Pub Date : 2021-12-31DOI: 10.3126/nelta.v26i1-2.45193
Motikala Subba Dewan
Dramatic monologue had been used as a powerful tool to express emotions and feelings through the characters in the ancient Greek drama. It received the proper recognition in the Victorian era as a new form of literary device when the various poets and writers started using it in their works. Edgar Allan Poe was not an exceptional. This article explores the language of dramatic monologue in Edgar Allan Poe’s poem “The Raven”. It aims to look at the poem through the three perceptible features of the dramatic monologue: speaker/narrator, audience/listener, and occasion. It examines how the speaker’s soliloquy speech–moaning for the loss of his wife–changes into a powerful dramatic monologue. Obsessed with pain and agony, the speaker’s dramatic monologue escalates finding a listener, ebony raven inside the room. Throughout the poem, the occasion of the cold December becomes the vital point to bestow cryptic feelings to readers. In addition, the article provides an analysis of poetic structures through figurative languages which have made the poem pedagogically rich and their impact has taken the speaker’s dramatic monologue in different level.
{"title":"Language of Dramatic Monologue in Poe’s “The Raven”","authors":"Motikala Subba Dewan","doi":"10.3126/nelta.v26i1-2.45193","DOIUrl":"https://doi.org/10.3126/nelta.v26i1-2.45193","url":null,"abstract":"Dramatic monologue had been used as a powerful tool to express emotions and feelings through the characters in the ancient Greek drama. It received the proper recognition in the Victorian era as a new form of literary device when the various poets and writers started using it in their works. Edgar Allan Poe was not an exceptional. This article explores the language of dramatic monologue in Edgar Allan Poe’s poem “The Raven”. It aims to look at the poem through the three perceptible features of the dramatic monologue: speaker/narrator, audience/listener, and occasion. It examines how the speaker’s soliloquy speech–moaning for the loss of his wife–changes into a powerful dramatic monologue. Obsessed with pain and agony, the speaker’s dramatic monologue escalates finding a listener, ebony raven inside the room. Throughout the poem, the occasion of the cold December becomes the vital point to bestow cryptic feelings to readers. In addition, the article provides an analysis of poetic structures through figurative languages which have made the poem pedagogically rich and their impact has taken the speaker’s dramatic monologue in different level.","PeriodicalId":416929,"journal":{"name":"Journal of Nelta","volume":"92 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132429260","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-12-31DOI: 10.3126/nelta.v26i1-2.45395
Michael Nycyk
Beginning English Language Teaching (ELT) brings many issues teachers experience that questions one’s teaching confidence and abilities. Seeking feedback from teaching peers can be invaluable, but self and student feedback can quell fears and doubts. Sharing such experiences with others involves risk, but can assist others on their journey to becoming confident ELT teachers. To reflect on my experiences as a beginning ELT teacher, an autoethnographic account is presented. It displays my fears, the need for constant feedback and the eventual acceptance that I did not need constant reassurance to evaluate my teaching performance. This account also demonstrates the usefulness and contributions that an autoethnographic account of me as a beginning teacher may bring. First, it discusses the field of beginning teaching and challenges doing ELT may bring. This is followed by an explanation of writing an autoethnography, ethical considerations and background details on this account. The autoethnographic account is written using constructed vignettes to demonstrate moments of crisis and resolution. This account closes with a discussion and some conclusions about the value of using autoethnography in the ELT field.
