Pub Date : 2018-12-31DOI: 10.3126/NELTA.V23I1-2.23347
Karna Rana
This article discusses the voices of teachers about shifting from Nepali to English medium in community schools in Nepal and suggests ways to solve some of the problems of the English language in schools of multilingual communities. The article is based on previously published teachers’ narratives in several issues of ELT Choutari web magazine in the past ten years. The teachers’ narratives, which are discussed in this article, focused on English language teaching pedagogies in Nepali government schools. The article analyses the problems, which several teachers raised in their narrative articles, and offers some suggestions to overcome them. The article begins with a discussion about the multilingual context of Nepal, language policy and the English language in schools. Moreover, the article discusses community schools’ interest in the English language, teachers’ perceptions of English as a medium of instruction and schools’ expectations of improving educational quality.
{"title":"Retention of English language tension in multilingual communities of Nepal: A review of teachers’ narratives","authors":"Karna Rana","doi":"10.3126/NELTA.V23I1-2.23347","DOIUrl":"https://doi.org/10.3126/NELTA.V23I1-2.23347","url":null,"abstract":"This article discusses the voices of teachers about shifting from Nepali to English medium in community schools in Nepal and suggests ways to solve some of the problems of the English language in schools of multilingual communities. The article is based on previously published teachers’ narratives in several issues of ELT Choutari web magazine in the past ten years. The teachers’ narratives, which are discussed in this article, focused on English language teaching pedagogies in Nepali government schools. The article analyses the problems, which several teachers raised in their narrative articles, and offers some suggestions to overcome them. The article begins with a discussion about the multilingual context of Nepal, language policy and the English language in schools. Moreover, the article discusses community schools’ interest in the English language, teachers’ perceptions of English as a medium of instruction and schools’ expectations of improving educational quality.","PeriodicalId":416929,"journal":{"name":"Journal of Nelta","volume":"74 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115884361","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 : 2018-12-31DOI: 10.3126/NELTA.V23I1-2.23367
M. Karki
Many teachers still follow the traditional method of lecturing to teach English as a foreign language rather than making students actively engage in learning processes. This lesson focuses on different activities to engage beginners actively to learn English language.
{"title":"Interactive Teaching and Learning Techniques","authors":"M. Karki","doi":"10.3126/NELTA.V23I1-2.23367","DOIUrl":"https://doi.org/10.3126/NELTA.V23I1-2.23367","url":null,"abstract":"Many teachers still follow the traditional method of lecturing to teach English as a foreign language rather than making students actively engage in learning processes. This lesson focuses on different activities to engage beginners actively to learn English language.","PeriodicalId":416929,"journal":{"name":"Journal of Nelta","volume":"398 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115917107","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 : 2018-12-31DOI: 10.3126/NELTA.V23I1-2.23352
S. Kabir
International English Language Testing System (IELTS) has become a widely used and globally accepted test for non-natives. It is conducted at more than a thousand centres in at least 130 countries (British Council, 2016), including 12 centres in Bangladesh (“Take IELTS test in or nearby Dhaka”, 2018). It also encompasses all four independent skills of the English language. Due to its popularity and effectiveness as a test, it is important to focus on assessment procedures of IELTS Writing tasks in the Bangladeshi context which is inconsistent with cardinal test issues. Thus, this article provides critical commentary on the IELTS writing test based on five cardinal issues for a proper test: reliability, validity, practicality, authenticity, and washback in connection with Bangladeshi as well as other similar ESL contexts. The documentary analysis of this article may help further research to enhance the utility of the IELTS writing test to measure ESL writing competence in a global context as an international test.
