1.

Introduction

English language in Nepal is enjoying its popularity as English is regarded as the

language of civilized people in Nepal. Pondering about the history of English language

development in Nepal, the attribution goes to then Prime Minister Jung Bahadur Rana who

brought two Englishmen in his royal palace while he made his official visit to the England. It

is gradually spread to all parts of the nation after the advent of democracy in 2007. Even if

the country experienced the non-party rule system (Panchayat) for a long time but it could not

stop the spread of democracy rather the rulers were conscious about learning English and

established different learning centres. This paper is an attempt to investigate the condition of

English language in Nepal in general and finding out different aspects of English language

teaching and learning in particular. For the same different issues related to ELT in Nepal are

taken into account. Different secondary sources have been consulted so that the exact

condition of ELT in Nepal can be presented. For it the first section talks about teachers and

teacher development. It particularly sheds light on prospect of in-service and pre-service

teachers in Nepal which highlights the provision the government has made about teacher

training and condition too. On the other side the next section talks about challenges being

faced by ELT professionals in Nepal and followed by way forward. In a nutshell, this is a

short glimpse about ELT scenario in Nepal.

2. Pre-service and in-service teacher education in Nepal

Training is the development of skills or fitness required to develop the competencies. It is

focused to develop the specific skills. It is like a basic need for the sound professional

development. Training is vital these days in every profession. So, it is also the basic
requirement of teaching profession. The teacher is the most decisive factor in the qualitative

improvement in education. A large number of unqualified teachers are the crucial obstacle to

improve the quality of education .Teacher training is a direct means to enhance the quality of

teaching and student achievement. In service training is one of the strategies for improving

the knowledge and skills of unqualified teachers who are already employed(Suzuki, 2008) .

The history of teacher education in Nepal is associated with the establishment of Basic

Education Teacher Training Centre in Kathmandu in 1984 with the objective of training the

primary level teachers (Awasthi, 2015) .But, the centre had to discontinue its functions after

the suggestions of the Nepal National Education Planning Commission(NEPC) in 1954 for

the establishment of College of Education in 1956 to provide two-year and four-year teacher

education Programmes to the prospective lower secondary/secondary level teachers of Nepal.

As a result, Mobile Normal Schools ran a ten-month teacher training programme for primary

school teachers. These schools were later converted into primary school teachers‛ training

centers (PSTTC) in 1963.Teacher educators for running these centers and the College of

Education were trained either in the USA or the Philippines.Likewise, The National System

Plan (NESP, 1971-76) brought a new impact on teacher education making teacher training

compulsory to get permanent post as a teacher in schools. This rule created suitable condition

for the expansion of teacher education throughout the country which led to the compilation of

College of Education, Nepal Vocational Training Centre and Primary School Teacher

Training Centres in one single unit of The Institute of Education ( IOE) under Tribhuvan

University (Awasthi, 2015).Similarly, The Royal Commission on Higher Education (1980)

made the Faculty of Education (FOE) ,previously known as the IOE, responsible for

conducting academic programmes which is degree oriented programmes and designed the

MOES for conducting all the in service programmes. Pre –service teacher education

programs are run under the FOE through 13 universities and 93 affiliated campuses spread
throughout the country. The School Sector Reform Plan (SSRP,2009-2015) was the latest

accomplished program in Nepali education sector for school teachers ‛s professional

development(Joshi, Gnawali, & Dixon, 2018). Until the implementation of the SSRP, most of

the teachers‛ professional development programs were one-shot, top-down and

decontextualised resulting a limited effectiveness. (Rajbhandari et al., 2009).As per the SSRP

(2009-2015), the NCED conducted teacher trainings for the teachers. A 10-day –long teacher

professional development training, designed considering teachers (Ministry of Education,

2013).Teachers‛ Professional Development (TPD) has been realized a powerful approach to

implement child friendly activity based education for education in the twenty first century.

Though there are at least six models for teachers development, teacher development, teacher

training is the mostly used model in Nepali context (Pokhrel,2016).