{"title":"But How Am I Doing? Autoethnographic Reflections of a Beginning English Language Teacher","authors":"Michael Nycyk","doi":"10.3126/nelta.v26i1-2.45395","DOIUrl":"https://doi.org/10.3126/nelta.v26i1-2.45395","url":null,"abstract":"Beginning English Language Teaching (ELT) brings many issues teachers experience that questions one’s teaching confidence and abilities. Seeking feedback from teaching peers can be invaluable, but self and student feedback can quell fears and doubts. Sharing such experiences with others involves risk, but can assist others on their journey to becoming confident ELT teachers. To reflect on my experiences as a beginning ELT teacher, an autoethnographic account is presented. It displays my fears, the need for constant feedback and the eventual acceptance that I did not need constant reassurance to evaluate my teaching performance. This account also demonstrates the usefulness and contributions that an autoethnographic account of me as a beginning teacher may bring. First, it discusses the field of beginning teaching and challenges doing ELT may bring. This is followed by an explanation of writing an autoethnography, ethical considerations and background details on this account. The autoethnographic account is written using constructed vignettes to demonstrate moments of crisis and resolution. This account closes with a discussion and some conclusions about the value of using autoethnography in the ELT field.","PeriodicalId":416929,"journal":{"name":"Journal of Nelta","volume":"48 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122609535","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-12-31DOI: 10.3126/nelta.v26i1-2.45208
Parmeshor Baral, Kabita Khadka
Unwanted behaviours of students that impede the normal functioning of the classroom has become a centre of concern of the majority of the teachers and university teachers are also no exception to this matter. This paper is an attempt to explore teachers’ approaches and strategies in dealing with “disruptive” behaviour in Nepalese university classrooms. Using non-random sampling, 15 university teachers who have more than five years of teaching experience in the corresponding fields were chosen as the participants of the study. The tools for data collection were an open-ended questionnaire and a semi structured interview and they were administered following all ethical considerations. The study, based on Dreikurs’s mistaken model for classroom management (1968), found that teachers divided teachers’ talking time (TTT) and students’ talking time (STT), minimized their talking time, played an instrumental role in not allowing students to divert the academic discussion into non-academic ones. Then, the teachers and students collectively formulated dos and don’ts before the semester began and whenever there was a disruption in most of the contexts, those rules and regulations were acknowledged and stopped students from monopolizing classroom discussion.
{"title":"University Teachers’ Strategies in Dealing with Disruptive Classroom Behaviours in Nepal","authors":"Parmeshor Baral, Kabita Khadka","doi":"10.3126/nelta.v26i1-2.45208","DOIUrl":"https://doi.org/10.3126/nelta.v26i1-2.45208","url":null,"abstract":"Unwanted behaviours of students that impede the normal functioning of the classroom has become a centre of concern of the majority of the teachers and university teachers are also no exception to this matter. This paper is an attempt to explore teachers’ approaches and strategies in dealing with “disruptive” behaviour in Nepalese university classrooms. Using non-random sampling, 15 university teachers who have more than five years of teaching experience in the corresponding fields were chosen as the participants of the study. The tools for data collection were an open-ended questionnaire and a semi structured interview and they were administered following all ethical considerations. The study, based on Dreikurs’s mistaken model for classroom management (1968), found that teachers divided teachers’ talking time (TTT) and students’ talking time (STT), minimized their talking time, played an instrumental role in not allowing students to divert the academic discussion into non-academic ones. Then, the teachers and students collectively formulated dos and don’ts before the semester began and whenever there was a disruption in most of the contexts, those rules and regulations were acknowledged and stopped students from monopolizing classroom discussion.","PeriodicalId":416929,"journal":{"name":"Journal of Nelta","volume":"31 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116622250","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-12-31DOI: 10.3126/nelta.v26i1-2.45199
Vidhya Pokhrel
This research paper aims at exploring the non-textbook environment in English classrooms. This study has portrayed the limitations of textbooks highlighting the effectiveness in learners’ achievements when teaching English in a non-textbook environment. With an ethnographic inquiry, the study reflects the author’s experience of being in the non-textbook environment through the portrayal of her subjectivity. The methods to collect data were participant/field observation and interview. The exploration of students’ learning while in the non-textbook environment has been depicted in the paper. Overall, the paper anticipated to extend the mindfulness upon the teachers who can think of including activities in an English language classroom without textbooks.
