kha
nal:
Glo
baliz
atio
n an
d te
ache
r pr
epar
atio
n
Hom
Raj
Kha
dka
&B
imal
a Sh
arm
a: T
each
ing
and
lear
ning
in 2
1st
cent
ury
Ash
ok S
apko
ta:
Inco
rpor
atin
g in
dige
nous
kn
owle
dge
in t
each
ing
Engl
ish
Kam
al K
umar
Pou
del: A
n EL
T b
ridg
e co
urse
as
a pr
ojec
t ou
tcom
e
Sess
ion
Cha
ir: U
ma
Nat
h Sh
arm
aSe
ssio
n C
hair
: Pur
na B
ahad
ur
Kad
elSe
ssio
n C
hair
: Kem
Raj
Josh
iSe
ssio
n C
hair
: Gya
nu P
oude
lSe
ssio
n C
hair
: Gur
u Pr
asad
Po
udel
CO
NC
UR
RE
NT
SE
SSIO
N V
3:00
–
3:40
Wor
ksho
p 1
RO
OM
A (
Hal
l)
Wor
ksho
p II
RO
OM
B
Wor
ksho
p II
I
RO
OM
C
Wor
ksho
p IV
RO
OM
D
Car
ol G
riffi
ths:
Stra
tegy
tra
inin
g fo
r au
tono
my
in fo
reig
n la
ngua
ge
teac
hing
: key
s to
suc
cess
Muh
amm
ad A
rfan
Lod
hi &
Mam
una
Gha
ni:
ELT
and
em
otio
nal l
itera
cy: A
sur
viva
l str
atag
em
for
N. N
EST
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Day 1Key Note Speech
Developing Learner Autonomy through Learning Strategies: Teachers’ RolesCarol Griffiths
Auckland Institute of Studies, New ZelandRumeli University, Istanbul, Turkey
Abstract Learner autonomy is now well recognised as a key attribute of good language learners (e.g. Gao & Lamb; Griffiths, 2018; Pawlak, Mystkowska-Wiertelak & Bielak, 2017) in order to develop autonomy, learners need strategies (Wenden, 1991). This talk will begin by considering theoretical issues related to language learning strategies, debating a definition (Rubin, 1975; Oxford, 1990; Griffiths, 2018), identifying types of strategies (e.g. Rubin, 1981; O’Malley et al., 1985; Oxford, 1990) and considering a number of constructs which are commonly confused with language learning strategies, but which are, in fact, different (e.g. skills, styles and other types of strategies). We will then go on to discuss the relationship between strategies and successful language learning (e.g. Green and Oxford, 1995; Griffiths, 2003). Strategies, however, do not exist in isolation. In fact, the contributing factors all interact like an extremely complex jigsaw puzzle. Other variables will therefore be considered, including orchestration (the way strategies interact with each other), context (e.g. TL/FL, CLIL, EMI, etc.), goal orientation (e.g. GE, exam, vocabulary, grammar, skills, etc.) and individual learner characteristics (e.g. motivation, beliefs, investment, affect, proficiency, aptitude, autonomy, age, gender, nationality, culture, personality, style, etc.). This will be followed by an account of a small-scale study of a group of successful learners and the strategies they used (Griffiths and Cansiz, 2015). The results of this study would seem to indicate that successful language learners use many carefully orchestrated strategies frequently, especially those that suit their goals, their situations, and their own individual characteristics. Implications of these findings for classroom practice will be suggested. When it comes to strategy instruction, we have to say that by no means all strategy instruction programmes have been successful, as reported by Wenden (1987) and Griffiths (2003). In the face of such negative results, Rees-Miller (1993) recommended that the time spent teaching strategies is better spent teaching the subject. Other researchers, however, such as Chamot and O’Malley (1986), Cohen (1998), Macaro (2001), Nakatani (2005) and Vandergrift and Tafaghodatan (2010), have produced more positive results, and research into effective strategy instruction continues (e.g. Chamot & Harris, 2018). Five principles for successful programmes will be suggested: awareness raising, explicit instruction, practice, implicit instruction and evaluation. The talk will conclude by suggesting the Tornado Hypothesis (Griffiths 2003, 2018) as a way of conceptualizing strategy development and thereby promoting learner autonomy.
Presenter bioDr Carol Griffiths has been a teacher, manager and teacher trainer of ELT for many years. She has taught in many places around the world, including New Zealand, Indonesia, Japan, China, North Korea and UK. She currently works as Associate professor of ELT at Rumeli University in Istanbul, Turkey, as well as acting as postgraduate supervisor at Leeds University, UK, and Adjunct Research Professor at Auckland Institute of Studies, New Zealand. She has also presented at numerous conferences and published widely, including her books Lessons from Good Language Learners and The Strategy Factor in Successful Language Learning. Learner issues (e.g. individual differences, such as strategies, style, gender, age, culture, motivation, identity, affect), teacher education and support (e.g. methodology, error correction, coping strategies), language issues (e.g. ELF, plurilingualism), sociolinguistics, intercultural competence, action research, and using literature to teach language are her major areas of research interest.
PlenaryOf Social Justice and Power Relations in the Teaching of English
Abhi Subedi Tribhuvan University, Nepal
Abstract"Social justice" and "power relations" that occur in the circular given out to the participants and paper writers struck me more than any other headings. My belief is that we have arrived at this stage now not least in the 'student-teacher interaction' in the classroom and outside because of the broadening of the area of English teaching and the successes gained by teachers, researchers, students and theorists. English language teaching opened new debates about the question of subjectivity and power in recent years. The debate whether the author has all power over his or her meaning making in the literary texts that they produce at the cost of the readers, whether the medical person has the sole right over the recipients of his or her treatment, whether the leader has the absolute authority over the people who follow them, can be used in this area of English language teaching as well for two reasons. First, we have long held the belief that the teacher is the giver, the author whose subjectivity should prevail in English language teaching. Second, the practice of
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segregating students on the basis of the "English" only medium in pedagogy from the school level onwards is growing, the effect of which should make us act cautiously. My belief is that we have been reintroducing the power relation in such practices of English teaching, and very seriously, we are discouraging the young learners from articulating their ideas. If the young people are not given proper atmosphere to articulate in whatever native code they use in the initial phases of English learning, we will hamper their creative power of learning English language. William Labov's deconstruction of Basil Bernstein's famous theory of 'elaborate and restricted codes' can be recalled here. I will suggest some ways of combining the two problematics in the classroom, though my presentation will not be a workshop exercise for the seminar.
Presenter bioDr. Abhi Subedi is an essayist, critic, linguist, playwright and poet and has over two-dozen books on different subjects to his credit. Among his over 10 plays, strong theatre groups in Nepal and abroad have performed several of them. Professor Subedi has taught over 45 years at the Central Department of English, Tribhuvan University, Nepal. He is the founding former President of the International Theatre Institute (ITI) UNESCO from 2000—2008 and member of International Playwright’s Forum from 2000-2011. He is Honorary Member of the ITI (UNESCO). Professor Subedi became President (1990-1992) and two times General Secretary of the Linguistic Society of Nepal. He was also President of the Literary Association of Nepal. He is vice-President of the Nepal Folklore Society, and member of International Association of Theatre Critics. He has written extensively about Nepali arts and artists. He is involved in a number of interdisciplinary study groups and a prolific writer on issues of freedom, culture, literature, arts and social transformations. His essays and seminar papers are published in Nepal and outside.
Concurrent sessions I
A Professional Journey of Exploration, Experience and ExpressionBal Ram Adhikari
Mahendra Ratna Campus, Tahachal, Nepal Abstract This paper recounts my professional journey as a university teacher that I started nearly one and a half decades ago. What lies at the heart of my profession is teaching the prescribed courses to prospective English teachers. Other professional responsibilities include supervising researchers, training teachers, designing courses, compiling and editing course materials. Again all these revolve around the selfsame key responsibility i.e. teaching. From the very beginning of my career, I had a feeling that 'classroom teaching has limited reaching'. Only confining myself to classroom activities, I might not be able to expand my professional presence beyond the university premises. Only by teaching one cannot grow professionally. I often asked of myself ‘To what extent can I call myself a professional teacher? Do I only teach or do I also READ? Do I only teach and read or do I also WRITE? Do I only teach, read and write or do I also SHARE? Do I only teach, read, write and share or do I also CARE the budding writers? These questions led me to set on the journey of reading, writing and translating which in turn are accompanied by caring and sharing my ideas with the prospective teachers.I prefer not to limit myself to the reading and writing within my profession. I love to plunge into the open space of reading and writing beyond the given profession so that I can traverse neighing disciplines and bring back insights and information to expand and strengthen my profession. I have sensed that it has helped me to expand my identity as a teacher. In this regard, I narrate how reading, writing and translating, which marry reading and writing, have taken me to the journey of exploration, experience and expression.
Presenter bio Bal Ram Adhikari teaches at Mahendra Ratna Campus, Tahachal. His areas of interest include reading, writing and translating.
Network Governance in Education: A CrossoverRaju Shrestha
Ministry of Education, NepalAbstractSchooling without learning is a wasted of opportunity. More than that it is a great injustice. This is the reality of today’s educational system. Despite some successes, most of, not all, the schools in Nepal continue to be criticized in their lacklustre performance, poor classroom delivery, doldrums, lax governance, poor oversight mechanisms, schools as loss-makers, budget-busters and sick public units. This reflects the bitter but today’s reality. It is a crossover time to shift Schools from great loss-makers to ushering an era of making schools as centerpiece for learning wherein all Schools prioritize learning not just schooling. The obsolete and archaic mechanisms should be eschewed by a robust and vibrant network of state and non-state actors. It is on this backdrop, this paper travels on. This paper jostles for to generate the
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flagship idea that we have to learn to work efficiently in a vibrant network by extending mutual faith and good will and achieve excellence as a team. Finally, it concludes with the idea that in a globalized economy and knowledge-based society, success comes to those who can organize the vibrant network of multi-actors for multi-functions through multi-channels which helps to achieve education as a fundamental human right and fundamental means to ensure 5Ps of Post 2015 Development Goals - Planet, People, Prosperity, Peace and Partnership.
Presenter bio
Raju Shrestha is currently working as an ELT Trainer under the Ministry of Education. He has abundant experience of both teaching and training. He has also authored and co-authored ELT books from School level to University level. He has presented papers in NELTA conferences as well as regional and district level conferences. His interest is to study and research about Global governance, Excelling English, International relations, English as an effective and efficient medium of Instruction/conversation.
Patterns of pedagogical transaction in the ELT classroom: How to share power with students?Guna Raj Nepal
Sukuna Multiple Campus, Morang, NepalAbstractAs Nepal stands at the cross roads of major changes in the landscape in education, the central role of teachers as actors of new paradigm cannot be overestimated. As we facilitate young learners for active, independent and collaborative learning, our pedagogic practices must equip themselves to maximize opportunities and meet new challenges. Sadly, although we are committed to a learner-centered approach that includes sharing power with our students, we do not feel comfortable with the idea of giving away the authority and control over the learning process conditioned by traditional teacher-centered environments in which we have spent most of our careers. Our students, with no or little previous experience of taking charge of their own learning, also feel this discomfort when we ask them to take more control over their learning and assume responsibility for what and how they learn. Additionally, the trend towards centralized development of curriculum and texts favors the continued use of prescribed textbooks as the dominant tool of pedagogy and as a symbol of the prescribing authority. This presentation, drawing on experiences and insights from the ELT classrooms in and around Morang district, will focus on the reasons for sharing power with our students and explore areas where student choice and control can be increased. It will also include some practical strategies that can be used to alleviate our concerns over power sharing.
Presenter bioGuna Raj Nepal is a lecturer of English at Sukuna Multiple Campus, Morang. He is the vice-chair of NELTA Morang and a general member of IATEFL. He has been into teaching field since 2000. He has presented more than ten papers and is published in professional journals as well.