{"title":"IELTS Writing Test: Improving Cardinal Test Criteria for the Bangladeshi context","authors":"S. Kabir","doi":"10.3126/NELTA.V23I1-2.23352","DOIUrl":"https://doi.org/10.3126/NELTA.V23I1-2.23352","url":null,"abstract":"International English Language Testing System (IELTS) has become a widely used and globally accepted test for non-natives. It is conducted at more than a thousand centres in at least 130 countries (British Council, 2016), including 12 centres in Bangladesh (“Take IELTS test in or nearby Dhaka”, 2018). It also encompasses all four independent skills of the English language. Due to its popularity and effectiveness as a test, it is important to focus on assessment procedures of IELTS Writing tasks in the Bangladeshi context which is inconsistent with cardinal test issues. Thus, this article provides critical commentary on the IELTS writing test based on five cardinal issues for a proper test: reliability, validity, practicality, authenticity, and washback in connection with Bangladeshi as well as other similar ESL contexts. The documentary analysis of this article may help further research to enhance the utility of the IELTS writing test to measure ESL writing competence in a global context as an international test.","PeriodicalId":416929,"journal":{"name":"Journal of Nelta","volume":"5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125445524","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 : 2018-12-31DOI: 10.3126/NELTA.V23I1-2.23365
G. Bastola
Writing an essay requires usto think through whatwe are going to do. Every essay has a beginning, middle, and an end (Levin, 1997). In a five-paragraph essay, the first paragraph is generally understood as introduction. An effective introduction demands readers’ interest and give them a sense of the topic and purpose (Gardner, 2005). The next three paragraphs consist of the body of the essay. The body of the essay explains and supports the thesis with details; further develops ideas in a clear sequence. The fifth paragraph is conclusion. It incorporates the importance of the thesis statement, reflects on the larger significance of the topic, and brings the essay to a logical manner (Gardner, 2005).
{"title":"Teaching a five-paragraph essay","authors":"G. Bastola","doi":"10.3126/NELTA.V23I1-2.23365","DOIUrl":"https://doi.org/10.3126/NELTA.V23I1-2.23365","url":null,"abstract":"Writing an essay requires usto think through whatwe are going to do. Every essay has a beginning, middle, and an end (Levin, 1997). In a five-paragraph essay, the first paragraph is generally understood as introduction. An effective introduction demands readers’ interest and give them a sense of the topic and purpose (Gardner, 2005). The next three paragraphs consist of the body of the essay. The body of the essay explains and supports the thesis with details; further develops ideas in a clear sequence. The fifth paragraph is conclusion. It incorporates the importance of the thesis statement, reflects on the larger significance of the topic, and brings the essay to a logical manner (Gardner, 2005).","PeriodicalId":416929,"journal":{"name":"Journal of Nelta","volume":"21 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116960332","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 : 2018-12-31DOI: 10.3126/NELTA.V23I1-2.23345
Arcade Nduwimana
This study examines the views that tertiary English teachers hold on the need for English for Specific Purposes (ESP) in Burundi higher education. To do so, it investigates the extent to which they are familiar with the theory and practice of ESP. For this study, 32 English teachers were contacted to participate in it. They were all requested to complete an online questionnaire, but only 17 proved willing to do so. The findings revealed that the majority of teachers are familiar with the practice of ESP. Although many of them reported to have high familiarity with the field of ESP, a few of them conduct a Needs Analysis (NA) before teaching ESP courses. Results also indicated that tertiary English teachers highly acknowledge the importance of teaching ESP in Burundi higher Education and, therefore, would encourage the ministry of education to fund an ESP project.
