Silence after any of our experience means silencing everything. Writing, and thus the habit of eagerly documenting what one has experienced and sharing with other colleagues is a key part in our continuous professional growth and development. Reflection is something all teachers are doing throughout their lives. In teaching career, own self-reflection, peer-reflection, along with participants’ or learners’ reflection as nip for thought work as meditation that also gives complete freedom for a clearer picture.
Ganga Ram Gautam in Teaching of English in the US: What can we learn from there? shares the expertise that he gained as a full-time graduate student at Boston University, USA with Hubert Humphrey Fellowship Program. He also encourages other teachers to apply such insights in their professional life through this reflective writing, also being an important self-assessment tool for teachers.
From the descriptions of A Day in the life of an EFL Teacher Educator by Laxman Gnawali, other teachers can empathize on what he enjoyed in a course along with the activities that readers benefit from his reflection. The classroom activities plus contents generated in one of his classes outline the participant friendly approach of managing a class which will inspire other teachers to use with similar activities. Such reflective work brings humility in us giving power to expose ourselves better. It enables readers to be self-critical about the learning and is helpful in transforming both– the teacher and students.
Eak Prasad Duwadi in his paper Feasibility of ICT in ELT Classes in Nepal shares how the use of Information and Communication Technology (ICT) has slowly been taking space at schools and colleges in Nepal. He claims how important it is for teachers to live with technology to further garner students’ thinking and problem-solving aptitudes at optimum level in this crucial time (21st century) in the world of technology.
Priyanka Pandey in her entry The Use of Mentoring in Developing Teachers mentions how mentoring has gained attention in Nepalese educational enterprises. When applied this strategy in our education system, novice teachers get opportunity to overcome problems such as anxiety, fear, frustration, confusion, and loss of hope which generally appear during the beginning of teaching career. Claiming that the practice of mentoring helps to empower the lifelong and continuous development of teachers to develop their teaching profession, she also foresees positive, effective, and fruitful transformation in the mentee which will directly benefit our education system.
In his reflective conversation, Prof. Govinda Raj Bhattarai starts his talk with the present situation of English language teaching in Nepal. Elaborating the discussion further, he talks about major challenges in delivering quality English language programmes in Nepalese context. Moreover, he shares how NELTA has crossed national bounties becoming a truly international organization in shaping the course of English teaching in Nepal. More importantly, he wants to encourage teachers towards more reading – reading of natural authentic writings, classics and prize winning books. He proposes teachers to divert their mind from language focused exercises to the eternal production that is bestowed with literary works. It is only through reading, one can develop linguistic skills to the highest level. The real world of creation in literary works has to be experienced by English language trainers, teachers and even students as they see, feel and experience. He suggests all teachers to develop a habit of reading good literature and encourage the same to their students so that they learn the language as a whole.
Here is the list of contents included in this issue with hyperlinks for our readers’ ease:
We would like to thank all the contributors for their papers. We also expect comments on the articles and suggestions to improve the blogzine from our valued readers for making NELTA ELT Forum even better in the days to come.
Kashi Raj Pandey
Laxmi Prasad Ojha