There is a supposition that the training helps teachers perform better in the classroom

practices. In context of our country, the teacher training programs are limited to the training

halls only. The results of SLC can be taken as an example to indicate the failure of teacher

training especially provided to the government school teachers. The reasons behind the

failure of teacher training are the problem at the training delivery level as the trainings were

delivered without doing the need analysis of the teacher (DoE, 2007). T he study carried out

by the Department of Education (DOE) in 2006 found out that trainees didn’t use training

resources materials provided to them because they were not obliged to use them. Similarly, in

my observation, the poor physical facilities, lack of facilities, lack of motivation and search

of part-time jobs due to low salary of teachers and lack of preparation time for classes are the

poor performance of the trained teachers.

3. Social Equalities and Inequalities

There are various factors behind the imbalance, injustices, and domination in the Nepali

Society. The most critical factor is the commencement of the English language. For this, the

historical entry of the English language ought to be mulled over. The English language was

formally presented in Nepal after the memorable visit of Jung BahadurRana, the firstRana

Prime Minister to Britain and other European nations in the mid-1850s (Giri, 2010).

However, Durbar High School was uniquely open for Royal relatives, Ranas, their family

members, well-wishers, and benefit. Common people were denied of their privileges to study

created two classes of human decision and controlled, and on the ground of instruction,

educated, and uneducated and all things are in consideration. Another significant factor to be

considered is Ranas has given the greater need for English to show themselves unique to the

normal. By the by, with the end of Panchayat Democracy and the re-foundation of Multiparty

Democracy in 1991, the new law permitted the private division to set up tuition-based

schools (Phyak & Ojha, 2019). Accordingly, some non-public schools were built up by

people or gatherings of individuals the nation over especially in urban communities and

towns (Phyak & Ojha, 2019). These schools predominantly utilized English as a method for

guidance and the English language turned into a solid wonder of business for some

people(Rana & Rana, 2019). These non-public schools were set up for the most part for

business purposes for the sake of value instruction and the English language. In such a

school, the everyday citizens from impeded and monetarily poor foundation can't manage the

cost of them, while the circumstance of government school is vile. This image of getting

training through private and government schools shows that we are creating two classes of

individuals. Considering English language educating including English as control or

mechanism of guidance, Devkota (2018) contended that English instruction has not just

impacted the social and instructive element of Nepal yet besides the social truth of Nepali
society. I trust English instruction has additionally minimized individuals for the sake of

present-day training.

Giri (2018) asserted that the English language has the capacity as a connection language

between the social gap, an asset for social versatility, status producer, and the most

unmistakable language of the library, trade, and writing. Nepali society is one such social

order, where the etymological, social, strict guide is differing. In such a pluralistic culture,

protecting and advancing social capital is a difficult errand. Essentially, the position is as yet

taken as a prevailing social operator informing the life, occupation, and characters of the

residents (Devkota, 2018). Additionally, other social directions like sex, financial, strict, local

inconsistencies are likewise similarly genuine. For example guys may appreciate preferable

training over females. This is because a few guardians want to tuition-based school for the

child, notwithstanding, they sent their little girl to the administration schools. Essentially,

Brahmins youngsters can appreciate preferable open doors overburdened class kids. Another

significant point is in regards to the standard school educational program, which

accentuations Nepali-Only arrangement, and the administration of Nepal couldn't give a

space for local dialects. Children learn better in their first language as well as feel good and

certain at school. Notwithstanding, my perception has indicated that the etymology boundary

is one of the significant obstacles to learning accomplishment. Moving vehicle of guidance

from Nepali to English likewise makes a hole among the students.

4. Challenges
 The foremost challenge that ELT professionals in Nepal have been facing in the lack of

adequate teaching learning materials (Bhattrai, 2010). If a teacher is well equipped with

adequate teaching and learning materials, the knowledge s/he imparts can be paramount on

the part of students in one hand and on the other students' performance can also be enhanced.

Therefore, lack of teaching aids and materials is impeding ELT process in Nepal since

English in Nepal is taught as second or other language. On the other hand, the government's

policy towards language development and conservation does not seem favourable and in the

case of English language teaching and learning, the same sort of unstable policy has been

found. Such policy, in reality, is dragging the ELT professionals towards adopting older

tradition as the linguistic policy of the government is unstable(Phyak, 2015).

