Theme: Multiliteracies and English language teaching in a multimodal classroom
Our current issue is a diverse collection of articles on ELT and education-related topics which would be of great interest for our regular readers as well as new-found ones. In the first article on visual literacy and its presence across the curriculum as well as in ELT, Bophan Khan strongly postulated that to achieve optimal functionality in today’s society requires more than the conventional three Rs. Language students are of no exception. The article discusses the history and development of visual literacy – argued to be one of the indispensable “literacies” for the 21stcentury social beings – and presents a review of a limited number of studies on visual literacy in order to understand the significance of this literacy for education in general and English language teaching.
In a related manner, Md. Jahirul Islam’s article on non-verbal communication emphasizes the key roles non-verbal communication has in the past’s and today’s communication arenas. The article discusses “pros and cons” of non-verbal communication before presenting useful teaching implications of non-verbal communication. Readers would appreciate the justified position taken by the author in attempting to promote the teaching and learning of non-verbal communication, in the author’s very own words, “NOT to the exclusion of verbal communication”.
Bhim Prasad Sapkota’s reflective article on the challenges faced by novice, newly appointed teachers in a government school like the author himself should make us pause and think of our teaching practice situated in a long-established system. The dilemmas of whether to follow the existing system even when it means doing it at the expense of one’s own teaching principles and previous professional training are highlighted, and efforts to challenge the norms with fresh ideas and creative pedagogical practice can be found in this article.
Usefully, Sufia Ferdousi brings our attention to a simple yet highly practical concept which many of us might overlook as we go about our daily teaching tasks. The article explains what balanced planning is and why we, as educators, need it. It also presents what is known as the “9-box” planning tool and its utility for ensuring effectiveness in planning, implementation, and evaluation of a variety of lessons. The flexibility of the tool means teachers can use balanced planning to achieve learning objectives as soon as a day of lessons and as long as a semester/term of classes.
As a special feature, the issue presents an interview with Professor David Nunan by our very own editor Laxmi Prasad Ojha.
The issue also includes an article from Professional Practices Series by the British Council entitled “Error Correction Codes”.
We apologise with our valued contributors and readers for we could not publish some regular issues on August to October due to some technical reasons.
Please enjoy this new issue and provide your valued comments on them as usual!
Bophan Khan and Laxmi Prasad Ojha