{"title":"Teaching and Learning English in a ‘Non-textbook’ Environment","authors":"Vidhya Pokhrel","doi":"10.3126/nelta.v26i1-2.45199","DOIUrl":"https://doi.org/10.3126/nelta.v26i1-2.45199","url":null,"abstract":"This research paper aims at exploring the non-textbook environment in English classrooms. This study has portrayed the limitations of textbooks highlighting the effectiveness in learners’ achievements when teaching English in a non-textbook environment. With an ethnographic inquiry, the study reflects the author’s experience of being in the non-textbook environment through the portrayal of her subjectivity. The methods to collect data were participant/field observation and interview. The exploration of students’ learning while in the non-textbook environment has been depicted in the paper. Overall, the paper anticipated to extend the mindfulness upon the teachers who can think of including activities in an English language classroom without textbooks.","PeriodicalId":416929,"journal":{"name":"Journal of Nelta","volume":"18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126553106","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-12-31DOI: 10.3126/nelta.v26i1-2.45195
B. Dhakal
With an increasingly diverse student population in the classroom, it is imperative that teachers feel confident about their ability to teach reading to children who have varied reading proficiency to read. This study has explored in-service teacher beliefs on learner differences in reading instruction in school classrooms that instigated teacher strategies in meeting learner needs. Data were collected from classroom observation and interviews from two experienced teachers. Transcripts and field notes were coded and analyzed thematically. The result indicated that the teachers had high expectations for their students, however, they lacked sufficient skills to differentiate reading instruction to address the needs of students on a regular basis. Classroom instruction was mostly dominated by lecture methods and the materials and activities were limited to textbooks. The teachers saw reading differences as a classroom reality, recognized students reading differences in the classroom, and felt the need to grow every learning potential in reading. Some of the teaching strategies that aligned with differentiated reading instruction were: flexible grouping, library lesson and choice in reading, differentiated support, multisensory presentation of lessons, extension activities for high achieving readers, activating background knowledge and making connection, peer tutoring, exploratory activities, curriculum compacting, ongoing assessment and feedback, differentiated questioning, differentiated assignment, repeated instruction, and using technology.
{"title":"Differentiated Reading Instruction: Teacher Beliefs and Strategies","authors":"B. Dhakal","doi":"10.3126/nelta.v26i1-2.45195","DOIUrl":"https://doi.org/10.3126/nelta.v26i1-2.45195","url":null,"abstract":"With an increasingly diverse student population in the classroom, it is imperative that teachers feel confident about their ability to teach reading to children who have varied reading proficiency to read. This study has explored in-service teacher beliefs on learner differences in reading instruction in school classrooms that instigated teacher strategies in meeting learner needs. Data were collected from classroom observation and interviews from two experienced teachers. Transcripts and field notes were coded and analyzed thematically. The result indicated that the teachers had high expectations for their students, however, they lacked sufficient skills to differentiate reading instruction to address the needs of students on a regular basis. Classroom instruction was mostly dominated by lecture methods and the materials and activities were limited to textbooks. The teachers saw reading differences as a classroom reality, recognized students reading differences in the classroom, and felt the need to grow every learning potential in reading. Some of the teaching strategies that aligned with differentiated reading instruction were: flexible grouping, library lesson and choice in reading, differentiated support, multisensory presentation of lessons, extension activities for high achieving readers, activating background knowledge and making connection, peer tutoring, exploratory activities, curriculum compacting, ongoing assessment and feedback, differentiated questioning, differentiated assignment, repeated instruction, and using technology.","PeriodicalId":416929,"journal":{"name":"Journal of Nelta","volume":"105 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127150012","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-12-31DOI: 10.3126/nelta.v26i1-2.45200
Gobinda Puri
English, a means of global communication for international diplomacy, trade, work, media, and academics, has been inclusively recognized as Global Englishes (GE). This paper reviews the wider spread of English throughout the world from GE perspective and examines its impacts on the teaching of English. Moreover, it argues for the significance of GE informed pedagogy, which incorporates codeswitching, polylanguaging or translanguaging, with due respect to the diversity of English in Nepal’s context. By reviewing and analyzing related literature, it reports that GE perspective, as a paradigm that also includes World Englishes, English as Lingua Franca, English as an International Language and translanguaging, provides a new perspective for teaching English against the monolingual ‘Standard English Model’ pedagogy. Researchers have developed the teaching strategies incorporating the major themes of GE and reported positive as well as negative attitudes of the stakeholders in various contexts. This article has research and pedagogic implications as it provides useful insights for teachers and researchers for further research in this area.
