Strategies of Teaching English in the Nepalese Hinterlands: A Context Sensitive Theoretical Perspective

Abstract

The article deals with teaching English in Nepal’s hinterlands and the main problem is the teachers’ ability to resolve teaching and learning challenges emanating from remote locations, limited resources, and the inapplicability of the national educational agenda. The article aims to contribute to the field by identifying teaching practices that help in responding to the unique demands of the context and by recommending ways in which teachers can use their resources to meet pedagogical objectives. The authors rely on sociocultural theories, translanguaging, and critical pedagogy to conceptualize the adaptation of the national curriculum at local levels. The article discusses the teachers’ use of resources and strategies to overcome the limitations of the remote location and the restrictive assessment culture. It concludes by arguing that teacher education needs to be bottom-up and that there is a need to develop frameworks that connect teachers’ practices and problems in remote locations with those of the larger education system