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All Journal JOLLT Journal of Languages and Language Teaching Journal of Pragmatics and Discourse Research Mauve Journal De Leardu
Bhandari, Bhim Lal
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Education Languange, Linguistic, Communication & Media Mathematics Other

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English Language Teachers' Practices of Differentiated Instruction in Mixed-Ability Classrooms Bhandari, Bhim Lal; Bhandari, Laxman Prasad; Baguinat, Naomie S.
Journal of Languages and Language Teaching Vol 13, No 2 (2025)
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v13i2.13573

Abstract

Differentiated instruction is a critical educational strategy for addressing the diverse needs of students in mixed-ability classrooms. However, its consistent application remains a challenge due to teachers' comprehension of differentiated instruction, which led to various challenges in DI-based practice. This paper aims to delve deep into English language teachers' practices of differentiated instruction in mixed-ability classrooms using qualitative research design to reveal instructional approaches and learning enhancements in promoting inclusivity and diversity with emphasis on in-depth interviews in gathering data to document four Nepali teachers’ narratives of their DI practices and the problems they face in implementing it in Rupandehi, Nepal public secondary school classrooms. The study reveals three themes, namely: the promotion of a student-centered approach, personalized learning, and classroom diversity and collaboration. It was found that differentiated instruction enhances students’ classroom engagement and fosters inclusion by promoting personalized instruction, collaboration, and diversity. Constraints in DI practice include large class sizes, and issues of teacher training and support, which suggest that teacher education programmes should highlight differentiated instruction as a key pedagogic component of the curriculum to better equip future teachers with strategies to achieve the needs and interests of students with mixed-abilities.
TEACHING, TECHNOLOGY, AND TRANSFORMATION: EXPLORING TEACHER IDENTITY THROUGH DISCOURSE AND DEVELOPMENT NARRATIVES IN NEPAL Bhandari, Laxman Prasad; Bhandari, Bhim Lal; Baguinat, Naomie S.; Tiwari, Eeba Raj
Journal of Pragmatics and Discourse Research Vol 6, No 1 (2026)
Publisher : ppjbsip

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51817/jpdr.v6i1.1321

Abstract

This study explores secondary English teachers’ engagement in professional development (TPD) initiatives in semi-urban Nepal through a narrative and discourse lens. It investigates how teachers construct professional meaning and identity via their experiences with workshops, technology, peer learning, and classroom action research. Employing a qualitative narrative inquiry design, data were collected through semi-structured interviews and a focus group discussion with four purposively selected English teachers from public secondary schools in Butwal Sub-Metropolitan City, Nepal. Thematic analysis revealed five core areas shaping teacher development: workshops and formal training, collaborative learning, technology and AI integration, classroom teaching strategies, and personal academic activities such as reading and research. Teachers valued collaborative peer practices and technology use as transformative, while highlighting the limitations of top-down PD models and the lack of institutional follow-up. The discourse embedded in their narratives illustrates how they negotiate professional roles, pedagogical authority, and technological agency. The study emphasizes the importance of framing teacher development not only as training but as a dialogic and situated discourse shaped by institutional, technological, and socio-cultural dynamics. It recommends that policy initiatives integrate teacher narratives as discursive evidence to design more effective and inclusive PD models. The study contributes to understanding grassroots teacher development in resource-limited settings and how discourse and narrative shape professional identity. It also holds implications for teacher education programs and researchers interested in educational discourse and professional identity construction
English Language Teachers' Practices of Differentiated Instruction in Mixed-Ability Classrooms Bhandari, Bhim Lal; Bhandari, Laxman Prasad; Baguinat, Naomie S.
Journal of Languages and Language Teaching Vol. 13 No. 2 (2025): April
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v13i2.13573

Abstract

Differentiated instruction is a critical educational strategy for addressing the diverse needs of students in mixed-ability classrooms. However, its consistent application remains a challenge due to teachers' comprehension of differentiated instruction, which led to various challenges in DI-based practice. This paper aims to delve deep into English language teachers' practices of differentiated instruction in mixed-ability classrooms using qualitative research design to reveal instructional approaches and learning enhancements in promoting inclusivity and diversity with emphasis on in-depth interviews in gathering data to document four Nepali teachers’ narratives of their DI practices and the problems they face in implementing it in Rupandehi, Nepal public secondary school classrooms. The study reveals three themes, namely: the promotion of a student-centered approach, personalized learning, and classroom diversity and collaboration. It was found that differentiated instruction enhances students’ classroom engagement and fosters inclusion by promoting personalized instruction, collaboration, and diversity. Constraints in DI practice include large class sizes, and issues of teacher training and support, which suggest that teacher education programmes should highlight differentiated instruction as a key pedagogic component of the curriculum to better equip future teachers with strategies to achieve the needs and interests of students with mixed-abilities.
English Language Teachers' Perceptions and Practice of Critical Thinking in Classrooms Bhandari, Bhim Lal
Mauve Journal De Leardu Vol. 1 No. 4 (2024): Mauve Journal De Leardu
Publisher : Generasi Sains Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37899/mjdl.v1i4.107

Abstract

This paper discovers English language teachers' perspectives and practice of critical thinking in classrooms. Information was gathered through four English language teachers’ semi-structured interviews exposed purposively selected from four community schools in the Rupandehi, Nepal. The findings indicate that while teachers possess a positive perception of CT and have relevant classroom experiences, several barriers hinder the full integration of critical thinking into their pedagogical practices. These challenges include devotion to conventional teaching methods, students’ limited linguistic proficiency, a rigid curriculum, insufficient resources and lack of institutional support, deep-rooted beliefs and teaching experiences, and a lack of professional development opportunities for teachers. The study's implications can offer valuable insights into the perspectives and practices of secondary English language educators about the development of critical thinking in language instruction.
Co-Authors Baguinat, Naomie S. Bhandari, Laxman Prasad Tiwari, Eeba Raj