{"title":"Global Englishes and their Impact on Teaching","authors":"Gobinda Puri","doi":"10.3126/nelta.v26i1-2.45200","DOIUrl":"https://doi.org/10.3126/nelta.v26i1-2.45200","url":null,"abstract":"English, a means of global communication for international diplomacy, trade, work, media, and academics, has been inclusively recognized as Global Englishes (GE). This paper reviews the wider spread of English throughout the world from GE perspective and examines its impacts on the teaching of English. Moreover, it argues for the significance of GE informed pedagogy, which incorporates codeswitching, polylanguaging or translanguaging, with due respect to the diversity of English in Nepal’s context. By reviewing and analyzing related literature, it reports that GE perspective, as a paradigm that also includes World Englishes, English as Lingua Franca, English as an International Language and translanguaging, provides a new perspective for teaching English against the monolingual ‘Standard English Model’ pedagogy. Researchers have developed the teaching strategies incorporating the major themes of GE and reported positive as well as negative attitudes of the stakeholders in various contexts. This article has research and pedagogic implications as it provides useful insights for teachers and researchers for further research in this area.","PeriodicalId":416929,"journal":{"name":"Journal of Nelta","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124740998","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-12-31DOI: 10.3126/nelta.v26i1-2.45398
Samikshya Bidari
Not Available
不可用
{"title":"Poetry in the Language Classroom: Humanizing Teaching Material","authors":"Samikshya Bidari","doi":"10.3126/nelta.v26i1-2.45398","DOIUrl":"https://doi.org/10.3126/nelta.v26i1-2.45398","url":null,"abstract":"Not Available","PeriodicalId":416929,"journal":{"name":"Journal of Nelta","volume":"56 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124756347","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-12-31DOI: 10.3126/nelta.v26i1-2.45194
Syeda Tabinda Sadaf
Reading is generally considered as one of the essential language learning skills. Unfortunately, in most Bangladeshi government secondary schools, reading is not given its due respect. Recent research indicates that reading is as much important a skill as speaking or writing and therefore, Bangladeshi teachers need to change their mindset towards the significance of reading in classroom, to make the L2 learning a helpful experience for students. Five Bangladeshi teachers from three different schools took part in the study. This study is aimed to see Bangladeshi teacher’s analysis of reading problems of their students and the teaching strategies they use in classrooms for teaching reading skills by using questionnaire and interviews as research tools. The research found that teachers recognise students’ reading problems and sincerely try to address these but their biggest impediment is the class size for which students are left alone with their reading difficulties. If this skill is not aptly addressed at this level, learning the other three language skills will be difficult for the second language learners. Hence this research suggests that teachers’ analysis of the reading problems should be given importance to ensure students’ maximum L2 learning.
{"title":"Addressing Problems with Reading in English: A Case Study of Five Bangladeshi Teachers","authors":"Syeda Tabinda Sadaf","doi":"10.3126/nelta.v26i1-2.45194","DOIUrl":"https://doi.org/10.3126/nelta.v26i1-2.45194","url":null,"abstract":"Reading is generally considered as one of the essential language learning skills. Unfortunately, in most Bangladeshi government secondary schools, reading is not given its due respect. Recent research indicates that reading is as much important a skill as speaking or writing and therefore, Bangladeshi teachers need to change their mindset towards the significance of reading in classroom, to make the L2 learning a helpful experience for students. Five Bangladeshi teachers from three different schools took part in the study. This study is aimed to see Bangladeshi teacher’s analysis of reading problems of their students and the teaching strategies they use in classrooms for teaching reading skills by using questionnaire and interviews as research tools. The research found that teachers recognise students’ reading problems and sincerely try to address these but their biggest impediment is the class size for which students are left alone with their reading difficulties. If this skill is not aptly addressed at this level, learning the other three language skills will be difficult for the second language learners. Hence this research suggests that teachers’ analysis of the reading problems should be given importance to ensure students’ maximum L2 learning.","PeriodicalId":416929,"journal":{"name":"Journal of Nelta","volume":"33 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121629140","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-12-31DOI: 10.3126/nelta.v26i1-2.45204
Kamala Kc
This study explored woman English as a Foreign Language teachers’ perceptions and practice of professional development. In this research, semi-structured interviews were used for data collection from purposefully selected participants. The participants were three secondary level woman English language teachers of Rupandehi district, state no. 5, Nepal. These teachers had a proper understanding of professional development and were found to put significant personal effort into their professionalism including the training given by the Ministry of Education. In this study, I used the theory of Liberal Feminism. Jaggar (1983) advocates that society as whole benefits from the public contributions of woman in general and educated woman in particular. The study contributes to all concerned stake holders including, teachers, students, teaching institutions, training centers and associations, and trainers to understand the value of professional development for woman EFL teachers, plan and provide more opportunities, and take it into the main stream of ELT discourse to improve the status of woman English language teachers in academia in Nepal.
