Welcome to Nelta Choutari: September 2013

Editorial

Lal Bahadur Rana

(with support of Usha Kiran Wagle)

The status of the English language in Nepal to date is that of a language of international communication and medium of instruction in some schools, colleges and universities. Although it is being taught in one way or another over the last century, and although many people consider proficiency in English as a mark of educational excellence, it has not yet become the language of day to day communication.

The importance of English is rising in the society at large even beyond formal schooling. For instance, the civil service commission of Nepal recently updated its syllabuses to require applicants of officer level a test of English which carries a significant number of marks for proficiency in reading, writing, and grammar.

The increase in the value of English in the minds of the general public has to do with the fact that students who want to pursue higher education in science and technology, engineering, medical science, information technology, etc. need to have a sound knowledge of English. Even parents sending their children to government-funded schools want school management and teachers to switch from Nepali to English as a medium of instruction so that their children can pursue academic and professional careers with greater prospects. Even though the government doesn’t have a specific policy about the shift to English medium among public schools, district education offices, regional directorates, and department of education are approving or encouraging principals and head teachers to switch into English medium instruction. Often, these measures  are taken in order to ensure that the public schools have enough students to justify the schools’ existence and funding!

The above rise in the popularity of English medium has not, however, led to any significant updates in the methods of language teaching. English teachers go through the routine of learning about fancy theories, principles, methods, and strategies that appear and disappear in their lives like ripples of water on bulbule lake caused due to the wind in spring. However, somehow the grammar translation method seems to stay alive, like the  dubo grass that comes back even the most dry season. Truly speaking, we teachers have been teaching and teaching English but somehow our students seem to only learn English for show rather than becoming as fluent and capable as they should be after being formally taught for so many years during school and then some in college. This situation has perhaps to do with how teachers in schools and colleges consider their diary dearer than their lives, stand in front of a large number of students, and dictate what they have written in their diary. One often wonders what kind of language teaching this is. Is it the teacher who is practicing English or the students? Embarrassing as they may sound, such questions still remain a matter of concern in Nepalese ELT discourse.

School level syllabuses maintain that the English language should be taught using communicative method and aims to build up communicative competence among students. But to what extent are we teaching by using this method? Do students interact with each other in English when they come out of their classrooms? Even when they use English with other Nepali speakers of English, how authentic and proficient is their English? Learning English outside of real life situations, based almost exclusively on formal teaching in academic settings, doesn’t seem to be very effective.

Addressing both broader issues like the above and seeking to present specific ways to tackle them, the entries in this issue add to Choutari’s ongoing conversations about language teaching and learning critically.  Jagadish Paudel has highlighted the fact that language teachers should take local contexts into their considerations if they wish to be successful in teaching English in Nepal. He further argues that the ideas derived from the West may not necessarily be suitable for us because our contexts are markedly distinct. Secondly, Ashok Raj Khati reflects on Bal Krishna Sharma’s recent talk at Kathmandu University on the ‘critical’ in language teaching arguing that how his talk was beneficial and relevant to the audience in Nepalese context. Blending his reflections on online course and experience of using technology in the classroom, Maheswor Rijal suggests the audience to integrate technology with teaching for effective results through his third entry. Fourthly, Umes Shrestha shares how the Nepali learners create their own kind of English because of the developmental stages of learning language in Nepal illustrating ‘became’ largely. In the fifth article, Dipendra Khatri talks about the teachers’ perception and practices of dealing with homework to young learners in English classroom. Last but not the least; we like in the last issue of this blog-zine have shared a resource link useful for the readers, especially dissertation writers.

Here is the list of blog entries included in this issue, hyperlinked for navigation:

1. Is There Any Best Approach, Method and Technique for ESL Classes? I Like all; I Like none, by Jagdish Paudel
2. Reflecting on the Talk on the ‘Critical’ in Language Education, by Ashok Raj Khati
3. Let’s Integrate Technology with Teaching, by Maheswor Rijal
4. The Pragmatics ‘Became’, by Umes Shretha
5. Teachers’ Perception and Practices on Dealing with Homework to Young Learners, by Dipendra Khatri
6. Resource of the Month, by Choutari Editors

We hope that you will find the entries interesting and useful. But, by the way, we will only know that if you share your comments on what you read and like. Your comment will start new conversations as well as encourage the writers. You can also share these entries on your social networking sites. Beyond that, please also consider joining Choutari by sending  your own blog entry for the next issue. If you are interested in contributing, here is a list of what you might want to write about and here is an illustration of how you could approach the writing of your blog entry.

Thank you.

Happy Reading!

Lal Bahadur Rana

Editor, September Issue, NELTA Choutari

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Is There Any Best Approach, Method and Technique for ESL Classes? I Like all; I Like none

                                                                                                                                                 Jagadish Paudel

Nothing is right, nothing is wrong; everything is right, everything is wrong.

Nothing is best, nothing is worst; everything is best, everything is worst.

