ELE Praxis

School-Based EFL Teacher Professional Development for Task-Based Language Teaching: An Ethnographically Informed Case Study of Rural China

Laxman Prasad Bhandari — Wed, 05 Nov 2025 00:00:00 +0000

This book review analyzes School-Based EFL Teacher Professional Development for Task-Based Language Teaching: An Ethnographically Informed Case Study of Rural China by Jing Yixuan. This book presents the author's immersive engagement with English language teachers to collaboratively enhance their pedagogical skills in successfully implementing task-based instruction in rural Chinese contexts. The book contributes to the field of English language teaching under TBLT frameworks.

Split-up Identity: Reading Jhumpa Lahiri’s The Namesake Geo-critically

Elham Hossain — Wed, 05 Nov 2025 00:00:00 +0000

Jhumpa Lahiri’s writings are often marked by the constant tension between domesticity and foreignness, and she has explored this theme through her own multicultural self, which emerges from the crossroads of three different continents. She was born in London to Bengali parents, brought up in New England, USA, and is currently living in Italy, where she writes in the Italian language to forge a deeper connection with it. Her multicultural perspective influences the characters in her fiction and short stories, constantly challenging cultural monopolies and the constraints of identity politics. Her debut fiction, titled The Namesake, explores the problem of ambivalence in multicultural situations, which leads its protagonists into a space of identity crisis. Despite being originally Indian diaspora, Gogol, the male protagonist, looks upon himself as an American. At the same time, his mother Ashima Ganguli remains in the cleavage of anxiety and ambivalence. This predicament can be interpreted as a consequence of the conflict between dominance and disavowal. They work in parallel, leading them to a situation where they are thrown into the site located between becoming and non-becoming. This qualitative paper, which appears to inspire subsequent researchers to explore this field further, seeks to demonstrate geocritically how split identities are constructed in the current context of glocalization and transnationalism. The research will draw on the theoretical frameworks of postcolonial diaspora theories and geocriticism.

Dialogues in The Bhagavad Gita and the Pedagogical Implications

Sudan Prasad Dotel, Lava Deo Awasthi, Parbati Dhungana — Wed, 05 Nov 2025 00:00:00 +0000

The Bhagavad Gita, revered as the essence of Vedic philosophy and a central text within the Mahabharata epic, offers great insights for contemporary educational theory and practice. It offers deep insights that directly apply to modern educational theory and practice. The research uses a hermeneutic analysis of key verses from the Bhagavad Gita, focusing on the layered meanings of the pedagogical dialogues between Shree Krishna and Arjun. On a surface level, these dialogues show a friendly relationship that builds trust. At a deeper level, they create a mentoring dynamic that facilitates the smooth transfer of knowledge. The deepest meaning uncovers a divine conversation that provides transformative wisdom. The findings indicate that the dialogues of the Bhagavad Gita represent a comprehensive framework for understanding the teacher-student bond. These dialogues go beyond time and culture, relevant to both Eastern and Western educational practices. This study adds to educational scholarship by showing how this ancient Vedic text relates to modern teaching methods.

Shirley Jackson’s “The Lottery” in the English as a Foreign Language Classroom

Suborno Barua — Wed, 05 Nov 2025 00:00:00 +0000

There is a symbiotic relationship between language and literature. Language is the medium of literature, and literature exposes learners to language, thereby cultivating critical insight and language competency. As literature serves this dual purpose, this article therefore attempts to use “The Lottery” by Shirley Jackson as teaching material for an EFL Classroom. To achieve that, the qualitative research method has been used to develop the text as an English language teaching material. The content analysis method has been applied to study the text. Necessary linguistic materials that address the four language learning skills: listening, reading, writing, and speaking, have been explored to provide comprehensive teaching material. To improve reading and writing skills, comprehensive questions, phrase identification, filling in blanks, breaking down long sentences, changing sentences, and writing activities such as dialogue, essays, and summaries have been developed. To develop listening and speaking skills, role-play sessions, discussions, pronunciation practices, and vocabulary development processes have been implemented. Overall, the study has shown that “The Lottery” can provide learners with literary and linguistic benefits if used properly. Further studies may explore the contributions of this literary text to learn English as a foreign language.

Living and Evolving as Women English Language Teachers

Roshani Parajuli, Bharat Prasad Neupane, Rajiv Ranjit — Wed, 05 Nov 2025 00:00:00 +0000

This paper explores how women English Language teachers evolve, navigating personal and professional struggles in their teaching careers through their lived experiences. We adopted narrative inquiry as a research method and conducted in-depth interviews with the participants, which allowed us to delve into their stories. We highlight the hindrances they encountered and the motivation and resilience that enabled them to remain committed to the profession. The analysis of their lived experiences, informed by the post-structural feminist perspective, reveals how sociocultural responsibilities, institutional expectations, and personal initiatives shape the identity of women teachers. They are pursuing higher studies to keep up with the evolving demands of the time and prove themselves; they are no less than males. Despite the obstacles posed by family responsibilities, the women teachers demonstrated their strengths in navigating challenges through determination and hard work. This research paper contributes to understanding the lived experiences of women teachers and how they grow, implying the supportive environment they require to foster their professional development.

English Language Teachers’ Experience of Implementing Flipped Classroom

Alina Maharjan — Wed, 05 Nov 2025 00:00:00 +0000

The study explores the experiences of four English language teachers in integrating the flipped classroom in a resource-limited context. Within the interpretive paradigm and adopting a narrative research method, the study presents the challenges faced by teachers in preparing educational materials, accessing technology, and dealing with inadequate infrastructure. It also discusses obstacles faced by teachers due to technology and training. The study's findings suggest that more teacher training and development programs focusing on access to technology are needed for the better implementation of the flipped classroom in Nepal. Despite limited access to knowledge, skills, and resources, the study concluded that educators have successfully adapted a flipped classroom model that meets the needs of the local education system, thereby promoting student engagement and active learning.

Linguistic Landscape and Language in Education in South Asia: A Critical Appraisal

Wed, 05 Nov 2025 00:00:00 +0000

This article examines the linguistic diversity, language hegemony, and policy initiatives aimed at resisting the dominance of English and other mainstream national languages, while promoting indigenous languages, cultures, and epistemologies in South Asia. The article critically assesses the adverse impact of British Raj and its education policies, which aimed to produce “Brown Englishmen,” as well as the recent multilingual turn taken by South Asian countries through their language education and language-in-education policies. Additionally, the article discusses the prevailing influence of English due to globalization and general public perception of English proficiency that provides linguistic, cultural, and economic capital. Nine authors from various countries in South Asia critically reflect on the language in education policies and practices, sharing the shortcomings and the way forward. The article reports on the policy practice gap, that despite numerous efforts by South Asian countries to promote and revitalize local languages through policy interventions, many private and public schools are shifting towards English-medium instruction, thereby further marginalizing indigenous languages. The article argues for the decolonial reimagination of language policies and practices. It advocates for the thoughtful implementation of language in education policies to promote local languages, cultures, and epistemologies. The article concludes that, although macro-level policies are progressive, celebrating pluralism and linguistic diversity, these policies do not align with the meso-level (institutional) and micro-level classroom practices of teachers, hindering the preservation of linguistic heritage in South Asia.