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All Journal Journal of English Education Indonesian TESOL Journal
Mohan Singh Saud
Tribhuvan University, Nepal
Education Languange, Linguistic, Communication & Media

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Examining the Issues of Gender and Indigenous Knowledge in English Education Semester Courses Mohan Singh Saud
Journal of English Education Vol 5, No 2 (2020): JEE
Publisher : Universitas Sembilanbelas November Kolaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31327/jee.v5i2.1337

Abstract

Gender and indigenous knowledge are the contemporary cross-cutting issues to be addressed in the mainstream curriculum for enhancing inclusion and equity in higher education along with the recognition, preservation and promotion of indigenous knowledge. The issues of gender and IK are the cross-cutting subjects to be addressed in the contemporary educational discourses around the world including Nepal. Taking these issues into considering, this study critically examined and analysed the issues of addressing gender and integrating IK into the M.Ed. English courses of Tribhuvan University (TU), Nepal, along with the pedagogical practices, assessment and research. Framing on indigenous perspective with social justice, cultural capital, classroom ecology and linguicism as the theoretical lenses, this study applied qualitative study of contents analysis and an open-ended questionnaire with the teachers from TU. The study found that the course content is not much inclusive in terms of gender and indigenous knowledge. However, pedagogical practices, assessment system and research are gender and indigenous friendly as responded by the participants. Its implication is that the M.Ed. English courses of Nepal’s TU needs to address the issues of gender and indigenous knowledge for equity, inclusion and recognition of indigenous knowledge for the glocal context. 
Teaching English as an International Language (EIL) in Nepal Mohan Singh Saud
Indonesian TESOL Journal Vol 2, No 1 (2020): Indonesian TESOL Journal (March)
Publisher : Institut Agama Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/itj.v2i1.1079

Abstract

With the rapid growth and widespread use of English worldwide, there has been a paradigm shift from teaching English as foreign language to teaching English as an international language. However, there has been less discussion on English pedagogy about the global spread of English in this era of globalization, with rapid increase of English speakers around the world. The internationalisation of the status of English, leading to the emergence of World Englishes, has led to discuss the issue of teaching English as an international language (TEIL) to visit the way we conceptualise and teach English. As English is no longer a homogeneous language, English teachers across the world have been teaching English according to their own contexts. Considering this scenario, this article discusses teaching and learning of English as an international language in the context of Nepal, taking Kachru’s three concentric circles of English in the global context as the theoretical framework and English as an international language as the conceptual framework, focusing on use of culturally sensitive EIL pedagogy.
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