One day, I asked my B. Ed. students, “Which is the best method for teaching English?” They quickly responded in a single voice that the communicative method (CM) is the best method. I remained silent for a while looking around the class.  All the students had the same answer. Even the students who did not respond seemed to agree in the same matter. Similarly, when I went to Bhajhang, Bajura, Doti, Dadeldhura for examination conduction and research work, I asked the same question to some English teachers there. They also answered that CM is the best method. Like them, I had the same understanding when I was a student, and before familiarizing myself with the concept of postmodernism and post-method pedagogy in ELT.

They do not seem to have postmodern mind. They were guided by the truth; rather than by a truth. They did not strive for potential perspectives and alternatives in ELT. They did not become critical rather became blind supporters. They viewed CM from BANA perspective. Postmodern mind believes that everything considerably varies according to contexts. In this connection, Tarnas (1993) writes, “There is an appreciation of the plasticity and constant change of reality and knowledge, a stress on the priority of concrete experience over fixed abstract principles, and a conviction that no single a priori thought system should govern belief or investigation.”

In this world, nothing is final, nothing is absolute and fixed; everything is relative and fallible. Postmodernism accepts multiples truths and realities in everything. The concept of postmodernism also applies in ELT. Many teachers and students are still unaware of this fact. Like in many spheres of life, innovations are also being explored in the field of ELT. Teachers and students should be familiar with the changing trends of ELT around the world. They should not be guided by the fixed ideas and values. This is the world of postmodernism; it is the world of options, possibilities, and alternatives. There are many options in every sector, for example, in education, media, communication, auto-mobile, mobiles, business, transportation, politics, manpower, politics, and fashion, etc. There is no hegemony of a single thing. The same applied in ELT. Postmodern pedagogy allows ELT to be flexible and contextual. It gives freedom to use teachers and students’ experiences, values, cultures. It also considers socio-economic status, political realities and local circumstances. Hence, we need to teach in local realities in which we find our values, cultures; rather than following others’ practices blindly. Teachers and students should keep abreast of the new trends and best practices of the world emerged in ELT, but act locally and contextually. Pertaining to it, Freeman (2008) has rightly remarked ‘think globally, act locally’.

In the past, ELT was virtually led by methodologists and experts. What they told was followed strictly by the teachers and students. The teaching learning activities which followed certain methods strictly would be counted as the good teaching. In the field of ELT, different methodologists have introduced different approaches, methods, techniques one after another rejecting and criticizing the previous ones and claiming theirs as the best ones. Over the last 100 years, the ELT professionals searched for a single, ideal method, generalizable across widely diverse student bodies around the globe. They vainly searched for the absolute method that would serve as the panacea in language teaching. However, they always failed to do so.  It is because they had wrong the assumption that they could find a universal method. As a matter of fact, searching a universal method is like peeling off an onion and never getting into its core.

During 1990s, the ELT professionals came to realize that no approach/method/technique can be ideal. Actually, all approaches, methods, techniques are context specific. They can be very effective, depending on a particular context, place, students, purpose, etc.  It is the context which determines how teaching and learning should take place. Hence, while teaching we should consider the contextual factors such as the place where teaching learning activities are taking place, the students and teachers, culture, time, available resources, socio-economic condition, purpose, motivation, etc. Teachers need to be able to use approaches, and methods flexibly and creatively based on their own judgments and experiences. They should look for alternatives, question the existing practices if they have doubts and explore their own practices that best befit in their contexts.

Going through the literature of language teaching, we find myriads of methods, approaches and techniques discussed by methodologists. Grammar translation method, direct method, audio-lingual method, communicative method, nativist approach, functional approach, oral structural situational approach, task-based approach, behaviorism, rationalism are to name but too few. All these have own importance in their own places. Most of these have well-established background and theory. Yet, they cannot be regarded as the best methods in all the places, for teaching all language items, and for all teachers and students. There are various views regarding the best way to teach a language. Prabhu (1990) writes:

…no single method is best for everyone, as there are important variations in the teaching context that influence what is best. The variations are of several kinds, relating to social situation (language policy, language environment, linguistic and cultural attitudes, economic and ideological factors, etc.), educational organisation (instructional objectives, constraints of time and resources, administrative efficiency, class-size, classroom ethos, etc.), teacher-related factors (status, training, belief, autonomy, skill, etc.), and learner-related factors (age, aspirations, previous learning experience, attitudes to learning, etc.). (p.162)

Regarding the best method, the prevalent notion is that if a method yields the best results in terms of learning outcomes that is the best method. Different methods are best in different teaching and learning contexts. A method which is regarded best in one context can be far removed from classroom reality, and become impractical in another context. Brown (1994, p. 15) maintains that “the best method is one which you have derived through your very own careful process of formulation, try-out, revision, and refinement.”  Likewise, Tarnas (ibid) writes: “One must try the new, experiment and explore, test against subjective and objective consequences, learn from one’s mistakes, take nothing for granted, treat all as provisional, assume no absolutes.”

Brown (ibid) says that different philosophical theories have appeared and disappeared in history, so have language teaching methods ‘waxed’ and ‘waned’ in popularity. Likewise, Harmer (2008, p. 48) writes: “Both             abstract theory and practical techniques have been debated,    have gone in and out of fashion, and have influenced what was and is included in classrooms and teaching materials.”