{"title":"Exploring Continuous Professional Development of Woman English Language Teachers","authors":"Kamala Kc","doi":"10.3126/nelta.v26i1-2.45204","DOIUrl":"https://doi.org/10.3126/nelta.v26i1-2.45204","url":null,"abstract":"This study explored woman English as a Foreign Language teachers’ perceptions and practice of professional development. In this research, semi-structured interviews were used for data collection from purposefully selected participants. The participants were three secondary level woman English language teachers of Rupandehi district, state no. 5, Nepal. These teachers had a proper understanding of professional development and were found to put significant personal effort into their professionalism including the training given by the Ministry of Education. In this study, I used the theory of Liberal Feminism. Jaggar (1983) advocates that society as whole benefits from the public contributions of woman in general and educated woman in particular. The study contributes to all concerned stake holders including, teachers, students, teaching institutions, training centers and associations, and trainers to understand the value of professional development for woman EFL teachers, plan and provide more opportunities, and take it into the main stream of ELT discourse to improve the status of woman English language teachers in academia in Nepal.","PeriodicalId":416929,"journal":{"name":"Journal of Nelta","volume":"31 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125365555","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-12-31DOI: 10.3126/nelta.v26i1-2.45206
B. Kandel
This article explores the language policy in education (henceforth, LPE) at the local level. Adopting the critical ethnography study for 6 months at Vyas Municipality, I reveal what ideological awareness the policymakers and arbiters have on LPE and how do they interpret and appropriate it in multilingual school setting. The information collected through in-depth interviews, FGD, participant observation, and document reviews have been analyzed, interpreted, and triangulated critically. The study shows three major findings regarding LPE in local government; first, LPE has created a public debate and ideological discrepancy in multilingual school contexts; the second, the local LPE has diverse interpretation, appropriation, and practices; and the last, the English language policy (ELP) appears as a ‘black hole’, which has been gradually swallowing other local and indigenous languages. However, the language policymakers and arbiters have been gradually raising critical awareness for appropriate LPE and its practices that seems a positive advancement at the local level.
{"title":"Languages in Education: A Critical Ethnography of a Micro-level Policy","authors":"B. Kandel","doi":"10.3126/nelta.v26i1-2.45206","DOIUrl":"https://doi.org/10.3126/nelta.v26i1-2.45206","url":null,"abstract":"This article explores the language policy in education (henceforth, LPE) at the local level. Adopting the critical ethnography study for 6 months at Vyas Municipality, I reveal what ideological awareness the policymakers and arbiters have on LPE and how do they interpret and appropriate it in multilingual school setting. The information collected through in-depth interviews, FGD, participant observation, and document reviews have been analyzed, interpreted, and triangulated critically. The study shows three major findings regarding LPE in local government; first, LPE has created a public debate and ideological discrepancy in multilingual school contexts; the second, the local LPE has diverse interpretation, appropriation, and practices; and the last, the English language policy (ELP) appears as a ‘black hole’, which has been gradually swallowing other local and indigenous languages. However, the language policymakers and arbiters have been gradually raising critical awareness for appropriate LPE and its practices that seems a positive advancement at the local level.","PeriodicalId":416929,"journal":{"name":"Journal of Nelta","volume":"65 ","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"120875223","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：