Editorial…

Dear readers,

We are pleased to present a special edition corresponding to the months of November-December 2017. In this issue, we are delighted to have contributions focused on teachers’ reflections concerning the teaching and learning process of the writing skill. Such views represent two different perspectives: one derived from the experiences of participating teachers in a three-day training on ‘Integrated Writing Skill’; and the other derived from a teacher’s reflective practice. On the other hand, this issue also includes a study on strategies in the translation of metaphorical expressions on a literary text. In the following lines, you have an overview of each write-up:

The article A Training Reflection on Integrated Writing Skills, by Jagadish Paudel and Bhagirathi Joshi, presents the trainees’ experiences and practices on writing-how they were taught writing during a three-day training workshop; how they are teaching writing; and why writing is considered a difficult task. Likewise, it discusses on topic sentence, supporting details, the points to be considered while editing an essay, and ways of reducing empty words. Further, it includes participants’ writings that were written during the training.

Dr. Nabaraj Neupane in his article, Metaphorical Expressions (MEs): Strategies and Pitfalls of Translation in Seto Bagh, shows how translating metaphorical expressions involve twin problems of recognition and translation, yet it is mainly the case of appropriation in one way or the other. He conducted a study based on an observational research design to explore strategies in the translation of MEs in the historical novel Seto Bāgh.

Last but not least, Janak Singh Negi, in his article Involving Shy Students into Group Work in an Interactive EFL Classroom, discusses the causes of shyness among the students in an EFL class. Based on an empirical study, suggests some practical solutions for involving shy students into group work effectively.

For ease of access, the link for each article can be found below:

1. A Training Reflection on Integrated Writing Skills, by Jagadish Paudel and Bhagirathi Joshi
2. Metaphorical Expressions (MEs): Strategies and Pitfalls of Translation in Seto Bagh by Dr. Nabaraj Neupane
3. Involving Shy Students into Group Work in an Interactive EFL Classroom by Janak Singh Negi 

We hope that the articles included in this issue may contribute to reflection and future research, and may enhance a critical perspective about various aspects related to writing, culture, translation and classroom pedagogy when teaching English, whether as a second, foreign or additional language.

Issue editors,

Maricarmen Gamero and Laxmi Prasad Ojha