The above mentioned discussion implies that no approach or method or technique, etc. can be best or worst in its own right. It is the context which makes it effective or ineffective. None of them is universal.  Brown (ibid) mentions that no method can guarantee success, because every learner is unique, teacher is unique and every learner-teacher relationship is unique.

No single method can suffice to fulfill all the needs and expectations of all the learners at all times. If we talk in the context of Nepal, it is more complex. It is difficult to meet all the widely differing expectations held by individual students and too difficult to ensure that everyone learns by a single method. If we glance at most of the Nepalese ELT classrooms, we will find heterogeneous learners in terms of levels, competence, age, academic background, family background, economic background, mother tongue, personality, sex, language aptitude, learning style, culture, geography, etc. . Hence, it is a big challenge to teach ELT effectively and successfully by a single method. Hence, teacher needs to practice “enlightened” eclecticism. The teachers of English can use different approaches, methods, and techniques that can be suitable for their own classes. Therefore, some professionals started to speak death of the methods and the term ‘post-methods era’.

Richards and Rodgers (2002) have made some criticisms of approaches and methods.

 The top-down criticism

Almost all the methods typically prescribe for teachers what and how to teach; they fail to consider their potential application to practical situations. The role of the teacher is sidelined; his or her role is to understand the method and apply its principles appropriately. There is often little freedom for the teacher’s own personal initiative and teaching style.  Likewise, learners are sometimes viewed as the passive recipients of the method and must follow the prescribed exercises and activities strictly. But, today, it is commonly acknowledged that learners bring different learning styles and preferences to the learning process that they should be considered in the process of developing a teaching program, and that teaching methods must be flexible and adaptive to learners’ needs and interests.

Role of contextual factors

Pedagogical experts often propped up their approaches and methods as all-purpose solutions to teaching problems that can be applied all over the world and under any circumstance. That is to say, they regarded their approaches and methods as universal.   In the application of approaches and methods teachers ignored the context in which teaching and learning takes place, including the cultural context, the political context, the local institutional context, and the context constituted by the teachers and learners in their classroom.

The need for curriculum development processes

Curriculum planners view debates over teaching method as part of a broader set of educational planning decisions.  A careful examination of all available sources of knowledge, objectives, piloting of those methods and materials which are judged most likely to achieve the objectives which teachers agreed upon, the assessment of the work and objectives and feedback of all experience gained are to be taken into account in the process of curriculum development processes (Nicholls and Nicholls, 1972 as cited in Richards and Rodgers, 2002, p.248). Choice of teaching method cannot, therefore, be determined in isolation from other planning and implementation practices.

Lack of research basis

Approaches and methods are often based on the assumptions, claims, and assertions, without research evidence, so as to have the understanding of second language learning process. There is lack of clear evidence to be believed. Assumption cannot always be true in all contexts. Most of the approaches and methods are not empirically tested. Hence, there is the need of research over these approaches and methods.

Similarity of classroom practices

It is very difficult for teachers to apply approaches and methods in the ways that precisely mirror the underlying principles of the method. Theory and practice are not consistent with each other.

For Brown (1994) language teaching and learning should be “a principled approach” that is, having a finite number of general research-based principles on which classroom practice is grounded. He has mentioned the twelve principles, for example, automaticity, meaningful learning, the anticipation of reward, intrinsic motivation, strategic investment, language ego, self-confidence, risk taking, the language-culture connection, the native language effect, inter-language and communicative competence. This principled approach is oriented to diagnose the needs of students, to treat the students with successful pedagogical techniques and to assess the outcome of those treatments. For him, a teacher has to be engaged in diagnosing their learners’ needs, offer treatment as per the needs and assigning the effectiveness of their own practices.

Conclusion

To conclude, we can say that all approaches, methods and techniques cannot work in all contexts. We should not take them for granted. We should raise vital questions if we have some doubts and adapt them as per our contexts instead. Therefore, we should remake, reset, rethink, revisit, and reinvent the teaching learning activities for our lessons ourselves.

Author:

Mr. Paudel is a teaching assistant at Dandeldhura Campus ,Dandeldhura and he has been teaching English for Nepalese learners of English over the last seven years.                     

REFERENCE

Brown, H. D. (1994a). Principles of language learning and teaching. London: Prentice Hall.

                ___(2002). English language teaching in the “Post-method” Era: toward     better diagnosis, treatment, and assessment. In Richards and Renandya

(eds.). Methodology in language teaching. Cambridge: CUP.

Harmer, J. (2007). The practice of English language teaching. London: Longman.

                   (2008). How to teach English. London: Longman.

Prabhu, N. S. (1990). There is no best method- why? TESOL Quarterly Journal.

Richards, J. C. and W. A., Renandya (eds.) (2010). Methodology in language teaching. Cambridge: CUP.

