Article Per Year (5 Year)
p-Index From 2021 - 2026
0.778
P-Index
This Author published in this journals
All Journal JOLLT Journal of Languages and Language Teaching Journal of Pragmatics and Discourse Research
Bhandari, Laxman Prasad
Unknown Affiliation
Languange, Linguistic, Communication & Media

Published : 4 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 4 Documents
Search

 1 
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.
Exploring Graduate Students’ Experiences of Cross-cultural Communication in the ELT Classroom K. C, Kamala; Bhandari, Laxman Prasad; Arizabal- Enriquez, Alexis
JOLLT Journal of Languages and Language Teaching Vol. 14 No. 2 (2026): April
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v14i2.18211

Abstract

The importance of effective communication in education has been widely discussed; however, the communication obstacles in cross-cultural English language teaching and learning contexts from the learners’ perspectives need deeper exploration. This study explores students’ perceptions of the challenges they face in communication in cross-cultural ELT classrooms and the strategies they adopt to overcome them. Semi-structured interviews were conducted with purposively selected graduate students at Kathmandu University School of Education, Nepal. The data were analyzed using a thematic analysis approach. The findings revealed that students faced obstacles in both verbal and nonverbal communication in cross-cultural ELT classrooms. It also showed that non-verbal communication components, temporal and spatial differences, context, and ethnocentrism, particularly, posed problems in communication in a cross-cultural ELT classroom. Thus, developing intercultural communicative competence (ICC) is essential for effective cross-cultural communication in ELT classrooms. It helps learners understand others’ perspectives, interact respectfully, and adjust to different languages and cultures. ICC involves empathy, tolerance, and cultural sensitivity, which support learners in handling both verbal and non-verbal communication differences. Furthermore, the ELT curriculum should incorporate cross-cultural literary content, including non-verbal forms of communication, such as communication styles, non-verbal cues, cultural values, classroom expectations, everyday practices, language nuances, global issues, and country-specific cultural knowledge, to develop intercultural communicative competence at the university level. The paper recommends fostering harmonious interaction and understanding in ELT classrooms through cross-cultural communication.
Co-Authors Arizabal- Enriquez, Alexis Baguinat, Naomie S. Bhandari, Bhim Lal K. C, Kamala Tiwari, Eeba Raj