Localization of English in linguistic landscape in KathmanduAlisachina Rai
Tribhuvan University, NepalAbstract Linguistic landscape is concerned with languages which are displayed in the environment in the forms of symbols, sings, information, text and word. Nowadays, we see languages used in localized form in many places. For instance, although English is a global language but we can see and experience many instances and case studies that English is being localized and fusing with indigenous languages in many public places. Backhaus (2007) analyzed multilingual signs around the Tokyo and a recent study Manan, David, Dumanig and Channa (2016) studied on the glocalization of English in the Pakistan Linguistic Landscape that had explored the general trends and patterns that advertisers adopt for their business products. This paper will present the way in which extent the linguistic landscape reflects the localization of English in Kathmandu and the reasons behind the localization of English in linguistic landscape in Kathmandu. For the study, I had chosen non-random sampling procedure to choose 100 photographs from Kathmandu and adopted descriptive method to analyze the data. In this workshop, initially I will describe the theory part, and then I will engage the participants to discuss the reasons behind the localization of linguistic landscape through signboards for 15 minutes. Following this, findings of the study will be presented. This activity will be followed by feedback session. The workshop will be concluded by sharing reflection of participants regarding the localization of English in linguistic landscape in Kathmandu.
Presenter bio Alisachina Rai is an M. Ed fourth semester student at Department of English Education, Central Department of Education, Tribhuvan University, Kirtipur, Kathmandu.
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Linguistic landscape in the sign boards of governmental and non-governmental organizationBhes Raj Thapa
Tribhuvan University, NepalAbstractLinguistic landscape (LL) the language of public road signs, advertising billboards, street name, place name, commercial shop signs, and public signs on government buildings combines to form the linguistic landscape of a given territory, region, or urban agglomeration. The linguistic landscape of a territory can serve two basic functions: an informational function and symbolic function (Landry & Bourhis, 1997).In this paper, I will present a research study on the linguistic landscape of Kathmandu Valley. Initially, background of the study will be presented in short. After that, the research objectives and methodology will be presented. Following this, this presentation will share findings of the research including the use of languages (Nepali, English, Nepalvasa and others), patterns/choices (monolingual, bilingual and multilingual) and similarities and differences of the signboard of governmental and nongovernmental organizations which can be found extensively in signage of public places. At the end, the implications of the research will be discussed. The study was carried out taking the photos of governmental and nongovernmental organization's signboards (each from 50) and interviewed four concerned people (each from 2 ) based on my checklist. I used descriptive research design for this study. The finding of my research showed that Nepali and English languages are highly used together and Nepalvasa also found in some of the governmental organizations' signboards along with Nepali and English. Similarly, I found domination of English is high rather than Nepali and others languages with in a signboard of nongovernmental organizations. Also found some differences and similarities between both organizations' signboards.
Presenter bioBhes Raj Thapa is an M. Ed. thesis year student at Central Department of English Education, Tribhuvan University, Kirtipur, Nepal. He is also pursuing his master degree in MA and MPA from Tribhuvan University as well as also pursuing bachelor degree (LLB) from Nepal Law Campus under Tribhuvan University. He is a life member of NELTA and life member of Lions Club of Global Eye. He has taught English for five years in different schools in different parts of the country.
Use of linguistic features in English usage: A study on linguistic landscape around Kathmandu ValleyMamata Bhattarai, Pradeep Singh Saud
Tribhuvan University, NepalAbstract Linguistic landscape is known as the language in the environment, words and images displayed and exposed in public spaces (Shohamy & Gorter, 2009). It is considered as a means of representing the language (s) through signage related to identification, interpretation and deliberation of purposeful and contextual message. In this presentation, I discuss how advisers are using linguistic features such as code mixing/ switching, stylistics, scripts, translation and transliteration along with English usage on their billboards. More specifically, I present what motives and reasons, inspire them to use linguistic features on their signboards. This presentation is based on my 3 month research study around Kathmandu valley. My finding shows that a variety of images and themes, alluring to the distinctive identities such as globalization of English, sloganeering the project of business, multimodality, preservation of local languages, language contact to the socio- cultural and socio education ecology, and readable script so do language expression in multiple forms. In this presentation, I conclude by arguing that the city is moving towards multilingualism, and English is being influenced by both global trends as well as local communicative needs.
Presenter bio Mamata Bhattarai is doing Masters in English Education from the Central Department of English Education, TU, Kirtipur, Kathmandu. Pradeep Singh Saud is pursuing master in English from the Central Department of English Education, TU, Kirtipur, Kathmandu.
Only the Wearer Knows Where the Shoe Pinches: Schooling Trajectories of Dalit Children in Rural NepalKamal Raj Devkota
Tribhuvan University, NepalAbstract Departing from some ethnographic vignettes collected during my fieldwork for an ongoing doctoral research in a rural setting in Western Nepal, this paper motivates me to argue how modernity subsumes incomprehensibility and confusion in regard to modern schooling/education and English learning for among the marginalised Dalit schoolchildren. Modern schooling particularly in relation to English Language Teaching/Learning (ELT/ELL) is attributed with cultural and symbolic capital for among the Nepalis. However, these attributes are no more than the neoliberal imaginaries (Rizvi, 2016), and are hardly found coherent and comprehensible in the life, livelihood, school engagement and English
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learning of the young Dalit children. Of course, these children engage in school activities, attempt to enact as the school culture inculcates, and silhouette schooled-identity (Levinsion, 1996) and good English learner as the modern school and ELT/ELL, both the globalisation projects, aspire in them. However, despite entertaining some momentary progress and improvements, these young children always encounter modern schooling and English learning practices confusing incomprehensible and incoherent to their life, livelihood, school engagement and identity construction (Madsen & Carney, 2011).
Presenter bio Kamal Raj Devkota is currently working as a researcher at Research Center of Educational Innovation and Development (CERID), TU, Nepal. He deserves a long experience of English Language Teaching (ELT) in rural setting at Tribhuvan University (TU). He is a Building Stronger University (BSU) Grantee for his doctoral research and has a number of presentations and publications at home and abroad.
Bringing parents and teachers together, envisaging literate learners in SolukhumbuBabita Sharma Chapagain
Ram Dayal YadavChandra Dev Bhatta
Abstract The Nepalese Government launched its “Literate Nepal Campaign” in 2014. The Literacy Improvement Programme Solukhumbu is designed to meet the objectives of the campaign in a remote mountainous region of Nepal. This project aims to improve the literacy of young learners in this remote region of Nepal close to Mount Everest, in a multilingual educational context. These learners learn Nepali as a second language and English as a third language: many of them therefore struggle with their education and some of them even drop out due to difficulties in developing reading and writing skills. For the teachers there are issues in managing multi-level classes and encouraging effective learning skills in a context where a purely transmission-based approach is the norm. The teachers also lack proficiency in the target languages themselves and parents are often not supported in assisting their children's learning.
This presentation will illustrate the approach taken in the project to support teachers, learners and their parents in a multilingual education context. It will focus on key elements of the approach: coaching, the use of children’s literature and home reading log. The coaching of teachers helps them conduct differentiated instructions, remedial support for learners, and classroom-based research for their professional growth. Building on our previous project experience carried out under a Hornby alumni project, 2015-2016, LIPS assists teachers in developing children's literature through a Writer's Workshop and the use of literature across the curriculum. Finally, the home reading log helps teachers involve parents in supporting their children's reading, even when the literacy level of many parents is low. This presentation shares how LIPS works with this integrated approach. Presenter bioBabita Chapagain completed MA in ELT from the University of Warwick in 2015 as a Hornby Scholar. She works for Literacy Improvement Programme Solukhumbu, Nepal. She has 10 years' experience working as a teacher & teacher trainer in Rato Bangala Foundation. She also worked at Kathmandu University as a tutor.
Ram Dayal Yadav is a Monitoring & Evaluation Coordinator in LIPS.
Chandra Dev Bhatta is a Senior Coach in LIPS.
Perceptions of M. Ed. students towards the role of teachers in bringing social changesNawakusum Hangkhim
Tribhuvan University, NepalAbstract Teachers play significant roles for transformation of our society in many respects. Though they make greater impact in bringing changes in society, they are underestimated and at the same time their profession is relegated. In this presentation, I will discuss how teachers' perceive themselves as social change makers and also present students' perception towards teachers as social change makers and the responsibilities they think they have to retain as teachers. This is a mini-research. The data were collected through some formal spontaneous interviews and Focus Group Discussion. My findings showed what kind of understandings students do have about teachers' role in society as they are in the state of to be teachers and how much enthusiastic and thoughtful they are about the changes they are supposed to bring in society. The presentation will be concluded by pointing that it is imperative for us to contemplate and persevere for the positive changes of society as teachers and feel accountable for it.
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Presenter bio Miss Nawakusum Hangkim is a student of Tribhuvan University Kirtipur, who is pursuing her Master's degree in English Education at third semester. She currently lives in Kirtipur for her study purpose. She is an aspiring learner; she likes to venture herself to collect new experiences from different events and people and learn from them.
Google Classroom as an effective tool in teaching EnglishMd. Sadequle Islam
Abstract
Google Classroom is an online learning platform developed by Google which enables both the teacher and learners to engage in 'beyond the classroom' learning in an innovative way. This paper will focus on how this online tool may help learners and teachers of English to communicate, as well as develop and organize their work. It will also show how the process of creating, distributing and grading assignments is possible in a paperless way by using Google Classroom.
Presenter Bio Md. Sadequle Islam completed his M.A. in ELT and Applied Linguistics from the Department of English, University of Dhaka. Currently he is working as a Lecturer of the Department of English, Daffodil International University, Dhaka. Technology in ELT, Code switching and ELT methodologies are his fields of interest.
Technology in Nepalese classrooms: Challenges and solutionsRajendra Pantha
Abstract The role of technology in society shows the necessity for its use in the classroom. The most inspiring aspect of technology is its ability to reach audiences all over the world at all different levels. It is equally beneficial in the pre-schooling as much as in tertiary level. Using technology in the classroom, teachers engage the students’ attention by allowing them to simulate real-world experiences as well as gain relevant knowledge through visual learning. In Nepalese context, most of the teachers don’t use technology as they lack the knowledge of technological skills. On the other hand, they believe that the usage of technology is time consuming; hence they are using book rather than technological tools. Similarly, the classrooms are traditional classroom and they create fewer opportunities for students to use technology. In addition, the school authorities think that the use of technology in the classroom involves huge cost. In this context, this presentation focuses on the challenges while using technology in classroom.When technological devices are utilized properly by experienced and trained instructors in the English language classroom, it can encourage and expand learning in significant ways. Therefore, in the presentation, some of the solutions to the problems will also be discussed.
Secondary level English teachers’ perceptions and difficulties on the Use of ICT for ELT ClassroomRanjeet Singh Nayak
Tribhuvan University, NepalAbstract ICT stands for Information and Communication Technology. According to Manueli (2007), ICT is all forms of technologies such as computers, internet, websites, as well as fixed – line telephones, mobiles, phones, and other wireless communication devices, networks, broadband and various specialized devices. There have been conducted many researches on the subject of English teachers perceptions and ICT use in ELT Classroom but there is not any research carried out on the subject of secondary level English teachers’ perceptions and difficulties on the use of ICT in ELT classroom. In this presentation, I am going to discuss secondary level English teachers’ perceptions and difficulties faced by them while using ICT materials in ELT classroom. The objectives of the research were to explore secondary level English teachers’ perceptions and find out the difficulties faced by them at the time of using ICT inside the classroom. The research was based on qualitative research design. Three secondary level English teachers from Baitadi district were selected as the participants using purposive sampling and data were collected by applying semi-structured interview through telephone. The data were analyzed qualitatively in descriptive form. The study found that teachers have positive perceptions towards ICT tools and different aspects and skills of English language can effectively be taught by the help of ICT equipment. Similarly, it was found that teachers are also facing difficulties in using ICT materials properly. No proper management of ICT materials, lack of appropriate training, lack of coordination and collaboration with stake holders of school and various technical problems are major challenges faced by them.
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Presenter bio Ranjeet Singh Nayak is pursuing M.Ed in ELT at Tribhuvan University. He is also the life member of NELTA.
Progressive Education: The Exposure to the Real world connecting to Non- Formal SettingsPuskar Chaudhary
Tribhuvan University, NepalAbstract This presentation introduces Progressive Education as the revolution in the education system of the 21st Century. It also examines how it is breaking the four walls of the classroom and exploring to the real world connecting to the non-formal settings. Progressive Education is an educational philosophy that focuses on the democratic ways of learning for the students experiencing the real life situation. Cremin (1959) states indicating Dewey’s School of Tomorrow - that progressive education provides more liberty to the children in the process of learning which helps in abundance of their physical, mental and social growth and development. It also promotes the school curriculum lively and interesting through real life activities and experiences. The rationale of the research is to identify the role of non-formal settings for promoting Progressive Education. It also intends that they play vital role for the same. The presenter intends to discuss the findings regarding the roles of different non formal settings hospitals, zoo, museum etc. The presentation elucidates how the connections of the respective settings to Progressive Education expose to the real world. The curriculum designers, teachers, school administrators, students and researchers are supposed to be benefitted through this presentation.