However, the unequal distribution among the Nepali people, via uneven school policies

and practices, is often instrumental in reproducing even further the existing social disparities

and class divisions(Shields & Rappleye, 2008). As mentioned by Shields and Rappleye

(2008) it is clear that being a geographically small county, Nepal has uneven policy of ELT

which is unproductive and bringing social divisions between people. On the other hand, the

mind-set people have towards English language is also another challenges to encounter in

Nepal. It is because some people think that English language is inherently difficult but in

Nepali it is not so (Subedi, 2015). But in reality all languages are same in the process of

learning and English language is not inherently difficult like that of Chinese language

(Budhathoki, 2013).

The composition of Nepal is also another factor for inviting challenges in ELT in Nepal

as the country is divided into three geographical distributions via. Himal, Pahad and Madesh.

Most of ELT teachers prefer to work on those cities where there are all luxuries (UNESCO,

2009) but those rural places has scarcity of teachers since most of the teachers do not prefer

to go and teach in such a places. Here the challenge has been more intensified by the fact that
teacher's choice of urban places. Therefore, the government should provide some sorts of

incentives to those teachers who work in rural places.

The next challenge ELT professional being incrustation in Nepal is heterogeneity of

students' different variable. The heterogeneity caused by sex is principal challenge in ELT

classroom because girls participation in classroom ELT practices are less than that of boys.

On the other hand, the classroom infrastructure is another factor for the occurrence of

challenge in the classroom since some schools are well equipped while others even do not

have a single computer in the classroom. Let's take an example – in Kathmandu valley

students have access to computer and internet but the same cannot be imagined with a

students from Tehathumdistrict where even electricity is also not there.

Next challenge ELT professionals in Nepal have been facing is that learning about

English language as the components of English language are separated and taught students in

instalment basis. It is because in Nepal we are teaching about English language but not

teaching English language as such. Therefore, the need of this 21st century is that English

language teachers should not teach about English language but they should teach English

language. On the other side of spectrum, all the English language classroom activities are

centred around the teacher and whatever English teacher says and does becomes a rule of

them but these days people are making classrooms as blended one. Therefore, another

consideration to be made is that teacher dependence should be minimized and students' need

for learning language should also be considered.

Moreover, the textbooks prescribed are irrelevant in some aspects since those textbooks

and not written considering Nepalese context in the sense that some of them have been

adopted without though consideration. Let me illustrate this fact from an example- out

textbooks talk about Christmas and ways of celebrating but there is less emphasis on Dashain

and its celebration in Nepal. Not only that but also a content which is quite relevant to the
students of RatoBangala students might be absolutely irrelevant to the students of Mahendra

Secondary school at Holeri, Rolpa. It is because the exposure given by the students of

previous school and the later one is not same in one hand and on the other the sociocultural

background of the students from both schools make learning the content an intricate matter.

Even if it has been talked earlier section but it is worth raising here too that the policy that

has been formulated by the government of Nepal is also creating challenges to ELT

professional in Nepal. It is because previously teachers were provided incentives (in the form

of travel allowance and daily allowance) previously and at present the government does not

provide it. Because of such fluctuating nature, the ELT professionals consider training

programs overburden and refrain themselves from taking part. Hence the linguistic policy

formulated by the government of Nepal is also creating one of the challenges to the ELT

professional in Nepal (Phyak, 2015) as it hampered professional development of the teachers

in general and English language teachers in particular. So the policy of government of Nepal

should be stable regarding teachers' professional development.

Last but not the least challenge is the examination system of Nepal since examination of

spoken is also taken in written mode in one hand and on the other same content that the

teachers taught is asked in the final examination. It is a challenge in the sense that students

will reproduce the same content that English language teacher has provided. As for example

in the classroom the teacher dictates a sample essay of "Women emancipation in Nepal" and

in the examination same essay will be asked and students reproduce the whole content

dictated to them in the classroom. As it is being done in the academic circle in Nepal, how

can we imagine creativity and innovativeness on the part of students? It is because such

students are made spoon-fed by the teacher in the sense that whatever the teacher produced,

students reproduce the same.