Trana, R. (1993). The Passion of the western mind: Understanding the ideas that have shaped our ideas. Random House Publishing Group

Reflecting on the Talk on the ‘Critical’ in Language Education

Ashok Raj Khati

I attended a guest lecture on The ‘Critical’ in Language Education delivered by Bal Krishna Sharma on the 3rd of July 2013 at the School of Education, Kathmandu University. Bal Krishna is a one of the past editors of the Journal of NELTA and a doctoral candidate in applied linguistics at the University of Hawaii at Manoa, USA. There were 24 students of MPhil in English Language Education. In this brief reflective essay, I am going to share some key points of the lecture and discuss how the ‘critical’ aspect of language education is an important for language teachers and researchers.

I had come across the term ‘critical’ many times during different courses in MPhil and discourses of English language education; however the talk made me broaden my perspective particularly on how we can introduce ‘criticality’ in the classroom in Nepalese ELT settings. Before the class, he had assigned us to read an article on ‘the practicality and relevance of second language critical pedagogy’ by Graham Crookes (2009) so that we could have better perspective on the topic and better participated in the talk session. I found that the article (see appendix)  addresses eight different areas including EFL critical pedagogy and it also highlights the practical relevance of critical pedagogies of second language (L2) in several areas. This write up is very relevant and useful to see the practicality of critical pedagogy in EFL or ESL classroom.

The aim of his talk session was to introduce the ‘critical’ in language pedagogy. Nevertheless, his talk did not only introduce the term ‘critical’ but also illustrated with examples giving practical insights on how it can be integrated into language education. Bal Krishna’s talk mainly focused on four kinds of the ‘critical’ in language pedagogy. They were critical discourse analysis, critical pedagogy, critical language awareness and critical literacy organized together in the talk. He first presented the general overview of such terms and then the examples. Each of them contained an assignment or project work for the audience. Firstly, critical discourse analysis (CDA) takes place through an analysis of how power and inequality constructed through different discourse like naturally occurring interactions (e.g. classroom), photographs, images, media (movies, newspapers and documentaries), websites, textbooks, policy documents, etc. We critically observed the cultural and authenticity aspect in some examples of English textbooks. Finally, we attempted to explore possible critical discourse analysis through a list of assignments given as follows:

• Collecting naturally occurring interaction data in a language classroom and analyze how the teacher and the fellow classmates treat a stuttering student.
• Analysing how professional roles are represented in terms of gender in English textbooks of Grade 9 and 10.
• Analysing how ‘Nepali’ culture is constructed in English textbooks.
• Critically analyzing how VP Paramanda Jha’s oath in Hindi is constructed by media.

It was an exciting discussion in the sense that the instances taken in the talk were of Nepalese context.

Secondly, Bal Krishna discussed critical pedagogy. He defined, following Freire (1972), Giroux (1981) and Apple (1982), critical pedagogy is primarily concerned with critiquing existing educational institutions and practices, and subsequently transforming both education and society. I came to know that critical pedagogy has several names like radical pedagogy, feminist pedagogy, pedagogy of possibility, pedagogy of empowerment and transformative pedagogy. I understood that Social Responsibility Interest Section in TESOL and Global Issues Specific Interest Group in IATEFL are address the concerns of critical pedagogy. I realized that there are two important aspects of critical pedagogy—Give students voice and Critical analysis skills. At the end of the discussion on ‘critical pedagogy’, he introduced an example of the Tamang Project entitled ‘Privileging Indigenous Knowledges: Empowering Multilingual Education in Nepal’ led by two Nepalese and a foreign researchers. The major focuses of the project are on:

–          herbal medicines and healing practices,

–          traditional and modern knowledge and skills,

–          History, numerical systems, weights and measures,

–          Relations, belief systems and practices and

–          Life rituals, feasts and festivals, songs, lyrics and poems.

Thirdly, in his presentation he defined critical language awareness as it refers to importance of ‘noticing’, applicable to marginalized language speakers and it argues to deconstruct the standard language ideology. It covers dialect awareness, non-standard language awareness, pidgin and creole awareness native/heritage language awareness (think of internal migrants). The following assignment was given at the end.

–          Develop a lesson or activities which ask all of the students to discuss and present on their languages and cultures and how they make use of their languages in their lives, both in and out of school. The students can bring in an artifact from home which represents their home language(s)/culture(s), and they can be encouraged to teach the class some expressions in their home language. The Tharu language in Chitwan, for example. The students should also be encouraged to work with their parents.

I found the discussion on critical literacy was more useful from the perspective of global citizenship. I was highly interested in the issue. We came to know that critical literacy as an educational practice that focuses on the relationship between language, social practices, citizenship, intercultural relations and global/local issues, with several implications for our understanding of language, our pedagogical practices and the role of teachers. I occasionally used issue-based teaching in my class but came to know this time that it was critical literacy. To teach life skills to the learners through critical literacy was quite convincing to me. The inspiring examples for critical literacy like makingsmall scale interventions within the existing institutional constraints (Shin and Crookes, 2005), raising students’ consciousness on matters relevant to their lives (Konoeda and Watanabe, 2008) and connecting ESL pedagogical practices to issues of power, equity, and social justice (Ajayi, 2008) added value to the discussion.