Presenter bioPuskar Chaudhary is an M. Ed. graduate from Tribhuvan University (TU). He has about a decade of teaching experience. Currently, Mr. Chaudhary has been teaching at Triyog High School, Kathmandu in the capacity of English language teacher and coordinator of Friends of Zoo (FOZ). Besides this, he is also involved in translation and editing of the English magazine THE WALKER.
A Paradigm Shift from Methods to Post-method PedagogyPrakash Bhattarai
Rapti Babai Multiple Campus, Dang, Nepal
Abstract Method, which is often regarded as the heart of teaching learning activities, is an overall plan for the orderly presentation of language material. Different methods came into existence in course of time to fulfill the real thirst of language teaching and learning but could not address all the problems of language teaching. As the consequence of repeatedly articulated dissatisfaction with the limitations of the concept of methods and the transmission model of teacher education, the second language teaching profession is faced with an imperative need to construct a post-method Pedagogy. Post method Pedagogy advocates the use of cultural sensitive and context sensitive methods. In order to generate such methods a second language teacher should be autonomous and engage himself/herself on reflective practices and action research. It is not an alternative method rather alternative to methods. This presentation touches base on the emergence of different methods with special reference to Post-method Pedagogy with the help of its three pedagogic parameters.
Presenter bioPrakash Bhattarai is a teacher of English Education at Rapti Babai Multiple Campus, Dang. He completed his master's degree in English Education securing highest marks in Department of English Education, Tribhuvan University in 2015.He is a life member of NELTA and roster trainer of English at ETC, Dang.
Effectiveness of Group Work Technique in Teaching Communicative FunctionDipak Prasad Mishra
Active College, Tribhuvan University, NepalSurendra Prasad Bhatt
Rainbow College, Kathmandu, Nepal AbstractTechnique is a trick of a teacher which is played in a CLT classroom to implement subject matter in an effective way. Mainly, group work technique is a technique that gives students far more chance to use the target language communicatively with each other. It encourages students to be more involved and concentrated on the task given to them. In language teaching, the teachers put students into groups to help them learn better. It is one kind of learning activity which involves a small group of learner working together. The group may work in a single task or on different parts of a larger task.The prime motto of this presentation is to highlight the effectiveness of group work technique in teaching communicative function. In addition, we also focus on the role of teacher in group work while facilitating communicative function. Similarly, various sorts of strategies for group work will also be prioritized. A teacher has to follow some strategies for
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the successful implementation of group work. Firstly, teacher should plan for each stages of group work along with the explanation. Secondly, teacher should elaborate in the class about how the group will operate and how student will be divided in different group. The task given to students should be appropriate, so that they could get succeeded in it. After creating the group, teacher should create assignment that fit the student's ability and skill. The students should choose which groups they join, as far as possible, by giving first, second and third choices on slips which are kept confidential by the teacher. At last, we will highlight about findings of the paper.
Presenter bio Prasad Mishra has earned M.Ed. from Tribhuvan University. Currently, he is working at Active College. He has presented various papers at NELTA international conference.
Surendra Prasad Bhatt has pursued M.Ed. from Tribhuvan University. Currently, he is working at Rainbow College. He has also presented various papers at NELTA international conference.
Concurrent sessions II
Semesters in TU, the 21st Century Teaching and Learning Skills and Teaching WorkforceLaxmi Bahadur Maharjan
Tribhuvan University, NepalAbstractThis paper aims at bringing into notice what the teaching and learning 21st skills and the quality of teaching workforce are. Now that there is a complete handover of the kind of experienced professors to young aspiring lecturers and part time teachers in TU; the result is a chaotic environment. There is a lot of hope from the experienced part time teachers but the part time teachers themselves think their professionalism is unsecured. This paper will therefore try to highlight the problems and the reality observers talk behind the implementation of semester classes in TU, and in constituent colleges in Kathmandu. Much has yet to be done. On one hand, the ageing of the teacher workforce entails the loss of experienced teachers through retirement. On the other, the semester system of TU is completely in the hands of dissatisfied but most wanted teachers from whom we expect the improvement of the student outcomes. Moreover, the emerging Faculty ODL and newly opened Nepal Open University might need to go ahead in collaboration with the part time workforce tomorrow! It is huge time the concerned authorities seriously think over the fact that the quality of the teaching workforce is negatively affected. However, the teaching and learning of 21st century skills might call for the re-skilling of the current teacher workforce and upgrading of the knowledge base of the teaching profession.
Presenter BioDr. Laxmi Bahadur Maharjan is a Professor of English Education. He served Tribhuvan University before his retirement last year.
Implementing Task-based Teacher Training: Narratives from ClassroomsPadmini Shankar
The English and Foreign Languages University, IndiaAbstract This paper aims to document a) the narratives of trainee teachers drawn from their classroom teaching and b) lesson learnt by the trainer while assessing the impact of training on the teaching of trainees. The data are drawn from a 30-hour teacher training course offered to two native speaker trainee teachers who are currently teaching in two government schools in Hyderabad, India. The background to the study is as follows: two English Teaching Assistants (ETAs) “native-speaker undergraduate students â“ are trained to teach English as part of the United States India Education Foundation’s Fulbright Fellowship Programme. The training consisted of eight modules: teaching of vocabulary and grammar, developing listening, speaking, reading and writing and classroom management and lesson planning. Training was offered through tasks and responses to prompts. It also included discussions on critical moments that emerged from the everyday teaching of the ETAs. Theoretical support for the study is drawn from Woodward (1991), Randall and Thornton (2001) Crookes (2003), Richards and Farrell (2005) and Bailey (2006). The frameworks of Littlewood (2012) and Farrell (2015) are used for analyzing and interpreting data. The data are gathered from three main tools: a) pertinent issues that emerged from task completion during the training sessions b) themes that emerged from lesson observation and post-observation conferences and c) salient points from the reflective journals maintained by the trainees. A feedback tool was used to assess the impact of the training on the teaching of the trainees wherein the latter documented a) what they learnt b) how they implemented what they learnt and its impact and c) what they would like to experiment with in future. Findings revealed specific issues that trainees needed support with e.g. coping with challenges of class control, delivery of instructions, techniques for successful task execution and provision of feedback on tasks.
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Presenter bioDr K. Padmini Shankar is a Professor of English at the English and Foreign Languages University, Hyderabad, India. She has presented papers at numerous platforms: Taiwan, Malaysia, Singapore, New Zealand, Thailand, and the U.K. She has authored and edited course books. Her research interests include: classroom-based research, teacher training and development, and teaching young learners.
Communicative Language Teaching (CLT): Theory Vs Reality in Secondary School Classrooms in BangladeshMohammad RahmatuzzamanEnglish Village, Bangladesh
Abstract This research attempts a study of the present state of teaching and learning English language in the secondary schools of Bangladesh. It offers an analysis of the current English curriculum provided by NCTB, and the grade 9 and 10 textbook. It also examines the sample assessment format of National Board Examination designed for this same level of students. The main obstacles to implementing Communicative Language Teaching (CLT), role of materials, reflection of CLT in the assessment process, impact of the traditional approach, and the role of pair and group work are the key findings analysed. In order to deeper understand the potential discrepancies between the current practice of the existing approach (CLT) and the classroom practice in evidence, a qualitative study was adopted, including teacher interviews and classroom observation. The study found that contextual factors like classroom size, insufficient educational aids, inadequate time for classroom conduct, insufficient teacher training on CLT, and the misalignment of curriculum objectives and testing are key challenges for CLT implementation. Additionally, teachers reliance on the reference book (Model Question Book) impacts implementing CLT in classroom practice, since it impedes communicative activities. However, the textbook is well-designed for achieving the objectives of CLT. This study recommends that authentic activities should be conducted more frequently in class, as this might assist students in improving the communicative competence required in real-life contexts. This study also suggests effective alignment of the curriculum objectives and testing, i.e. introduction of listening and speaking tests in the assessment process.
Presenter BioMohammad Rahmatuzzaman, has completed MSc. in (TESOL) from Queen’s University Belfast, UK. with Distinction. Now I am working as an English language teacher in English Village in Bangladesh. I have 11 years teaching experience as an English language teacher in Bangladeshi educational institutions.
Students' perception on writing a thesis and challenges they face in the processDeepak Sitaula
Shree Badri Bishal Secondary School, Dhading, NepalAbstract This paper will present a research study on 'Students' Perception on Writing a Thesis and Challenges they Face in the Process'. So, it will present the perception of university students on research report writing and share the students' problems in academic writing. Further, it will discuss the strategies employed by the students to overcome their academic writing difficulties. In order to obtain the required data, the researcher used a set of questionnaire as a tool for data collection. The data were collected from a total of thirty M. Ed. level students of the Department of English Education at University Campus, Kirtipur, Kathmandu, and then analyzed quantitatively and qualitatively. Majority of the respondents have experienced difficulty in writing thesis and provided various opinions on thesis writing. The overall findings of the survey revealed that university students writing thesis in Nepal face problems in relation to the selection of the problem, reviewing the related literature, choosing the appropriate methodology, structuring and organizing the requirements of dissertation, citing and referencing the relevant information and maintaining smooth supervisory relationships. Despite having problems with various aspects of dissertation writing, they negotiated with supervisors, read extensively in their disciplinary areas, accessed internet and visited student learning centers to overcome the challenges they face in the process of writing.
Presenter Bio Deepak Sitaula is currently a Permanent Secondary Level English Teacher at Shree Badri Bishal Secondary School, Gangajmuna, Dhading. Mr. Sitaula completed his Masters' degree in English Education from the Department of English Education, Kirtipur. He has also served as a co-editor of ‘Young voices in ELT’ 7th volume. His areas of interests include Phonetics and Phonology, Critical Discourse analysis, Critical Pedagogy and Learner Autonomy.
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Spontaneous Story CompositionDib Bahadur Sherbuja
Meridian International School, KathmanduAbstract Parroting stories in schools has cornered the creativity in Nepalese classrooms. Story writing has been gone unnoticed as it needs little bit extra effort. Considering this condition, the workshop aims at sharing how easy is teaching story writing in classroom through two activities. First the participants will be given one clue. Each participant will contribute one sentence in turn to make the story complete. In next activity, the participants will be divided into four groups. They will be given an ending part of a story as a clue. Each team will come up with beginning and middle of the story allying with the ending of the story.
Presenter BioDib Bahadur Sherbuja is a teacher, teachers' trainer and youth leadership trainer. He is associated with NELTA and IATEFL. He has participated professional pedagogical trainings like TESOL, American Webinars, other training from NELTA, Access Program and British Council. Additionally, he has worked as an Access Instructor for two and half years. He is a JCI national trainer also.
Inquiry based learning for developing writing skillMahesh Raj Bhatta
Tribhuvan University, NepalAbstract Inquiry-based learning (IBL) is a student centered approach which helps the students to become more creative, more active and more independent. IBL provides opportunities to the students to develop different live skills to cope with problems and challenges that occur in their day to day live. Bush (2011) defined that "inquiry based learning is a student centered strategy which involves activities such as searching, discovering, and analyzing an issue or question by using critical and analytical thinking to get information However, recent studies explore and analyze the role of inquiry based learning for developing writing skill. In this presentation, I will discuss how inquiry based approach help writing skill of student; how students can apply inquiry based learning in their learning. More specifically, I will present what types of activities, tasks and projects help to develop writing skill of students. This is a research paper carried out in Nepalaya education foundation in Kalanki Kathmandu. In this study, I had conducted different project based activities and context based work with the direct involvement of student and students had provided proper guidance before involvement in different activities through teaching learning. My finding showed that inquiry based learning improve students writing abilities in order to write and construct proper sentences, reduce grammatical errors, writing constructive paragraphs, reminding creative and innovative vocabularies and reduce different types of mistakes in writing. Finally, the presentation will be concluded by arguing that IBL should be practiced and applied in teaching and learning, by considering students' interest, local context and availability of resources.
Presenter bioMahesh Rah Bhatta is pursuing his M Ed in ELT at Tribhuvan University.