{"title":"The need for ESP in Burundi: What do tertiary English teachers say sbout it?","authors":"Arcade Nduwimana","doi":"10.3126/NELTA.V23I1-2.23345","DOIUrl":"https://doi.org/10.3126/NELTA.V23I1-2.23345","url":null,"abstract":"This study examines the views that tertiary English teachers hold on the need for English for Specific Purposes (ESP) in Burundi higher education. To do so, it investigates the extent to which they are familiar with the theory and practice of ESP. For this study, 32 English teachers were contacted to participate in it. They were all requested to complete an online questionnaire, but only 17 proved willing to do so. The findings revealed that the majority of teachers are familiar with the practice of ESP. Although many of them reported to have high familiarity with the field of ESP, a few of them conduct a Needs Analysis (NA) before teaching ESP courses. Results also indicated that tertiary English teachers highly acknowledge the importance of teaching ESP in Burundi higher Education and, therefore, would encourage the ministry of education to fund an ESP project.","PeriodicalId":416929,"journal":{"name":"Journal of Nelta","volume":"25 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117037506","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 : 2018-12-31DOI: 10.3126/nelta.v23i1-2.23362
S. Mohanraj
Introduction: Language learning is probably as ancient as human kind. Man has been communicating in one form or the other since the time he evolved. Such means of communication has undergone a process of evolutionary changes to stabilize as language and provide an identity to its user. With language becoming the principal source of interaction, the man in his curiosity and wisdom, began to analyse it to facilitate teaching/learning of the same easily. The present article is a conclave of such attempts (researches) and takes into account a historical perspective. While doing so an attempt has been made to discuss topics such as Second Language Acquisition (SLA), Continuing Professional Development (CPD) and Information Communication Technology (ICT).
{"title":"Content, Language and Technology: Perspectives and Prospects","authors":"S. Mohanraj","doi":"10.3126/nelta.v23i1-2.23362","DOIUrl":"https://doi.org/10.3126/nelta.v23i1-2.23362","url":null,"abstract":"Introduction: Language learning is probably as ancient as human kind. Man has been communicating in one form or the other since the time he evolved. Such means of communication has undergone a process of evolutionary changes to stabilize as language and provide an identity to its user. \u0000With language becoming the principal source of interaction, the man in his curiosity and wisdom, began to analyse it to facilitate teaching/learning of the same easily. The present article is a conclave of such attempts (researches) and takes into account a historical perspective. While doing so an attempt has been made to discuss topics such as Second Language Acquisition (SLA), Continuing Professional Development (CPD) and Information Communication Technology (ICT).","PeriodicalId":416929,"journal":{"name":"Journal of Nelta","volume":"25 6","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114050221","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 : 2018-12-31DOI: 10.3126/nelta.v23i1-2.23351
Vidhya Pokhrel
This article is a depiction of my concern in the implementation of higher order thinking activities in the EFL classroom. The article has explored the idea of higher order thinking along with its impact on students. Most importantly, it has given the scenario of how competent the teachers have to be in order to plan the lessons with higher order thinking activities. The article has picked up the real classroom scenarios where students came up with better output with higher order thinking activities. The content, the process and the product were all made the major concern in the article. Overall, the article develops an awareness on the exercise of higher order thinking activities in the EFL classroom.
{"title":"Boosting students’ creativity in the EFL class through higher order thinking activities","authors":"Vidhya Pokhrel","doi":"10.3126/nelta.v23i1-2.23351","DOIUrl":"https://doi.org/10.3126/nelta.v23i1-2.23351","url":null,"abstract":"This article is a depiction of my concern in the implementation of higher order thinking activities in the EFL classroom. The article has explored the idea of higher order thinking along with its impact on students. Most importantly, it has given the scenario of how competent the teachers have to be in order to plan the lessons with higher order thinking activities. The article has picked up the real classroom scenarios where students came up with better output with higher order thinking activities. The content, the process and the product were all made the major concern in the article. Overall, the article develops an awareness on the exercise of higher order thinking activities in the EFL classroom.","PeriodicalId":416929,"journal":{"name":"Journal of Nelta","volume":"43 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131198263","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 : 2018-12-31DOI: 10.3126/NELTA.V23I1-2.23358
Sifat Ullah, Quazi Farzana
In this an era of technology, new technologies particularly computer, multimedia, mobile phone and the internet offer possibilities for overcoming geographical and cost barriers in teaching and learning. This study attempts to trace the use of technology in teaching English at the S.S.C. (Secondary School Certificate) level in Bangladesh. It also focuses on the impact of using technology in teaching and learning English. Eight teachers and 60 students from four private schools in Dhaka city were selected to survey the use of technology in teaching the English Language. The researchers employed the mixed methods research to carry out the study where two sets of questionnaires for the teachers and the students and a semi-structured interview only for the teachers were used to collect data. The findings showed that using technology in teaching has both the positive and the negative impacts. Teachers like to use technology in their classroom but limited time and lack of training and technical support from the authority hamper the mode of teaching. The students also feel comfortable in technology affiliated classroom, but sometimes they fail to catch the concept clearly as they become inattentive due to the lack of proper engagement of the teachers in the classroom.