The assignments based on different ‘critical’ in language pedagogy were so useful on the part of the students since they worked as clue to prepare theses, design project work, develop a lesson plan or activity and organize a workshop from critical perspective. Besides, I found his talk very relevant to Nepalese context where there is a need to look into such issues and bring a change in traditional chain of learning. It has really enabled all of us who attended the talk and made us really thoughtful on such issues with reference to multilingual context of Nepal. Following the talk, we some of our friends had larger discussion and interaction realising our concern to work together for this. I will largely incorporate such issues at different professional avenues in the days to come.

Before he concluded his two-hour talk, he shared with the audience his research project and opened the floor for question answer session.  At the end of the session Associate Prof. Laxman Gnawali, Kathmandu University, summarized the talk and appreciated Mr. Bal Krishna Sharma for his contribution to the M.Phil in ELE program of Kathmandu University.

Author:

Mr. Khati is a life member of NELTA and currently pursuing his MPhil in ELE from Kathmandu University, Nepal.

APPENDIX

Here is the pdf version of Mr. Sharma’s presentation slides and the article by Crookes (2009).

1. Critical at KU for Choutari

2. Crookes, critical pedagogy

Let’s Integrate Technology with Teaching

Maheshwor Rijal

Technology has affected all the aspects of our life and pedagogy is not an exception. The use of technology in teaching English as second or foreign language (ESL/EFL) has an immense value. Before I conclude this blog entry with the importance of technology in ESL or EFL classroom suggesting the integration of technology into pedagogy, I will share my reflections on the online teacher training course offered by an American University (I have recently attended) and experience of integrating technology into pedagogy. I believe such sharing based on both the reflection and the experience of learning and using technology in the classroom through this blog entry will be worthwhile motivating the readers especially the teachers to introduce and integrate technology in the classroom for effective teaching learning activities.

Reflection on Online Teacher Training Course

A couple of months ago, I attended an online teacher training course titled Building Teaching Skills through the Interactive Web’ offered by the University of Oregon, USA.

I spent altogether 10 weeks for this course, which gave me lots of inputs to use technology into the classroom. The course was designed so systematic and practical in the sense that I had to do lots of assignments. Creating professional blog, nicenet and wiki classroom were the most useful tasks assigned to me. As a result, this web skill course enhanced me searching for innovative ideas.

First, I have bookmarked useful websites in my delicious bookmarking page. Like the name of the host page, this which encompasses the bookmarks of useful websites, offers really delicious tips for teaching and learning. Then, I created my blog on blogger, where I have shared my ideas, experience, reflections and learning. I found that using blog is an effective means for sharing ideas and professional development. Nik Peachey, freelance learning technology consultant, trainer and writer has developed learning technology blog (click here) which combines video tutorial with pedagogical suggestions to help teachers exploit free web based technologies. Likewise, Peachey (2011) says, this blog and also this are useful blogs for the teachers’ professional development.  I have used them and found very much useful for enhancing my professional career as Yadav (2011) argues that blogging is a helpful technique supporting the professional development of English language teachers largely through collaborative learning. He further adds that the blogging helps in building networks among English language teachers and promoting professional dialogues. Using technology in learning was a great opportunity for me to share experiences, knowledge, thoughts or plans with teachers of the same interest around the globe.

The use of nicenet is equally useful for organizing online English project which helps to run parallel to face to face tutorials.  This is all about virtual English classroom. This web tool is useful for organizing interactions among the participants around the globe, link sharing, uploading information, sending the personal message to tutors and others. Learning technology for teaching and experience of integrating technology into teaching has realised me the fact that I am in novice stage and I need to update myself with the changing need of technologies as per the demand of the time.

My experience of integrating technology with teaching

It was difficult for me to introduce technology in the classroom because there was no internet connection and lack of computer in the school. However, I used my own laptop without internet connection in the class for teaching and learning. I had already figured out how I could incorporate it into my lessons and it was—listening activities. First I connected speakers with my laptop and then played the audio materials related with lesson, which I had already downloaded at home. I found the students really enjoyed my lesson which was different from previous times. When asked them what they had learned, majority of them replied the correct pronunciation. They further added that they felt difficult to listen to the sound but later they easily understood. After I got back from the class, I downloaded more different listening activities, authentic speeches, and sometimes captured radio programs using internet at home. For example, I have used this website, as it consists of different communicative exercises and these were helpful for making the classroom more interactive and recreational.  Moreover, I have downloaded and used different games, riddles with the help of internet to make my teaching more interesting.

After I have used technology into the classroom, I found that students’ motivation and interest has increased in a greater amount, making a difference when compared to the classroom without technology. Now I realised that it is useful for revealing the great potentiality of the students and bringing a variety of changes.

Importance of technology in the classroom

Using technology in the classroom does not only associate with the PowerPoint presentation but also the use of different web tools for teaching and learning four language skills; listening, speaking, reading and writing. The use of technology shows the teaching and learning is not only limited within the periphery of the classroom but the teacher can do many more beyond the classroom using blog, nicenet, and wiki class. As a result, students can have access to learn beyond the class with the use of different web tools and the same set of tools can make the language classroom more interesting and lively. Such activities will certainly make the classroom activities fun and interaction oriented. My experience and learning show that these stuffs in the EFL classroom are also helpful for developing professionalism on the part of teacher. To conclude, the use of technology in the classroom opens the windows to access the free and open treasure of vast and worldwide knowledge.