English Language Teachers' Perceptions and Implementations of Communicative Language TeachingBashu Dev Pant
Niranjana Secondary School, Dhading, Nepal Abstract Communicative language teaching (CLT) is a popular approach to language teaching which emphasizes using language in the same way that it is used in real life. This paper attempts to explore the secondary level English teachers' perceptions and analyze the current practices of CLT. Being based on qualitative descriptive method, I used non-participant class observation and semi- structured interview with teachers to elicit information for this study. Five secondary level English teachers were the sample for this study. The findings of the study revealed that CLT is beneficial in students' L2 learning process, but it requires a great deal of preparation for teachers. It also showed that lack of skills regarding how to apply the CLT, students weak background in English, domination of GT method, lack of sufficient training in theory and practice, mixed ability of the students makes challenging teachers to apply communicative approach in the classroom.
Presenter Bio Bashu Dev Pant is pursuing his Master’s degree in English Language Education at Tribhuvan University, Kirtipur, Nepal. Currently, he is teaching at Niranjana secondary school, Dhading. He is a Life Member of NELTA. His areas of interest include ELT, teacher motivation and professional development.
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Teacher Autonomy at Government Colleges of Bangladesh: A Study on Selected CollegesObaid Wali
University of Rajshahi, BangladeshAbstract Teachers’ autonomy is a widely discussed issue in teaching arena now a days and it has also created much debate regarding teachers’ role at government colleges in Bangladesh. The concept of teacher autonomy refers to the professional independence of teachers in schools, especially the degree to which they can make autonomous decisions about what they teach to students and how they teach. Existing principles and service rules in Bangladesh contradict the notions of teacher autonomy. Teachers are in dilemma in classroom situation. This study emphasizes upon teachers’ perception of the concept of teacher autonomy and the challenges they face in classroom management, curriculum policies, testing policies, evaluation policies and promotion policies. Some other mentionable issues like teacher-administrator conflict, role of students union will be taken into consideration. This study will be carried upon teachers and Principals of five selected government colleges of Bangladesh and two sets of questionnaire will be prepared for this-one for teachers and one for Principals. The researcher of this study is hopeful that the results of this study will be significant as it will act as a major ingredient to foster the concept of teacher autonomy among government college teachers of Bangladesh and think about job responsibilities from different perspectives.
Presenter bio Obaid Wali is working as Assistant Professor of English at Government College in Bangladesh. Currently he is doing PhD at IBS, Rajshahi University. He worked as English Language Trainer at Rajshahi Medical College. His areas of interests include ESP and Curriculum Development. He has presented papers in many national and international conferences.
Importance of Mentorship for Professional Development in Context of NepalPurna Bahadur Kadel
Tribhuvan University, NepalAbstractMentorship programme in education is essential to enrich novice teachers with the content and pedagogical knowledge who have just started their teaching career. It helps them to acquire knowledge, skills, attitudes and beliefs in teaching. It could contribute to overcome their poor performance in the class. The inexperienced teachers can change or grow through reflection and enactment in mentoring programme. Mentoring is one of the effective ways to make them motivated and empowered professionals and it helps to build new insight into the profession. Mentoring is absolutely neglected approach in school level in Nepal. Mentoring as a professional tool can be used both in initial and continuing professional development.
Presenter BioDr. Purna Bahadur Kadel is a Lecturer at Department of English Education, Tribhuvan University, Kirtipur, Kathmandu.
Teachers’ Professional Development through MentoringGyanu Dahal, Kiran Thapa, Rajeev Shrestha
Little Angels' School, NepalAbstract Novice teachers often feel unprepared and overwhelmed while starting their career as a teacher. And failure to tackle this situation efficiently may lead to discouragement or giving up their career after losing their confidence as a teacher. They often go through various problems in their first few years of teaching like struggling to complete the curriculum on time, planning and implementation of curriculum and grid, using student centered teaching method etc. Almost all of us in our first year of teaching career also went through transition problem. In other words, we as novice teachers might have struggled from being a student to being a professional teacher.Therefore, here we will be discussing about Mentoring as a solution which is a personal enhancement strategy through which one experienced person facilitates the inexperienced one. Mentoring enhances teachers’ professional development. Mentoring can bridge the gap between training and actual classroom teaching. It is to support and encourage teachers to manage their own learning in order that they may maximize their potential, develop their skills, improve their performance and become the person they want to be. Therefore, it is a chance to look more closely at yourself, your issues, opportunities and what you want in life.In the beginning of the session, we will encourage the participants to share their experience as novice teachers and recall their challenges or hurdles that they faced during then. Then afterwards we will talk about importance of mentoring and discuss about the roles of mentor and mentees. We will further discuss how mentoring can help to bridge the gap between the experienced professionals and beginners. Then at the end we will open the floor for queries and open discussion among the participants.
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Presenter bio Gyanu Dahal, Kiran Thapa and Rajeev Shrestha are English teachers in Little Angels’ School. They have done Master Degree in English Language and Literature. Gyanu Dahal has worked as Mentor and Mentor Trainer in ETTE Project at British Council. They have practiced Mentoring and participated in International trainings and workshops.
TPD Programme in Nepal: Impact on ELTArun Kumar Kshetree
Tribhuvan University, Butwal Multiple Campus, Nepal Abstract The TPD programme in Nepal was implemented from 2009 onward with much ambitious goals of directing the Nepali teachers towards their professional development as the government records presented by the NCED showed that almost all the teachers were trained through in-service teacher training programme. The TPD programme was technically and financially supported by the School Sector Reform Plan (SSRP) and it was really effective programme as it made teachers plan for their effective teaching and researching as well as reflecting on their own activities. The English language teachers were also trained separately in this programme and the result was a bit positive casting some positive changes in the teachers' day to day classroom practices. After a research on the effect of TPD training in ELT activities, carried out in three districts of Nepal, found out that the change was not as expected but there were many positive signs found in improving the ELT situation in Nepal. In this presentation I will present the ELT classroom situation after the TPD training and the impact of TPD in English teaching activities.
Present Bio Arun Kumar Kshetree is a lecturer of English Education in TU, FOE. He is a research scholar in TU and almost completed his research. He is NELTA life member and interested in Professional development of English teachers. He has conducted researches and written many articles.
Dynamics of Multilingual Education: Beyond Pedagogical DiscourseAita Bishowkarma
Rainbow International College, Tribhuvan University, NepalAbstract Nepal accommodates 123 languages along with her diverse ethnic, socio-cultural and geographical heritages. Notwithstanding to her rich linguistic heritages, medium of instruction and language teaching in primary education has become a debatable issue. This paper critically examines the use of mother tongue based multilingual education (MTB-MLE) in Nepal from the perspective of exploring linguistic diversity in classroom pedagogy through document study and critical ethnographic inquiry. The ethnographic study adopting narrative strategies of Rajbansi and Santhal mother tongue based multilingual school, Shree Rastriya Ekata Primary School at Haldibari-9 Jhapa district in Eastern Nepal explores the power dynamism of multilingualism, its socio-cultural context and dialectical ideologies of stakeholders regarding the Rajbansi and Santhal mother tongue based education. Classroom pedagogy deserves the exploitation of diverse linguistic heritages however, the disparity between plan, policy, implementation and local understanding; mother tongue based multilingual (MTB- MLE) education has confronted a critical challenge to continue the programme. The study shows that the discourse on mother tongue based multilingual education goes beyond the classroom pedagogy and classroom becomes a space for the exercise of power politics. Consequently, language learning and teaching become an exercise for the circulation of power silencing the voice of ethnic and indigenous language learner.
Presenter bioAita Bishowkarma is a lecturer at Rainbow International College, Tribhuvan University. Currently, he is PhD Scholar in the Faculty of Education; Tribhuvan University, Kathmandu-Nepal. His areas of research cover language policy, multilingual education, English language teaching, language teaching methodology, critical language pedagogy, inclusive and minority education.
Nenglish as an Emerging variety and its Challenges in ELT ClassroomKumar Narayan Shrestha
Sanothimi Campus, Bhaktapur, NepalAbstract The spread of English language all over the world has given birth to several nativized varieties of English such as Indian English, Japanese English, Singaporean English etc. Although English was adopted as a foreign language in Nepal in the past, it has gained multi-dimensional status such as an additional language, second language and even primary language. At present English language is indispensible part of the Nepalese life as it has impinged on all the spheres of their lives.
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Currently a number of scholars have argued that a distinctive variety of English has grown in Nepal with its own unique features at all language levels because of its long tradition and wider use. This presentation will begin with historical eras of English in Nepal and mentions phonological, morphological, phrasal, semantic, and syntactic uniqueness of Nepalese English. The presentation will accompany the lived experience of the presenter and the vivid examples from Nepalese classroom/context to illustrate the existence of a different variety of English i.e. Nenglish.
Presenter Bio Kumar Narayan Shrestha teaches at Sanothimi Campus, Bhaktapur, Nepal.
English in Nepal: Discourse FeaturesShaty Kumar Mahato
Kathmandu University, Nepal Abstract Discourse features are the discourse markers used in the text, speech to link and connect with two or more sentences. Conversational discourse markers are the features of spoken discourse. It brings unity and cohesiveness in conversation which makes interpretation more informative and meaningful. It does not affect any literal meaning rather makes it more structured and organized. The present article explores the Nepalese English discourse markers, address forms, welcoming and goodbyes used in Nepalese English discourse. The paper also aims to present the Nepalese English discourse in speech how and why the speakers frequently use it. The study is qualitative in nature and some of the sample collected through (recorded) conversation. Similarly, the national and international English speeches given by the Nepalese native speaker has collected to generalize the idea and sources. First the collected sample coded and transcribed for the analysis. The analysis is based on Shiffrin and Halliday & Hasan’s linguistic perspective. It is helpful to the student of linguistics, language teacher, researcher, policy maker and other who are interested in linguistic study. Presenter Bio The author is the student of Kathmandu University. He is pursuing his MPhil in ELE and now writing his research paper. He has presented a research paper in LSN and NELTA .He is an ELT professional. He is working as a teacher, teacher trainer and researcher.
Language Formation in Linguistic Landscape and Teachers’ Views on its Use for ELT PedagogyDev Singh Pujara
Tribhuvan University, NepalLinguistic landscape is an emerging branch of applied linguistics which focuses on the language used in public places. Landry and Bourhis (1997) view linguistic landscape forms the language of public road signs, billboards, street names, place names, commercial shop signs, and public signs on government buildings. This presentation will focus on the language system on linguistic landscapes and their relation for ELT pedagogy. This is a research paper. It was conducted to find out the language formation system on linguistic landscapes (languages used, prioritized language, transliteration, translation, code-mixing and non-standard structures) and teachers’ views on linguistic landscapes in relation to ELT pedagogy. The study followed the explanatory sequential mixed-method design. The non-governmental linguistic landscapes from three different areas of Kathmandu district and five secondary level English language teachers were selected as sample for the study through purposive non-random sampling strategy. Checklist and semi-structure questions were used as tools. The data were analyzed and interpreted using simple statistical tools such as frequency and percentile for first part of study and the data of second part were transcribed and interpreted through descriptive analysis under different thematic topics. The study found that there were altogether seven languages used on the linguistic landscapes of three different areas of Kathmandu district including English, Nepali, Newari, Urdu, Japanese, Chinese and Korean. The English language was given most priority. Furthermore, the study found that teachers had positive views towards linguistic landscape in relation to ELT pedagogy. They viewed that linguistic landscapes could be useful to warm up students, useful to teach English language skills, transliteration, translation, code-mixing and multilingualism. So, linguistic landscapes are fruitful materials to minimize the gap between language used in classroom and beyond the classroom.
Teachers' Pedagogical Capital: Emergent or Constructed?Ganesh Kumar Bastola
Puspalal Memorial College, Tribhuvan University, NepalAbstract This paper is a research paper which investigated the Nepalese EFL teachers' perception on pedagogical capital through Bourdieu's lens of cultural capital. More specifically, the study tries to analyze whether teachers' pedagogical capital is emergent or constructed. I analyze the information/ Field-texts (Connely & Clandinin, 1990) adopting practices of coding, thematizing, and interpreting (Given 2008) to unravel the implicit, tacit and embodied pedagogical capital of EFL teachers through their stories.