 5. Way forward

When the issue of solving the problems or challenges faced by ELT professional in Nepal

come, many more ideas emerged into my mind since there is not a single factor responsible

for causing problem or challenges in ELT in Nepal but there are myriads of such challenges

or problem. One of the solutions of such problems or challenges could be amending the

policy formulated by the government of Nepal. It is because the policy of language and

language learning formulated by the government of Nepal is instable (Phyak, 2015). This

unstable policy of the government of Nepal is directly hampering the teaching and learning

process in Nepal. Another solution is organizing teacher training program in a profound

basis. As for example, when the pandemic COVID 19 hit in Nepal all the classes are being

conducted using social sites and teachers can also be trained on online as done by different

universities in the world. It is because those teachers who demand incentives to attend the

teacher training do not need the same as they attend such training program just by staying at

their homes, i.e. virtually

Another solution about the ELT challenge in Nepal could be the provision of providing

incentives to those ELT professionals who work in vulnerable situation in one hand and on

the other those who work in the rural parts of the nation. The incentive could be monetary,

i.e. providing them extra salary or promotional, i.e. prioritising in promotion to those ELT

professionals who work in urban places. If this can be done, the shortages of ELT

professionals can be mitigated in one hand and on the other ELT professionals become ready

to go to urban places longing to get lucrative pay as well as provision of promotion.

Moreover, it is essential for ELT teachers' professional development since if teachers are

professionally developed, their productivity can be imagined in the classroom teaching.

Therefore, different types of teacher training programs should be organized by the concerned
authority especially by the government of Nepal Ministry of Education so that teachers can

share their obstacles in one hand and on the other they can be acquainted with latest methods

of English language teaching. Moreover through such programs, ELT teachers could be made

familiar with software that can be used for making classroom teaching effective in one side

and on the other even if during the time of pandemic, teachers can teach just by staying at

home too. For teachers' professional development, different types of Teachers' Support

Programs could be organized. If such programs could be organized, those teachers who have

been facing problems in their classrooms could share them, discuss for the possible way out,

bring solution and apply the same into the classroom.

The most important aspect to be implemented in ELT classroom is to make students be able

to develop the habit of critical consciousness (Freire, 1998). Critical consciousness can be

developed on the part of students by enabling them to be able to challenge those social

malpractices. Nepal, being a developing country, pedagogy of oppressed is still prevalent.

Such oppressions are not even subtle but in hidden form such is stull prevalent. The issues

like caste, ethnicity, and gender are still practised in hidden way and it is through critical

consciousness such social malpractices can be eradicated. Therefore, through English

language learning the issues of gender difference (i.e. eradicating male domination in the

classroom), ethnicity (assuming that the children of Bahun and Chhetri are better in learning

than children from other casts), and untouchability can be eradicated. Students should be

made able to challenge the authority when there is something which is irrational being

practiced.

6. Conclusion

As talked earlier the status of English language is very good in Nepal and its horizon is being

increased day by day because of several reasons and one among them is globalization.
Because of it, new and new institutes are being established day by day and English teachers'

professional development is also another cry of the day at present. It is because qualified

manpower is very important in every spheres and in the course of teacher education, it is also

very crucial. Though this is a paper which discussed about the prospect of English language

in Nepal, the condition of English language in Nepal is very fluctuating. One of such reasons

is the government's unstable language policy and misconception about teacher education. It is

because teachers think training is a waste of time but in reality it is not so since it refreshes a

teacher. Moreover, pre-service teacher education has also needs complete amendment in one

hand and on the other the horizon of in-service teacher education needs complete

transformation and participation in training should be one of the criteria for promotion should

also be made. In a nutshell, it is dire need to address those challenges that have been facing

by the English language teaching professionals in Nepal and it is also strictly important to

implement those salutation put forwarded. If those ideas are put forwarded i.e. kept in action,

the condition of ELT in Nepal could be increased drastically.

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