Bill Gates says, “Technology is just a tool, in terms of getting the kids working together and motivating them, the teacher is the most important”. This is age of networking and this is possible by connecting with virtual world. The teacher development is an ongoing process through networking. For this, the use of nicenet, blogging and creating wiki class will certainly have enormous effect for making classroom interactive and bringing synergic effects. By using this, you can post the course information, different assignments and hyperlinks. Moreover, such kinds of web tools are helpful in establishing stimulating environment.  This also provides access to authentic learning materials and considerable amount of exposure to a wide variety of native sounds.

The following sites will be helpful for the teacher to make teaching and learning more interactive:

• www.journals.cup.org
• www.iteslj.org
• www.tesol.org
• www.resourceroom.net/
• www.schoolsonline.britishcouncil.org/
• www.onestopenglish.com/
• www.britishcouncil.org/learnenglish
• www.teachingenglish.org.uk
• www.americanenglish.state.gov
• www.teachers.tv/
• www.oup.com
• www.teachingenglishgames.com

We need to start doing something different, new and extra through the use of new web tools before it is too delay. Now, it is the time to believe in technology, which is today’s reality.

However, using web technology in the EFL classroom particularly, in remote public school in Nepal is not feasible due to lack of availability of technologies and facilities like electricity, internet access, computer, and other resources and infrastructure required. And, the places where there is such access and availability have challenges like illiterate teachers in terms of knowledge and skills to use technology and reluctance to adopt and adapt modern teaching techniques. Fullan (1991, as cited in Maggioli, 2004) opines that schools are facing problems and challenges because of the “fragmentation, overload and incoherence resulting from the uncritical acceptance of too many different innovations”.

Conclusion

The above sections of this blog entry suggest that there are both opportunities and challenges ahead while integrating technology with pedagogy. Maggioli (2004) adds that language teaching profession is faced with accountability issues that call for improved teacher development as means of improving student learning.  While integrating technology in the classroom, teachers ask themselves key five questions for professional development and this will be useful for implementing any new ideas in the classroom.

1. What am I doing?

2. Why am I doing it in this way?

3. What impact is it having on learners?

4. How might I do things differently?

5. If I did things differently, what impact might it have on learners? (Nolan and Hoover as cited in Maggioli, 2004)

The journey of thousand miles starts from a single foot. There is a need to change the traditional methods of teaching with integrating with technology. The curriculum developer, subject expert and others concerned need to introduce and integrate technology into the course of study for B. Ed. and M.Ed. degree. And such integration should be included in pre-service, in-service and refresher training modules too.

We can bring avenue of progressive change in Nepalese ELT and this is only possible when we have passion to update ourselves adopting and adapting modern global trends. We are not only the teachers but also change makers in ELT. Let’s integrate technology with teaching!

Author:

Mr. Rijal is pursuing his M. Ed. in ELT at Kathmandu University, Nepal.

REFERENCE:

Maggioli, G.D. (2004) Teacher centered professional development. ASCD: USA

Peachey (2011) A checklist of digital skills for teachers and trainers. The Teacher Trainer, Vol. 25, No. 1: A Pilgrims Publication ISSN:0951-7626

Yadav, P.K. (2011) Blogging as a Means of Professional development for ELT professionals. Journal of NELTA: Nepal English Language Teachers’ Association (NELTA) ISSN: 2091-0487

The Pragmatics ‘Became’

Umes Shrestha

 

This happened in the first few months of my teaching career at a private boarding school in Lalitpur. It was one of the terminal exams in the school. I had finished handing out the answer sheets to the students, and was waiting for the bell to ring so that I could hand out the question papers. But, somehow there was no ring and one of the students from class 10 said, “Time became already”.

“What!!!” I exclaimed.

He said it again in a matter-of-fact-ly way, “Time became”.

It was the first time I’ve heard someone say that. At that time, I thought that it was his idiosyncrasy, this expression was his exclusive error. But I soon realized that the expression “time became” along with late became, right became, wrong became, homework became and countless of other became-expressions were quite common among the students and even the teachers in my school.

And once I was aware of this phenomenon, these became-expressions began to hit my ears from all directions. From the primary classrooms to the secondary ones. From the playground to the library. Became, I realized, was omnipresent in the school.

It was an epidemic. That’s what I initially labeled it as. I shouted out at the students. You can’t say ‘time became’. I corrected them. It’s not ‘late became’, it should be ‘I’m getting late’ or ‘It is getting late’. There was no respite, though. I started correcting their numerous other expressions as well. I made them write down the correct expressions. 20 times each. I made them speak aloud those expressions. 10 times each. I warned them. I threatened them. I preached them. But all in vain.

A week later, the students were back to their original English. Inside the classroom, they tried to be aware of my presence and my frown. Outside the classroom, they were back to their original self. Carefree. Spontaneous. Happy. It was like, they just didn’t give a hoot about the correctness of English language.