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Pedagogical capital has been an area of interest for many scholars around the globe (Bastola, 2017). Their understanding, awareness, temperament, learning, and teaching are intertwined with an educational goal and those all are practical and mundane means of realization (Male and Palaiologou, 2015). The rationale of the study is to bring out the implied or incarnate knowledge of teacher into real classroom practices to explore a new body of knowledge whether pedagogical capital is emergent or constructed. Moreover, it is believed that the practice of teaching and learning activities help teachers construct knowledge and experience to transfer to their pupil in the classroom. In this paper, I discuss the contemporary ontological premises for teachers' pedagogical capital. For scene setting, I bring my own nostalgia recapitulating pedagogical capital. Furthermore, the presentation sheds the light on whether EFL teachers' pedagogical capital is constructed or emerged, and whether teachers' assets activated and emerged in a social situation (Yousif & Aasen, 2015) make any differences to strengthen their capital. Finally, I make meaning from their opinions whether teachers' pedagogical capital is constructed or emergent to contribute to the field of language teaching.
Presenter BioGanesh Kumar Bastola is an M Phil. graduate of Kathmandu University. He has about 10 years of teaching experience. Currently, Mr. Bastola has been teaching at Puspalal Memorial and Orchid International College (Affiliated to TU) in Kathmandu. His areas of interest are translation, teacher's pedagogical capital/education, and narrative inquiry.
I do not Want to be Rejected from Students...Tek Mani Karki
Mahendra Ratna Campus, Tahachal, KathmanduAbstract English language is taught and learnt as a foreign language in the context of Nepal. English, in the syllabus of Bachelor in Education (three-year), Tribhuvn University, incorporated three areas/categories to be taught: Compulsory, Specialization and Interdisciplinary. This is a research paper. In this presentation, I will present, drawing data from English teachers, why the students wanted to select English as an interdisciplinary subject to study in B. Ed. third year. For data collection, I selected a constituent campus of T.U. in Kathmandu purposively. All the students, who were studying English as an interdisciplinary subject in the session 2016-17, were the participants of this study. An open ended question and the guidelines for interview were the tools for collecting the information. The findings showed that the students were interested in studying English to: communicate with the people in the world; become a good teacher; broaden their knowledge; widen the areas for job opportunities; go to abroad; and have a prestigious life in society. During an interview, a student expressed "I do not want to be rejected from the students because of my inability in using English."
Presenter Bio Mr. Tek Mani Karki is a Lecturer of English Education at Mahendra Ratna Campus, Tahachal, Kathmandu, Nepal.
Challenges Encountered in Practice TeachingSunil Kumar Tharu, Binay Guragain, Santosh Adhikari
Tribhuvan University, NepalAbstractPractice teaching is a period that a student teacher spends teaching at a school as part of his or her training/course. Certain time-period is allocated for student teachers to practice teaching in the real classes by utilizing the theoretical knowledge that they have learnt in their academic courses. It provides them the opportunity for experiencing real classroom teaching before entering in real teaching profession and to apply their theoretical knowledge in real classroom in order to be practically efficient. However, they have to face various challenges during practice teaching in relation to administrative support, learners' and subject teachers' collaboration and teaching resource. In this paper presentation, we will discuss about challenges of practice teaching. More specifically, we will discuss about the challenges faced by student teachers and also about strategies to deal with those challenges. The research is based on narrative inquiry research design. A semi-structured interview from six participants was taken for the collection of data and thematic approach had been applied for the analysis of the data. Through the discussion, it has been revealed that student teachers have to face various challenges related to low availability of class, school disposition, surveillance and support. So, the related authorities should make and apply effective policies and practices to deal with them. Practice teaching is one of the most influential programs for student teachers during pre-service education system where possible challenges must be identified before involving in practice teaching by student teachers and administration which could help them to overcome the challenges to enhance their teaching competence.
Presenter BioSunil Kumar Tharu, Binay Guragain and Santosh Adhikari are pursuing Masters' in English Education at Central Department of Education, TU, Kirtipur, Kathmandu, Nepal.
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Day 2Plenary
Two roads diverged in a wood, and, I took the one less travelled by...Vishnu Singh Rai
Tribhuvan University, NepalAbstract
ELT has come a long way -from Grammar Translation Method to Communicative Method, and finally to the Beyond Method Age. English itself is changing fast so much so that the native speakers have hard time to understand English spoken outside their native countries. Global English is growing with all its new features which are unknown and strange to the native speakers. Yet we still look up at the native speakers language, pronunciation, their research and their way of teaching, and very often forget our local context, which is far more important than what the ‘ELT experts’ say. This paper puts emphasis on the local context more than what the native speaker ELT experts prescribe. It talks about ‘the road less travelled’ which might seem strange, even bizarre to some traditional teachers. Based on the personal experience and research of the presenter, it revisits the past of ELT in Nepal and look at its future.
Presenter bio
Dr. Vishnu S Rai is well known in the ELT community of Nepal. He has done MA (English), MEd (English Education) from TU, and MA (TESOL) from the UK. He earned his PhD from Bern Universitát, Switzerland. In the nineties, (1995-1999) he played the role of the chief designer to frame new lower secondary and secondary English curricula for the Ministry of Education, Nepal. He has over 30 years’ experience of teaching and has published over 20 books on Linguistics and ELT some of which are used in the local campuses. Dr. Rai travels far and wide to present papers and run workshops in different countries of different countries. Although he is retired professor, he still carries researches. At present, he divides his time between Nepal and Vienna where he his is a Guest Professor in the Vienna University. His interests are literature-language interface and creative writing. He can be contacted on [email protected]
Concurrent sessions III
Speaking Test Anxiety among Bangladeshi University StudentsSonia Sharmin
Islamic University, Kushtia, BangladeshAbstract Test anxiety is one of the important variables that affect test result and has been considered one of the predictors of test performance. In few places are the potentially negative consequences of such test anxiety a greater concern than in highly competitive situations where high stakes tests are all too common, as in Bangladesh. After observing numerous candidates perform badly in tests due to anxiety, the researcher feels a need to understand the magnitude and nature of this issue with relation to the testing of English speaking abilities in the Bangladeshi context. In an effort to develop this understanding, two differing speaking test formats, a face-to-face interview format and a group interview format, were utilized. By using such formats we were able to investigate the relationship between such formats and candidate anxiety, as well as examine how the levels of this anxiety affected speaking test performance in and between individual interview and group test formats.
Presenter BioSonia Sharmin is an Assistant Professor in English at Islamic University, Kushtia, Bangladesh. Her area of interest is Testing, Assessment, Evaluation, SLA and Material Evaluation.
Designing Authentic Tasks for Assessing Reading: A Practical AspectRamesh Prasad Ghimire
Ministry of Education, NepalAbstract Teaching and Testing, in real situation, cannot be separated. They go side by side, giving something to each other and, in turn, gaining something from each other. Reading is a crucial language skill which has occupied a central place in school level language curricula across the world including Nepal. Designing appropriate tasks is significant for teaching as well as testing reading. In fact, the same task can be used for both teaching and testing purposes. Authentic assessment of reading is possible only if our test tasks are carefully designed. Designing a good task for assessing reading requires several practical considerations such as the reading construct we are targeting to, the proper phrasing of the items
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prepared, the gap between the two pieces of information we are using for the test tasks, the degree of the exploitation of the text, the order of the test tasks, item bias, and many other. In this presentation/workshop, I will involve the participants in a practical work of test task designing. Based on their hands on experience, I will try to theorize some practical aspects of test task development for authentic assessment of reading focusing primarily on the secondary level English curriculum of Nepal.
Presenter BioRamesh Prasad Ghimire is a Curriculum Officer at the Curriculum Development Center, Sanothimi, Bhaktapur, Nepal under the Ministry of Education. He is primarily involved in designing school level English curricula, test specification grids and other curricular materials including teacher manuals, audio-visual aids and supplementary materials.
M. Phil. Assessment Pattern: An Example of Trigger for Change in Teaching/Learning ModalityUma Nath Sharma
Mahendra Ratna Campus, Tahachal, NepalAbstractThe assessment pattern of any educational programme is a powerful determiner of what happens in classrooms though the vice-versa also is equally true. Washback or backwash, which refers to “the influence [or impact] of testing on teaching and learning” (Alderson & Wall, 1993) has become a major area of study within educational research in general, and language testing in particular. “What is assessed becomes what is valued, which becomes what is taught” (McEwen, 1995a, p. 42). To express it in a straightforward way, what is (frequently) asked in examination is thought to be important and is given emphasis in classroom teaching and learning. While observing the recent evaluation schema of M. Phil. Programme under the Graduate School of Education, Faculty of Education, Tribhuvan University, I found something new that may lead classroom teaching and learning activities to a different but desirable direction. In this paper, I have discussed how the M. Phil. assessment pattern can be an example of trigger for change in teaching/learning modality in the classrooms (or even outside) with special reference to the question or task pattern in: (a) Entrance test for M. Phil., 2073 (b) Internal assignment on Advanced Qualitative Research (2073) (c) Final examination of Advanced Qualitative Research (2074), and (d) Internal assignment on Multilingualism and Diversity in Language Education (2074).
Presenter Bio Uma Nath Sharma holds M. A. in English Literature, M. Ed. in English Education, & M. A. in Linguistics. He, Lecturer of English Education, teaches in Mahandra Ratna Campus, Tahachal, Kathmandu. Recently, he is pursuing M. Phil. (Second Semester) in Graduate School of Education, Faculty of Education, Tribhuvan University, Kirtipur, Kathmandu.
Teachers as Curriculum Designers and Micro-Level Policy MakersShyam Sharma
State University of New York, Stony Brook, USA
Abstract In the narrow sense, curriculum means the materials and often outline of a course (description, objectives, units, schedule, assignments, tests), but a broader meaning or closer look also reveals micro-level policy making by teachers in the form of decisions about design, evaluation, and continual changes from the ground up. Unfortunately, in academic cultures with standardized and top-down curricula (Allard & Doecke, 2014) that are especially dependent on materials and methods borrowed from other societies, teachers cannot implement their formal education and training on curricular policy or practice or their daily judgment based on their own and their students’ needs/interests and strengths (Schwab, 1983). Imagine someone making sel roti who doesn’t have the ability to modify the pitho in terms of viscosity, texture, or taste of the flour mix. Using a sample course syllabus that I use here in New York (printed in advance with the help of a local facilitator), I will start the proposed presentation by discussing the policy dimension of curriculum-as-implemented (rather than as scripted (Demko, 2010)), showing how teachers can write and share with students their own course descriptions, objectives, and policies. Then, I will let the audience discuss and ask questions about how my course policies seem to be implemented in my selection of readings (usually not applicable in the Nepalese context), design of assignments (partially applicable), decision about assessment (increasingly relevant), and teaching strategies and often material (usually applicable). I will conclude the presentation/discussion by arguing that teachers must view themselves as curriculum-designers and curricular policy-makers. I will show that, analogically, not only does the cook ultimately have a very important role in the quality of the tasty Nepali pastry, he or she must also think about the bigger picture, beyond the seemingly or actually limited freedom he or she has of the process.
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Presenter BioDr. Shyam Sharma teaches Writing and Rhetoric in the State University of New York at Stony Brook. A former lecturer at TU and active member of Nepalese ELT community, he conducts research on writing in the academic disciplines, international education/students, cross-cultural rhetoric, language policy, and new/multimedia literacies.
Bangladeshi Teachers’ Challenges in Dealing with the Coursebook English for Today in the ClassroomMd. Mahbubul Alam
Pabna Cadet College, BangladeshAbstract English teachers are struggling with multiple challenges in dealing with English for Today (EFT), the nationally prescribed English coursebook recommended for the learners of the secondary and the higher secondary levels in Bangladesh. Though the coursebook is written by a group of venerable scholars, the teacher confronts challenges coming from diverse angles. The English for Today textbook is designed in line with the key concepts of CLT, the representative of western pedagogy- rarely applicable to the eastern academia. Consequently, the EFT offers cultural shock to both teachers and learners. Inductive presentation of grammar and other linguistic contents, suggesting too much classroom activities, not having direct relation with the national testing system etc. are responsible for creating a huge crack among teachers, textbook and learners. Besides, lack of properly trained and skilled teachers is a burning issue in English language pedagogy now. Grammar-Translation Method (GTM) was the learning method of most of the English teachers to whom the activities, instructions and teaching contents in the EFT are mostly alien, because GTM is no longer followed now. Though in the EFT text there is renovation of replacing foreign cultural contents with that of local ones, even the teachers are not being able to cope up with it. As a result, the EFT is still alienated from both teachers and learners in Bangladesh. This paper will present why the coursebook English for Today is still an alien, sometimes object of fear, to both teachers and learners. It will also shed light on some recommendations how to minimize the EFT’s gap with the teachers and learners.