{"title":"Using technology in teaching English at the S.S.C. level","authors":"Sifat Ullah, Quazi Farzana","doi":"10.3126/NELTA.V23I1-2.23358","DOIUrl":"https://doi.org/10.3126/NELTA.V23I1-2.23358","url":null,"abstract":"In this an era of technology, new technologies particularly computer, multimedia, mobile phone and the internet offer possibilities for overcoming geographical and cost barriers in teaching and learning. This study attempts to trace the use of technology in teaching English at the S.S.C. (Secondary School Certificate) level in Bangladesh. It also focuses on the impact of using technology in teaching and learning English. Eight teachers and 60 students from four private schools in Dhaka city were selected to survey the use of technology in teaching the English Language. The researchers employed the mixed methods research to carry out the study where two sets of questionnaires for the teachers and the students and a semi-structured interview only for the teachers were used to collect data. The findings showed that using technology in teaching has both the positive and the negative impacts. Teachers like to use technology in their classroom but limited time and lack of training and technical support from the authority hamper the mode of teaching. The students also feel comfortable in technology affiliated classroom, but sometimes they fail to catch the concept clearly as they become inattentive due to the lack of proper engagement of the teachers in the classroom.","PeriodicalId":416929,"journal":{"name":"Journal of Nelta","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127169284","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 : 2018-12-31DOI: 10.3126/NELTA.V23I1-2.23360
Renu Singh
The utilisation of technology into classroom practices basically promotes studentcentered instructions that require teachers to be professionally well trained and confident enough to use various technology tools and resources. This study was conducted to explore secondary school EFL teachers’ experiences and practices of modern technology usage into their classroom pedagogy and possible impediments of utilizing technology tools. Eight EFL teachers were purposefully selected from public secondary schools of the Kathmandu valley. A semi-structure interview was administered to collect the required data. The thematic data analysis revealed that the EFL teachers employed different pedagogical strategies for the effective integration of technology; however, some impediments were identified such as insufficient professional ICT skills and knowledge of EFL teachers, inadequate ICT infrastructure at school, teachers’ workload and time constraint, and digital device among students. This study suggests that EFL teachers need professional development trainings particularly designed on the TPACK framework, adequate ICT infrastructure at school, revised teachers’ workload and time constraint, and supportive school environment to promote technology utilization into EFL pedagogy.
{"title":"Exploring the utilization of technology in teaching English: Practices and impediments","authors":"Renu Singh","doi":"10.3126/NELTA.V23I1-2.23360","DOIUrl":"https://doi.org/10.3126/NELTA.V23I1-2.23360","url":null,"abstract":"The utilisation of technology into classroom practices basically promotes studentcentered instructions that require teachers to be professionally well trained and confident enough to use various technology tools and resources. This study was conducted to explore secondary school EFL teachers’ experiences and practices of modern technology usage into their classroom pedagogy and possible impediments of utilizing technology tools. Eight EFL teachers were purposefully selected from public secondary schools of the Kathmandu valley. A semi-structure interview was administered to collect the required data. The thematic data analysis revealed that the EFL teachers employed different pedagogical strategies for the effective integration of technology; however, some impediments were identified such as insufficient professional ICT skills and knowledge of EFL teachers, inadequate ICT infrastructure at school, teachers’ workload and time constraint, and digital device among students. This study suggests that EFL teachers need professional development trainings particularly designed on the TPACK framework, adequate ICT infrastructure at school, revised teachers’ workload and time constraint, and supportive school environment to promote technology utilization into EFL pedagogy.","PeriodicalId":416929,"journal":{"name":"Journal of Nelta","volume":"36 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123514796","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}
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