So, what’s unique with this “became-epidemic”?

The meaning of become/became usually translates to बन्नु [bannu] or हुनु (भयो) [hunu / bhayo] in Nepali. The first usage of ‘become’ as ‘बन्नु’ is very literal, as in:

Hari became a doctor.
हरी डाक्टर बन्यो।
[Hari doctor banyo]

However, the literal meaning बन्नु oftentimes gets morphed into हुनु (and the past form भयो) with the usages like:

Hari became first in the exam.

हरी जाँचमा फस्ट भयो।
[Hari jaanch ma first bhayo]

Or, here’s a context where भयो translates so smoothly into became. The bell has just gone off signaling the end of the class. The teacher is collecting papers from the students. One of the students has not finished writing it yet. And, the teacher asks, “Became?” (भयो ?) [bhayo?] The student says,

“Not became” (भएको छैन।) [bhayeko chhaina].

Hence because of this interference or influence of become’s Nepali meaning, students find it easier to make expressions like late became, wrong became, problem became and homework became. It’s short. It’s understandable. And, the best thing, it works among their context.

There are several other expressions as well, which have become regular among my students. One is ending a sentence with ‘and’, as in:

Student 1: (He wants to copy the answer.) Give your copy.

Student 2: Haven’t finished and.

This usage of ‘and’ to end a sentence is just as rampant as the usage of ‘became’. ‘Stop pushing and’ or ‘I am not coming and’ or ‘Not became and’.

The usual meaning of ‘and’ as a conjunction is (र) [ra] in Nepali, but students use it as a discourse marker to mean (अनी) [ani]. They translate the Nepali structure, for instance:

सकेकै छैन अनी [sakekai chhaina ani] into ‘Not finished and’.

This interesting phenomenon got me into thinking a lot. I turned the pages of Second Language Acquisition and Applied Linguistics books. I discussed about this with my teachers and friends. I googled around if this type of sentence structures were normal in other ESL communities as well. I came to realize that it was a normal phenomenon among the learners of a second or foreign language. It also got me thinking that my initial reaction and judgment was pretty immature and naïve. I was rude. And I was sarcastic to the students.

So this question – why do the students speak English in so Nepali way? – keeps prickling my brain. I have stopped correcting the students. I feel more curious and more confused, but I don’t get angry or frustrated anymore. These days, I just try to make my students aware of these ‘became-expressions’. But I don’t overtly correct them, hoping that one day they will pick up the appropriate expression on their own.

I am thankful to the became-expressions as they have helped me understand a part of second language learning. They have helped me gain insights and amend my teaching philosophy. My mission in my earlier days of teaching English was – not to speak Nepali at all in the classroom. Now, I don’t teach English without throwing in few Nepali expressions whenever I feel it aids the learning of my students.

Author:

Mr. Shrestha is a blogger who blogs at http://latebecame.wordpress.com and podcasts at http://latebecame.podomatic.com

 

Teachers’ Perception and Practices on Dealing with Homework to Young Learners

Dipendra Kumar Khatri

Homework! Oh, homework!

I hate you! You stink!

I wish I could wash you away in the sink,

If only bomb would explode you to bits

 

–By Jack Prelutsky

In the above stanza, the poet Jack Prelutsky speaks of the feelings and attitudes of young learners towards homework. Many a time homework has become a cause of corporal punishment in many schools of Nepal. It has destroyed students’ fun, laughter, games, confidence, etc.  It embittered parents- children relationship, teacher- student relationship, etc. It has appeared as a villain for young learners and does not seem to disappear until a  foreseeable period of time. Teachers, on the other hand, like to assign homework with a hope that learners better learn the things they have taught.  In this connection, I like to share how teachers perceive and practice homework.

I, as the training co-coordinator NELTA Surkhet, facilitated a session on ‘Dealing with Homework in Primary Level’. The main objectives of the presentation was to find out the participants’ perceptions and practices on homework and share how teachers deal with different issues on homework.

In the sharing session, most of the teachers reported that they would always give homework to their students with a view to engaging them in learning at home so that they could consolidate what they had studied at school. They also shared that most of the teachers assign writing or reading or project work as homework. The teachers from the private schools said that they would give a lot of homework, and spend some twenty to thirty minutes to correct it.

The teachers from public schools shared that they were assigning homework ‘sometimes’; not every day; whereas the teachers from private schools shared that they were assigning homework ‘everyday’ and they would give a lot of homework if there is long vacation.

All the teachers shared their bitter experiences of  hearing that voice of students as the responses for not doing homework. Despite their expectations, often teachers have to listen to their students speak out the following utterances:

Sir, my brother tears my notebook.

Sir , yesterday I was absent’

Sir, I had gone to my mamaghar.

Sir, another teacher check it.

There was a lot of homework yesterday.

Sir, I asked father but father did not learn about it.

I only copy it, I do half only.

Sir, it was difficult.’ No idea.

I have lots of work in home.  ‘I have no time to do.’