Presenter Bio Md. Mahbubul Alam teaches English in Bangladesh Cadet Colleges for three years. He took higher degrees in English Language and Literature from Jatiya Kabi Kazi Nazrul Islam University. He has some research articles published in international journals. Reading books is his passion.
We Can Make Textbook Interesting If We Use CreativelyShanti Devi Sharma
Cambridge International College, NepalAbstractTextbooks are very significant tools of English language teaching and learning. They are good combinations of contents and instructional techniques. They are in many ways useful to teachers and students. As they are written for general purposes and for generalized group, they may not correspond the needs and interests and level of learners and expectation of teachers. They may not address the diverse learners' particular culture; they may not be updated and most commonly they are boring. Although the textbooks have lots of such shortcomings teachers simply cannot ignore the use of textbook in Nepal. Neither there is any reliable and reasonable alternative right now. However, Creative teachers modify the textbooks in order to make them interesting and relevant in the learning contexts. As activating agents they can enliven the textbooks altering excited materials, methods and/or any other areas necessarily. This presentation will discuss the necessity of adapting textbook. How and when teachers can adapt the textbooks will be focused. I will link my own experience and perceptions of other teachers and students regarding textbook adaptation based on a research study. Teachers teaching in any levels who want to make innovative use of textbooks may consider attending this presentation.
Presenter BioShanti Devi Sharma is a lecturer at Cambridge International College. She has 12 years' experience of teaching English. She has received her master's degree in English Education from Tribhuvan University. She loves applying new ideas and techniques in ELT classrooms.
Language Policy and Planning for Developing CountriesNaima Akhter Lina
South Point School and College, BangladeshAbstract Language policy and planning decisions arise in response to socio political changes and needs. This is an official, government level activity which represents a coherent effort by individuals, groups or organizations to influence language use or development. The response of educational systems to government language planning legislation may either promote or reduce linguistic diversity. This paper draws on critical perspectives on language policy and planning and language in education policy implementation framework to provide an overview of the history of English-language
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education policies, policy implementation, their outcomes and need assessment for matching strategy in fast changing developing countries like Bangladesh. To address the multifold impact of globalisation, ELT provides the policy makers, educators, teachers, researchers and students with a space for a wider discussion, evaluation and advocacy on language policy and planning. We are moving increasingly towards what Wedell (2009) describes as an interpretive and dynamic view of educational process, with emphasis on stakeholders to review and redesign ELT policy and planning in greater effect. Planning for and implementing educational change is difficult when it takes place within the country's close system in a given context. People learn a language more successfully when they use language as a mean of acquiring and sharing information rather than an end in itself. There is an clear movement towards multilingual practices in the world, which is also evident in the title of UNESCO 2003 education position paper,"Education in a multilingual world ". In light of that spirit, this paper is a review of pedagogy teaching and language policy of some Asian countries including Bangladesh in EFL/EEL classes. First, it will track language classes from early GTM method to CLT. The paper will then discuss the pedagogy language teaching and policy and planning. For doing south will draw ideas on language policy regarding theory and methods. Finally in a practical mode this paper reviews the past and current approaches of teaching for devising appropriate policy advocacy and planning in aid to government and stakeholders’ right decision making. The paper concludes with a number of recommendations appropriate to the scope of the paper.
Presenter bio Naima Akhter Lina has completed her M.A in literature from Eden Women's College, and M.A in ELT from East West University. At present she is working as a senior teacher at South Point School and College. She has professional degree in teaching (B.Ed) and a diploma (CIDTT)from Scholastica Ltd.
Issues and Challenges of Using English as Medium of Instruction: Insights from Teachers PerceptionsDinesh Kumar Thapa
Kitini Secondary School, Lalitpur, Nepal Abstract This paper attempts to share the insights drawn from an exploration of the teachers’ perceptions on the context of English Medium Instruction (EMI) implemented community schools in Nepal. It is agreed that policy and planning in the medium of instruction is aimed at improving the educational achievement of the pupils. To accommodate the concerns emerging from the ground, Government of Nepal also made a policy provision and teachers’ support for implementing EMI classes in community schools. However, as the fabulous statement by OECD forum goes: that the quality of an education system cannot exceed the quality of its teachers, it underscores the importance of understanding teachers’ lives and perceptions on this policy and its subsequent practices. Because the medium of instruction is obviously a central issue in the instructional process; because the teachers’ agency matters the most in educating the children, understanding their perceptions on what EMI is; how they adopt it; what issues and challenges surround them in this changed policy setting is important for the policy and planning of language/s in education. This paper attempts to highlight the insights gained from an exploration on the perceptions of the teachers in this regard.
Presenter bioDinesh Kumar Thapa teaches at Kitini Secondary School/ College, Lalitpur, Nepal Mr. Thapa has been teaching English to learners at different levels and training EFL teachers for over a decade. He is also an editor of NELTA ELT Forum and has published books for EFL learners at different levels and. Mr. Thapa has a keen interest in the nuances of English language teacher development, and specializes particularly in training EFL teachers.
Perceptions of Teachers and Students towards Use of English as a Medium of InstructionKalpana Shrestha
Tribhuvan University, NepalAbstract Medium of instruction refers to a language used in teaching and learning which may or may not be the official or national language of nation. It is used to facilitate the students with content knowledge and to be familiar and learn of that particular language. Dearden (2014, p. 2) defines EMI as "the use of the English language to teach academic subjects in countries or jurisdictions where the first language (L1) of the majority of the population is not English". \English is taken as a foreign language in Nepal which has been implementing a medium of instruction in private and public schools. It has high demand at present educational scenario as well. In this presentation, I will present the perceptions of teachers and students regarding the use of EMI, the challenges the teachers faced while implementing EMI in public schools. In order to find out the perception of teachers and students concerning the implementation and pedagogical reality of English as an EMI in public school, I had conducted a mini research in Kirtipur, Kathmandu. This is a qualitative research based upon the interview and focus group discussion with secondary level teachers and students. At the beginning of the presentation, this paper will present the theoretical background and rational behind the trend to utilize EMI based on review of literature. Then, it will present the methodology it had used. Following this, finding will be presented. The main finding of the study revealed that the
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teachers and students are positive towards using EMI. It was also found that different resources and methods have been using by teachers to facilitate in learning. Similarly, it was revealed that students' outcome are also increasing gradually. Finally, this paper will be concluded with practical and policy level recommendation for greater language teaching support activities.
Presenter bioKalpana Shrestha is pursuing M Ed in ELT as Tribhuvan University, Nepal.
The Role of Motivation in Learning English in Secondary ClassroomsMD Shariful Islam Sharker
Dhaka University, BangladeshAbstract When I recall my English language learning experience at the secondary level and observe the classes conducted by some English teachers nowadays, I most often notice dictatorial teachers who used to deal with us with a heavy hand and frequently hurt our self-respect. My learning experience could certainly have been more pleasant and I believe it could have been a more successful learning if the teachers were sympathetic towards us, the learners. Even today, I also concern about such complaints from teenage learners about their English teachers. That is why I feel that there is a need for an investigation into how much English language teachers are conscious about motivating students to facilitate English language learning in the domain of secondary level.
Presenter bio MD. Shariful Islam Sharker did BA (Hons.) (ELL), NUB, MA in Applied Linguistics and English Language Teaching (ELT), SUB and MA in ELT IML from Dhaka University Bangladesh. Currently, Sharker is an Assistant Professor and Head of the Department of English in Holy Family Public College as well as works as an examiner & question setter of NTRCA & Dhaka Education Board.
Revisiting TPD: Participants’ PerspectiveMadhav Prasad Timalsina
Abstract Teacher professional development is a component of SSRP that “aims at providing teachers with the knowledge and skills that requires them to facilitate effectively students learning processes, where as contributing to improved performance of teachers through tailored and results oriented professional training has been its immediate objectives. The professional development of teachers is one of the key factors to improve the quality education. Successful professional development opportunities for teachers have a significant positive effect on students’ performance and learning. Thus, as one of the key aims of the SSR is to increase students’ learning and to improve their performance, the professional development of teachers must be considered a key factor, and this, at the same time, must feature itself as an integrated element of the larger school sector reforms. (ASIP, 2012-13). It shows that TPD has been considered as a means to enhance quality education along with increment in students’ performance and learning, result oriented training and a way to equip teachers with skills and knowledge and skills to facilitate effective learning process. From the beginning of SSRP, traditional mode of teacher-training has been replaced with the module of development. The three phases in each three module i.e. face to face, instructional counseling and self-study exercises have been implemented. Five years have been completed. During these five years, the way how teachers involved in TPD assimilates and practices the inherent logic of the program has not been analyzed and documented. In this presentation, I will present how inherent features of TPD have been manifested in its practice. This is a short survey research which was conducted with the aim of finding out attitude and perspective of the participants of TPD training towards its module and to show how effectively it has been conducted and what sort of reforms it needed for its effective execution. Ultimate aim of this research was to have a dialogue with what ASIP (2012-13) assumes for TPD and what are the practices in implementation of the assumption. The data were collected from from the five districts (Solukhumbu, Ramechhap, Sindhupalchowk, Dolakha and Kabhrepalanchowk) Roster-trainers. The questionnaire for survey contained 26 questions which were mainly concentrated on the ‘degree of preferences rather than choosing the alternatives for TPD. Altogether 42 participants filled the form and analysis of their responses was done quantitatively.
The Thrust of New Media for Informal and Thoughtful LearningKiran Bhatta
Abstract With the new technologies, the possibilities by chance and the intentional practice of English multiplied, far exceeding what can be done in more formal environments. However, despite the extensive literature on the use of specific digital resources in the classroom, few studies have investigated how students assess greater contact with the English language with respect to learning potential. This paper will present how the informal English online learning has drawn the attention of University students in Nepal and also present new practices and media preferences of their independent
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context. This is a research paper. The finding of the research revealed that participants recognized the usefulness of a range of digital resources to acquire language skills and compared them with the perspectives of using technology in class. The results also showed that under the environment of self-regulation, old media (movies, online dictionaries, emails) are clearly predisposed to sophisticated media and how new media differs in the classroom use.
Language Learning Apps as a Helping tool for Learning English!Mir Sadia Siddequa
Fareast International University, Bangladesh Abstract Students in the English Fundamental and Communication Programs at Fareast International University (FIU) in Bangladesh have limited time inside the classroom. Most of them are working full time in different sectors. Sometimes they even skip the classes due to works. In order to keep them in track with the other students and to provide additional language practice outside the classroom their teacher has taken help from technology and language learning Apps. Most of the FIU students have smartphones. So she has decided to make the best use of this device for their language learning. She has assigned them to use different language learning apps related to their syllabus. She along with her group has developed their own language learning apps too. She is also monitoring the students as well as giving them feedback. English Language learning Apps are pretty accessible in Google play store, most of them are for free and all of her students are comfortable with those. They are overcoming their fear of learning and practising English through the activities provided in the apps. After a brief description of the Apps she assigned she will demonstrate the practicing activities of her students and how the activities are helping her students to develop their skills in English.
Presenter bioMir Sadia Siddequa is a lecturer in English at Fareast International University in Dhaka, Bangladesh. She earned her B.A in English and M.A in ELT from Daffodil International University in Dhaka. She is a practitioner of ˜LiveCode. She is very interested in computer-assisted language learning (CALL) and research in CALL.
