Cultural Response

 Nepal is a multilingual, multi-ethnic and multi-religious country. The people of Nepal speak different languages that belong to various ethnic groups (Tobin, 2011). The latest study has shown that 92 languages are spoken across the country (Nepal at a glance, 2011). Nepali is the national language which is spoken by nearly half of the total population. It is the language of legal affairs, business transactions, mass media and administration. It is also used as a medium of instruction in public schools and universities. The Ethnologue (Lewis, 2009) published by the Summer Institute of Linguistics in Texas, USA, offers a total figure of 120 extant languages in Nepal.

 

English is considered as a foreign language for the speakers of Nepali. It is taught as a school subject. In earlier decade, the purpose of English in Nepal is to give students a foreign language competence that may use to listening radio, to understand dialogue in the movies, to use language for communication.

 

In recent days, English has taken a new dimension in the higher learning institutions of Nepal. Private schools and universities have begun offering several courses in English whereas state-owned higher education schools and colleges deliver education in Nepali medium. The trend of sending children to English medium schools and or colleges has begun as a English mania today in Nepal. Shrestha (2008) mentioned 28.3 % of secondary schools are privately owned and the figure in higher education is considerably higher (83.1 %). In these private schools and colleges today, Nepali is taught as a subject.

 

However, it has been a controversial issue among the educators whether English is a second or foreign language in Nepal (Shrestha, 2008; Karn, 2009; Malla, 1977, Kansakar, 1977).

Many private and public institutions of higher learning such as Kathmandu Model College, Khowpa Engineering College, National College, Himalayan White House College, Tribhuvan University, Kathmandu University and Purbanchal University in Nepal have been providing English language and literature courses as core and electives subjects. Some degree leading programs such as bachelors degree, masters degree and doctoral degrees are also offered in these institutions.

       The Curriculum Development Centre (CDC) of Tribhuvan University prepares implements and evaluates the ELT curriculum for all the faculties/institutes for all levels i.e. Bachelor's and Master's levels.

          The main objective of teaching English, for example, at the Bachelor's level is to enable the students "...to possess a fairly advanced command of English so that they can use the language for higher education, communication and in a variety of jobs outside the academia.

        In the context of Nepal I found that most of the curriculum being designed as the Framework of Western Cultures and Values. Students read Old English literature through 21st century literature. The British Council, American Embassy design the specific curriculum for different level students. I found some difficulties in teaching in Government School students about Western Culture and Values in the Classroom. Students don't know about it. Only they read the textbooks and know about it. I provide some clues, posters, videos and other materials. They told that we dont need to know about it properly. Only think how to pass the Exam.

  So, English as a second/foreign language is a demanding course of Nepalese academia. English has been taught and spoken in Nepal for past half a decade in schools and colleges along with other several local and regional languages. The problems of ELT have noticed in English syllabi, textbooks, policy matters, classroom environment are major components to change in Nepal (Malla 1977; McCafferty, 1969; Davies et al. 1971; Shrestha, 2008). The studies have found that there was a strong need for English in Nepal and the country needed well-trained teachers, improved textbooks, enough supplementary materials, and better evaluation system (Anderson & Lindkvist, 2000). The study by Mathies (1988) suggested English educators in Nepal to have teachers' manual, small class size, audio-visual materials, workshops, in- service training and incentives to the teacher. Advanced program packages with student- cantered teaching methods, materials, trainings and structural design are recommended to improve existing trend of teaching and learning English in Nepal.

 

                                             References:

Bista, Krishna.2011. Teaching English as a Foreign /Second language in Nepal: Past and present: ELT Journal 32 (11):1-9.

 


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