‘I did not copy the homework.  You rubbed out the questions so fast.’

Sir, I forgot my copy.

‘Sir, I have new copy today.’

I forgot to keep in my bag.

I lost homework copy, sir

Sir, you no give me happy. So I have don’t write.’

Yesterday, I didn’t come to school.

Sir, my mother did not buy copy today.

‘I lost my English book.’

I have not a pen.

Sir, I am sick.

Sir, you check yesterday, I no do today.

‘Sir, you don’t find me very good.’

Some students just stand up still and remain silent; they do not speak but seem to have been terrified. Their face looks gloomy. They do not respond verbally. Those were the common verbal and non-verbal responses to the teachers who check homework. I believe that such responses certainly make both students and teachers feel bad and degrade their zeal for learning and teaching respectively.

Strategies to deal with homework

The teachers shared that they are using many types of strategies to deal with homework effectively.  Some of them are: asking the students for not doing homework, asking parents to come to school, asking learners to do the tasks while the teacher is checking other students’ homework, etc. Some of the teachers even reported that they would get angry when they do not find suitable reasons for not doing homework.

Harmer (2008) advises teachers to ask the students’ interest and try to set homework which are relevant to them; not only in terms of their interests but also in terms of what they are studying. The teachers tend to assign homework related to what the students are studying. They never consider their interests. Similarly, they are willing to contact guardians to conform the reason for not doing homework by their children.

The teachers do not visit the guardians to encourage their children who keep doing homework regularly. They do not telephone the guardians whose children do not have the problem of homework, but they telephone those guardians whose children have the problem of doing homework. Most of such parents also cannot support their children in doing homework. Therefore, not only students but also parents feel embarrassed for being called in the school just to listen to the same thing: Your child does not do homework.

All the teachers shared that they were giving the exercise or lesson of the book as the homework.  To write, read and memorize. They generally do not make it fun i.e. give varied types of work; not only the questions from the book but also some funny tasks. Students want to be involved not only in the routined tasks, but also some serious things or some slightly crazy tasks. The homework can be given in envelops or sent them in e-mails jut to make them feel like doing homework.

The private school teachers said that they would use homework diary to keep record of homework. But it was not used by public school teachers. The teachers in Surkhet valley did not give extra-activities as the homework. They gave homework from books only. They gave tasks orally or in written form face to face; not in envelops and e-mails. The teachers do not give the individual (solo) work, but only one type of task to the whole class.

The teachers form private schools shared that their first duty entering into the class is to check the homework. So they check the students’ homework very often. They do not use pair or student checking strategy. A teacher checked all the students’ homework. They spend as many as thirty minutes for correcting homework. How long do they actually teach!  They did not have sufficient time to check properly with constructive feedbacks. As a result sometimes guardians complain their strategies, sometimes the students themselves question to their teachers. The teachers from the public schools often face the problem while checking the homework because of the large no of students in a class.

Teachers do not forget assigning homework, because they believe that if students do homework, they have learned well. They are overwhelmed by the right responses of their students and keep correcting assignments, no matter how long they are.

The teachers only respect the right answers in the students’ homework, which is also not so good practice, because from the students’ mistakes or errors they can notice how much they have learned and how much they need to help them learn. They can make their further plans in such a way that they can significantly decrease the number of errors to be committed by their students.

Generally, the teachers do not think how they can make post-homework productive. They rarely manage the class where the students correct their mistakes and learn from one another. The teachers  have not  been successful to provide their learners with opportunities to get students to correct each other’s homework in supportive and cooperative way.

It was also shared that the teachers form public as well as private schools took many trainings that helped them to create home wok friendly environment i. e. if the students are not doing homework, the teachers will help them do at school during the class time. They were not using the punishment as the strategy to deal with homework. They also mention  that  they were in favor of finding out reasons why their students do not do homework and act accordingly.

Conclusion

In conclusion,  homework seems to be an integral part of teaching and learning activity from teachers’ perspective. The teachers who teach to young learners should particularly think of some ideas of making homework a fun activity and should not make learners feel any kind of burden, which can have a lot of repercussions on intellectual, emotional, social, etc. aspects of youngsters.

Author:

Mr. Khatri is a life member of NELTA and a Teaching Assistant at Surkhet Campus (Education) and he has been teaching English at the campus over the last four years.

REFERENCE

Harmer, J. (2008). How to teach English. London: Pearson Longman.

Resource of the Month

Based on the positive feedback and suggestion from our readers to share a useful resource link every month, we have started a regular post titled “Resource of the Month” from August 2013. For the resource of this month, we are sharing with you a good source from the south Asian region: Pakistan. The link below is an open access site where you can find e-copies of dissertations as maintained by Pakistan Research Repository. You can browse the pages based on the year of publication or based on the subject as you like. Using keywords for the search phrase is another option.  We hope those of you who are at the dissertation stage particularly will find this resource helpful. The link is:

http://eprints.hec.gov.pk/view/subjects/b5L.html

Acknowledgements: We’d like to thank Madhav Kafle, one of our Choutari team members for researching the resource and sharing with the readers for this month.

-Eds.