Plenary
English language teacher education in Nepal: Gaps and missing linksLaxman Gnawali, Kathmandu University
Ganga Ram Gautam, Tribhuvan UniversityAbstract EFL teacher education programmes in Nepal are designed to prepare teachers to teach in ideal classrooms where they have full control over everything. They are trained to teach EFL with the BANA-produced language pedagogical theories in the local context. The new teachers envisage their future classes to be something they can have full control in design and delivery of the lessons; they expect to follow the proven (?) contemporary language teaching approaches they were trained for. They are eloquent in sharing the way English need and should be taught; they feel proud of the qualifications they have learned. However, the new teachers coming from the mainstream teacher education programmes in the Nepali context leave the college to face classrooms which are very different from they were prepared for. The classes are a real shocker; they do not offer situations to realise the language teaching and learning theories that they learned. In this talk, we make an attempt to highlight the missing link between language teacher education programmes and the ways mainstream EFL classrooms actually operate in the hinterlands of Nepal. We then present some deliberations on redefining the EFL teacher education programmes and revamping them to suit to the local socio-economic and cultural contexts. Presenters bioDr. Laxman Gnawali, Associate Professor of ELT at Kathmandu University and Senior Vice President of NELTA, an alumnus of University of Exeter, UK and Hornby Trust, leads EFL teacher education and trainer development programmes in Nepal. He co-authors school EFL textbooks and designs language development courses for teachers. His national and international contributions include articles and book chapters on ELT, action research, and teacher professional development. He inspires teachers for professional development through publication, conference participation and professional networking. Ganga Ram Gautam, Reader in English Education at Tribhuvan trains English teachers of all levels of education. As a member of the English and Other Foreign Languages Education Subject Committee, he contributes to the development and dissemination of B. Ed. and M. Ed. curricula in English Education throughout Nepal. Mr. Gautam is one of the founding members of Nepal NELTA and TESON. He has co-organized a number of national and international conferences and capacity building workshops for the NELTA leaders, school principals, university faculty members and trainers.
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Concurrent sessions IV
Exploring Multiculturalism and Multilingualism in ELT in NepalMaya Rai
AbstractEnglish is a fascinating language because of the many “loaned” words not only from Europe but the countries around the world. It truly reflects the multicultural and multilingual flavor hardly found in any other languages of the world.This session will explore the existing ELT situation of Nepal and how ELT teachers, especially teaching in schools, can make their classes more interesting and meaningful by exploring the rich diversity of multiculturalism and multilingualism distinctly unique of Nepal where there are more than 120 language communities with the intelligibility of languages ranging from “hardly intelligible’ to complete understanding.Teachers will experiment multiculturalism and multilingualism through different genres of English that develop creativity in teachers and well as students. This workshop will also help to contribute in more “loanwords” in English especially used in Nepal and Asia.
Presenter bioMaya Rai was an education administrator in the Ministry of Education holding different posts like Curriculum Officer, District Education Officer, Deputy Director of National Centre for Educational Development and Regional Education Director. She has done M. Ed. from Royal Melbourne Institute of Technology, Australia and M.A in English Literature from T.U., Nepal. Her expertise includes ELT, Civic Ed., Education Psychology and Multilingual Education. Also a member of Asian Teachers Creative Writing Circle, she enjoys and is involved in writing and training teachers in creative works. She was also a Vice-President of Nepal English Language Teachers' Association.
MLE in the Hinterlands: A case study from Upper MustangBhim Lal Gautam
Central Department of Linguistics, Tribhuvan UniversityAbstractThis paper tries to observe and analyse the various ongoing discussions about multilingual education (MLE) in Nepal I general and the MLE practices in Upper Mustang in particular. The main focus of this presentation is to create interest for those who want to do sociolinguistic and ethno linguistic research should be based on the reality rather than focusing the methods and theories. The basic emphasis of this paper is to highlight the bottom up approach in order to see the MLE practices in the context of Nepal.I had an opportunity to visit and observe several villages of upper Mustang while doing the sociolinguistic survey of Lohwa language in this October-November 2017.My own field study of 18 days in 10 different villages of upper Mustang ,a restricted place of Nepal forced me to think seriously about the contemporary literature and practices of MLE in Nepal. Some field observations from Charang, Lomangthan, Chhosel, Kimaling and Chunjung are discussed and highlighted in this paper.People and the entire scholarship is doing lots of discussions about MLE in the capital and some city areas but the schools i.e. Monastry, Aamchi, Public and private schools are teaching Tibetan, Nepali and English languages without any theoretical knowledge and background of MLE over many years. I will try to highlight the local efforts on MLE should be studied, observed and highlighted when necessary.
Presenter bioBhim Lal Gautam is a lecturer at Central Department of Linguistics, TU. Currently he is involved in Linguistic Society of Nepal (Chief Editor),Nepal English Language Teachers' Association (Executive member)and Association of Language Awareness .Mr Gautam is a field linguist and interested to do research on language shifting, contact and ideology.
Language in Multilingual EFL Classroom: An Ethnographic StudyAnil Kumar Shrestha
Kathmandu University, NepalAbstract Nepal is a multilingual, multiethnic, and multicultural society where students come to the class from the diverse background to learn English. Students speaking different language work in different speeds and can create divisions in the class. So, this presentation aims to explore the perception and challenges of teachers in teaching English and the difficulties faced by learners in multilingual EFL classroom. Finally, this presentation sheds light on the alternative approach applied by the teachers to address the problem of multilingual learners of English for their better understanding.
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Presenter bio Anil Kumar Shrestha has done M. Ed in ELT and MPhil in ELE from Kathmandu University. He has been teaching English in different schools and colleges of Lalitpur. He has presented papers in different national and international conferences. He is a life member of NELTA and executive member of Lalitpur NELTA.
Barriers of Effective Communication Skills in English with Students of School Level in Tamil NaduKannan Krishnan
Bharathiar University, Tamil Nadu, IndiaAbstract In this present scenario, many different methodologies have come for teaching English in a simple way. Most of the schools in Tamil Nadu give more important for communicative English for their students. They want their students to speak English in a simple way. Even though Tamilnadu has adopted two language systems such as Tamil and English, and students learn English from their primary level, many students struggle to speak English fluently. There are many barriers in the system of teaching English in the state. I am going to deal three things in this paper such as problems which are being faced by the students, how communicative approach helps students to learn English effectively and how a language teacher must approach when they teach English.
Presenter BioK. Kannan is a research Scholar at the Department of Linguistics Bharathiar University, Coimbatore-641 046, Tamil Nadu, India.
Energizers: The Techniques for Gearing the Learners in the ClassroomGeeta Bhattarai
NCCS, NepalAbstract This presentation links the relation between energizers and the effective classroom learning. In this modern era of education it is essential to possess some energizers to boost and energize the learners towards their learning. More precisely, the energizers play a vital role in warming-up the learners and promote group interaction. This paper tries to present the conceptual understanding about energizer, its efficacy and usefulness to serve the purpose in the classroom for effective and meaningful teaching learning activities. The interview and classroom observations with video recording will be shared since it facilitated the researcher to authenticate the research. Furthermore, the presenter will show how the energizers remain very useful tools to stimulate learners in the classroom. Moreover, it will be shown whether the selection of an appropriate energizer matters in effective teaching learning activities
Presenter bioGeeta Bhattarai is pursuing M.Ed graduate from Tribhuvan University. She is a life member of NELTA and has been teaching at NCCS, Kathmandu in the capacity of English language teacher. She has written course books of social studies. She is also involved in editing of English magazine THE PALAA.
Effectiveness of using non-verbal communication in EFL classesHark Bahadur Mauni
Tribhuwan University, NepalAbstract Nonverbal communication is sending and receiving wordless messages through body language, eye contact, gesture and also through the facial expression. It is an essential part of communicative situations. Although it plays an important role in human social interaction, still it is a neglected issue in foreign language teaching. This is a research paper which shows that nonverbal messages can be very powerful tools with students in EFL classroom. The study was qualitative in design and the data was gathered through interview and reflective reports. My finding showed that nonverbal communication has a pivotal role in classroom management. Obviously, in this presentation, I will present the information regarding nonverbal communication and its usefulness in EFL classes. Furthermore, I will present some ways of using nonverbal communication in EFL classroom.
Presenter bioHark Bahadur Mauni is an M. Ed. student at the department of English Education, Tribhuwan University, Kirtipur, Kathmandu. His area of interests includes Multimodal Discourse Analysis, and different teaching methods.
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Practice of Action Research in English Language TeachingLaxmi Bajgain
Abstract Action research is taken as an important way to tackle with classroom problem. It is a teacher-conducted classroom research that seeks to clarify and resolve practical teaching issues and problems. This is a research paper in which I will present the study carried out on 'Practice of Action Research in English Language Teaching'. The study was conducted to explore the level of practice of action research in English Language teaching in some selected secondary schools of Kavredistrict. The researcher collected the data from both primary and secondary sources. For the primary sources, the researcher selected twenty community schools. The researcher selected twenty English teachers, one resource person, one school supervisor and one English Language Trainer. The researcher employed questionnaires and interview schedule as the research tools. The researcher followed simple statistical tools and presented the facts in different tables. This research study concludes with the findings that action research has been understood as a formal process for promotion of permanent teachers and still the teachers have not adopted it as a part of teaching and professional development.
Teacher autonomy: A solution to current educational issuesKaruna Nepal
Pokhara University, NepalAbstractTeacher autonomy has been recommended as a highway to professionalism by contemporary pedagogy. Development of learner autonomy which is supposed to be the sole target of teaching learning activities largely depends on teacher autonomy. That is to say, learner autonomy and teacher autonomy should go simultaneously. Moreover, for solving the major challenges of the educational sector, for instance, brain- drain, dropouts, class bonking, educational unemployment teacher autonomy has been recommended with due emphasis. Educational institutions are often criticized for exercising the disciplinary technique which according to Michel Foucault (1997) creates docile bodies. It is because schools and universities do not tend to be favourable for producing dignified self and autonomous learners. Recognizing this fact, this paper aims at demystifying the prospects that teacher autonomy bears of being a viable solution for handling the current educational issues. In this presentation, at the beginning, I will introduce learner autonomy. And then, teacher autonomy will be discussed as a recommendation of critical pedagogy and post method pedagogy. Following this, the current educational challenges that come in implementing teacher autonomy will be discussed. After this, it will shed light on the responsibilities of autonomous learners and the challenges they face. Finally, I will talk teacher autonomy in relation to professionalism and then conclude the presentation.
Presenter bioKaruna Nepal is a Lecturer at SS College. She also teaches at Shree Krishna Secondary School. She is pursuing her M.Phil. degree from Pokhara University. She is the treasurer of Society of Translators Nepal.
How to cope up with special students in a classroom EnglishShamim Safa
Cambrian College, BangladeshAbstractSpecial students are the part of our society and surrounding. so I believe that special care in a special way but very tactfully we should perform so that the special students (student having mixed ability or less ability)does not feel humiliated, they should think that they are also equally competent and able, we the teachers.
Presenter Bio Shamim safa , professor of Department of English, teaching in CISC that is Cambrian International Study Centre, and faculty member of Limkokwing University, Malaysia, under cambrian international study centre, examiner of English script of open university, Bangladesh, and national university, Bangladesh, earlier served as a teachers trainer, under BRACs PACe program.at present developing a communicative English speaking book based on smart and effective technique ,to face the global issues and speak confidently, it is for all.
Teachers' Perception on Teacher Professional DevelopmentKP Ghimire
REED, NepalAbstractTeachers' professional development is widely viewed as an important means of improving teaching and learning through in-service training to upgrade the content knowledge and pedagogical skills of teachers. The major goal of this presentation is to present the ground reality of the teachers' perceptive to their professional development
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in terms of a number of different kinds of knowledge including subject matter knowledge, general pedagogic knowledge (such as classroom management skills), and contextual knowledge (such as knowledge of the ELT curriculum, of the students, of their social context and so on). I will provide an overview of what we have learned as a field, about effective professional development programs and their impact on teacher learning. I will then talk about some important directions and strategies for extending our knowledge into new territory of questions not yet explored. I will talk about the current prevailing practices of ELT in the community based schools in Nepal. I will also present an overview of ELT teachers on pedagogy, curriculum, teaching skills, materials design, etc. The Practice of English Language Teaching is the essential guide for teachers of English. It explains current pedagogy to teachers who want to access the more relevant ELT practices and incorporate them into their lessons. In the field of ELT it is particularly important for school administrators to encourage teachers to pursue professional development, not only to ensure the best learning outcomes for their students but also to be more effective and satisfied in various other aspects of English language teaching
Presenter bioKP Ghimire is an M. Phill student of English Language Education. He is a teacher educator who is working as a Senior English Language Trainer in REED Nepal especially in the Himalayan region of Nepal. He is the life member of NELTA. He has the experience of teaching English from elementary to university level students in some renowned institutions in Kathmandu. He often carries researches in the field of ELT. He is a translator too.
Relevance of oriental culture in teacher educationArjun Singh Madai
Tribhuvan University, NepalAbstractThe entire oriental globe is elegantly bountiful with numberless cultures. Multitudes of societies abiding in this geographic halve have indeed formed a wonderful cultural tapestry. While delving on the 'orient' we often remember the superb discourse of "Orientalism" by Edward Said. Apart from that, basically in this presentation, I will highlight the salient cultural ethos of "Vedic" tradition, Spiritual beliefs and glimpses of oriental philosophy. Simultaneously I will put forward the necessity and rationale incorporating these cultural dimensions in English Teacher Education. Initially, I will put the various cultural orientations, conceptualizations and definitions of culture by western academia under the overarching discipline of cultural studies. Besides, the influencing Vedic norms and legendary values will be displayed which I think less was discussed at conferences. Hence, these shadowed aspects of Oriental's glorious past will be reminded in this presentation.
Presenter’s bio Arjun Singh Madai is M. Ed student of English subject, studying in 3rd Semester T.U. He is originally from Far-west Baitadi. He is a diehard fan of Nepali, English and Hindi literature. Sometimes he writes poetry in Nepali. His chief areas of interest are philosophy, culture, spiritualism as well as political eloquence.
Globalization and teacher preparationLaxmi Prasad Khanal
Tribhuvan University, Kirtipur, Nepal AbstractGlobalization has impacted the entire modern life civilization; and as a result, it has opened the golden opportunities in every field. However, the teachers should have hand-on knowledge regarding how to tackle with globalization, especially in the field of teaching. In this presentation, I will initially briefly provide some theoretical insights of globalization. Afterwards, I will discuss how the Nepali teachers perceive globalization in matter of pedagogy. More specifically, I will present what can be some pedagogical issues and strategies of globalization. This presentation is based on my short term mini - research in different public and private schools and colleges in Kathmandu and Bhaktapur districts. For this study, I had interviewed ±2, Bachelor`s, and master's level teachers. My finding showed that still most teachers are lagging behind in understanding and instilling the things that globalization possesses. Finally, I will wrap up my presentation by arguing that all the Nepali teachers and learners are supposed to be updated to tackle with global competitors. Presenter bioLaxmi Prasad Khanal has been pursuing master's degree majoring in English at Central Department of Education, Tribhuvan University, Kirtipur. Meanwhile, he is teaching at Janapremi College, Kaushaltar, Bhaktapur. His major areas of interest are, like phonetics and phonology, poetry, critical discourse analysis and so forth. He has around a half- decade of teaching experience.
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Teaching and Learning in 21st CenturyHom Raj Khadka & Bimala Sharma
Educational Training Center Banke, Nepal Abstract Technological development has brought drastic change, wideness and flexibility teaching and learning. Therefore, teaching and learning process has been shifted that digital knowledge and skill has become essential in participating educational activities to enhance logical ideas and foster innovative thinking. Teaching and learning is blended with technology that supports and helps teachers and learners to participate in global learning and provides wide opportunities in exploring and fostering current and latest ideas regarding teaching and learning in 21st century.Therefore, my paper will strive in searching best opportunities to enhance learning and teaching strategies. Moreover, it will raise queries on exploring great possibility using technology in education. It also justifies digital native and digital immigrants regarding teaching and learning. And it also magnifies importance of web tools and their integration in curriculum will be focused on presentation. Their integration and teaching and learning for pedagogical purpose will be presented.
Presenter bioHom Raj Khadka is English Language Instructor in ETC Banke. He is life member of NELTA and Member of IATEFL. He did Master in English language and Literature and TESOL Certificate. He has presented paper in various ELT Association. He has completed many more courses from reputed universities mainly from USA, UK and Australia.
Incorporating Indigenous Knowledge in Teaching EnglishAshok Sapkota
Tribhuvan University, NepalAbstract This presentation focuses on bridging the contextual examples from the grassroots literacy and indigenous practices linking with English Curriculum in the EFL context like Nepal. Home Science and tools is a compete classroom in itself to teach English. It relates the ways of exploring local low or no cost resources to teaching grammatical items, language functions and literary genres; like stories, poem and short biographies and even to teach other subjects like Science and Mathematics. Furthermore, it relates how the locally available resources can avail the best classroom practice in terms of resources and blending the technology in low tech classrooms. Exploring the learners' interaction face-to face and the offline line mode along the discussion and sharing practices will be shared in the presentation. In addition, the successful practices of presenting a grammar lesson and a literature lesson will be demonstrated in the presentation. The reflections of the learners' experience will be incorporated on the presentation in the preliminary discussion.
Presenter bioAshok Sapkota is a faculty in department of English Education, Kirtipur. He is a treasurer in NELTA Centre. He has worked as teacher trainer in NELTA, GAN and British Council Projects, Nepal. He has presented papers in Hornby Regional Schools, IATEFL and several NELTA national and regional conferences. He was a TEA Fellow-2013, United States.
An ELT Bridge Course as a Project OutcomeKamal Kumar Poudel
Mahendra Ratna Campus, TahachalAbstractOn the basis of the overall analysis of the academic results of Bachelor's degree first year students at Mahendra Ratna Multiple Campus, Ilam in the former three years (2010-2012) it was identified that the failure in Compulsory English had had a considerable share for the low pass rate in all the faculties offering the subject (Education, Humanities and Management). With an aim to minimize the failure rate the campus authority assigned the author to prepare an English language bridge course to be commonly implemented in all the three faculties for a month before the actual classes started. In such a situation, the first task for the author was to analyze and identify the English language learning needs common to the learners from those faculties. This paper highlights how, as a process of research, those common needs were identified to be used as the contents of the course; what methodology was used; how inadequacy of materials was dealt with; and how the assessment aspect was designed. One important message stemming out of the endeavor was that it is sometimes pointless to seek a theory or philosophy to be based on before beginning a project, or during the process: a theory is ultimately a generalization observed in this world rather than something imported from another planet. However, the paper also sets out to pinpoint and assess the theory and principles underlying the then-pragmatically developed course aimed fundamentally at fulfilling the immediate institutional need.
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Presenter BioKamal Kumar Poudel, an Associate Professor in English Education and a Ph. D. scholar, teaches Language Curriculum Development and Research Methodology-based courses at the post-graduate level at Tribhuvan University, Mahendra Ratna Campus Tahachal. He has got research papers published in national and international journals. Currently, is researching in functional linguistics.
Concurrent sessions IV
Strategy Training for Autonomy in Foreign Language Teaching: Keys to SuccessCarol Griffiths
Auckland Institute of Studies, New ZelandRumeli University, Istanbul, Turkey
Abstract This workshop will begin by defining the concepts of autonomy and strategies and discussing the connection between the two concepts. It will go on to outline the important steps in strategy instruction (raising awareness, explicit instruction, practice, implicit instruction and evaluation) and to demonstrate the procedure using an example of guessing from context. The results of a study which used this procedure will be reported, followed by the results of a study which investigated the characteristics of good language learners. If time allows, workshop participants will be asked to contribute any interesting experiences relating to strategies and/or autonomy from their own classrooms.
Presenter bio Dr Carol Griffiths has been a teacher, manager and teacher trainer of ELT for many years. She has taught in many places around the world, including New Zealand, Indonesia, Japan, China, North Korea and UK. She currently works as Associate professor of ELT at Rumeli University in Istanbul, Turkey, as well as acting as postgraduate supervisor at Leeds University, UK, and Adjunct Research Professor at Auckland Institute of Studies, New Zealand. She has also presented at numerous conferences and published widely, including her books Lessons from Good Language Learners and The Strategy Factor in Successful Language Learning. Learner issues (e.g. individual differences, such as strategies, style, gender, age, culture, motivation, identity, affect), teacher education and support (e.g. methodology, error correction, coping strategies), language issues (e.g. ELF, plurilingualism), sociolinguistics, intercultural competence, action research, and using literature to teach language are her major areas of research interest. Email: [email protected]. Webpage: www.carolgriffiths.net
ELT and Emotional Literacy: A Survival Stratagem for N.NEST TeachersMuhammad Arfan Lodhi, Mamuna Ghani
The Islamia University of Bahawalpur, PakistanAbstract The need of emotional literacy is integral for every individual and professional as emotional part of the brain quite often occupies the control over the rational part of the brain. This phenomenon becomes self-evident rather strengthened in case of teachers and language teaching. Previous practices and research findings acclaim the benefits and needs of Emotional intelligence interventions in the language teaching and teachers training programs. According to Shepherd (2010), emotions are the primary source of human energy, aspiration and drive, activating our innermost feelings and purpose in life, and transforming them from things we think about, to values we live. A person who is considered emotionally intelligent bears high self-esteem in turn giving respect to others, occupies self-acceptance and in turn accepting positive or negative behaviors of others, possesses self-worth and self-confidence in turn trusting others’ strengths to build stronger relationships and leadership skills.The aim of this workshop is to introduce Emotional Intelligence based ESL teaching interventions commonly tagged as (EI-ESL Pedagogy) by the trainers. This workshop aims to integrate social, psychological and emotional skills among teachers, students and professionals. The EI-ESL project offers training to the teachers with the provision of activity books, teaching kits and grade-based teaching strategies. This project is continuous professional development program that provides models, strategies, work plans and assessment techniques to teach emotional intelligence at schools, colleges and university level. The participants will be given education about the use of emotions, emotional management and building pro-social and ethical environment in multicultural and multi-ethnic English teaching classrooms.
Presenter bioMuhammad Arfan Lodhi holds doctorate degree in the field Applied Linguistics and sub-field of Emotional Intelligence and English Language Teaching. He got TESOL diploma from UMBC University, USA and Material Development certificate from Iowa State University, USA. He is attached to language teaching and English Teachers training programs for last many years inside Pakistan as well as in other countries. He has also conducted such teachers training workshop in NELTA conference under the fellowship of US State Department in 2013.
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Strategic Techniques to Overcome Confusing Word Spellings and FormsSuresh Kumar Shrestha
Vice Chairperson, NELTA Birgunj, NepalAbstractWhen it comes to communicating in written form, it is crucial to take notice of spelling words correctly, and selecting the correct words or forms of words. Miss-spelt words and the selection of wrong words or forms of words are sure to lead to the state of meaninglessness, or unexpectedly different meanings that may prove to be not only confusing but also contextually ridiculous. Such mistakes or errors are more likely to complicate communication, too. And, what matters a lot is that a significant number of students in Nepal are increasingly found perplexed at spelling various words correctly, as well as several of them at selecting the correct words or word forms in various contexts. Moreover, in today’s software-controlled trend, it is quite common but undoubtedly embarrassing even for teachers and educators to get stuck while having to pick up correct spelling at some critical times. Hence, the presentation focuses on how ELT stake-holders in general and English language teachers in particular are supposed to regularly promote motivational practice with strategic techniques to address and overcome the problems that seem to have been prevailing alarmingly in our ELT sphere, preventing particularly students from exploiting their real strength for further advancement at exams and/ or in careers.
Presenter bioMr. Suresh Kumar Shrestha, Vice Chair of NELTA Birgunj, has been teaching English to learners of diverse ages and educational groups for over twenty-five years. He also taught as an Access Teacher at the US-sponsored English Access Micro-scholarship Program, Nepal, and presented his papers at four International Conferences.
Learners learn through fun: Teaching English through SongsSagun Shrestha
AbstractThis workshop aims to provide English language teachers some skills to make classroom more interactive and fun. In this workshop, pre-service and in-service teachers will learn some strategies to design online and offline activities when they aspire to use songs for language teaching and learning. Songs are powerful materials, which teachers can use to teach language skills and aspects in an integrated way. Songs can bring life to any classroom by making learners more engaging in the lesson that is being delivered. In the first half of the workshop, the presenter will involve the participants in the activities that are designed to teach language. They will also be asked to explore the benefits of the activities when they are used in English language classrooms and the extended activities that can be done on their own. In the second half, the participants will learn the strategies to create online and offline activities using songs for English language teaching.
If you want to make your classroom fun and engaging by using songs, you can be the right participants for this workshop.
Presenter’s bioSagun Shrestha, a Hornby Scholar for 2016/17 from Nepal, is an MA in ELT graduate from the University of Warwick, Coventry, UK. He has also earned master’s degree in English Education from Tribhuvan University, Nepal. His areas of interest include ICT in ELT, teacher education, discourse analysis and language planning.
