A Look into the Inquiry-Based Pedagogy of an English Language Classroom in Nepal: An Ethnographic Study

Abstract

Inquiry-based teaching and learning is a new concept and has been warmly welcomed in most of the schools, especially in urban areas in the context of Nepal. English language teaching (ELT) needs to be explored in the wider social context. Researchers have indicated the need to explore the local practices in ELT pedagogy these days. This study describes how an English teacher in Nepal practices his local pedagogy in a community school using ethnographic observations and interviews. The study indicates that the local practices are idiosyncratic and connected to wider social and classroom contexts. The study reveals that inquiry-based strategies include question-answer technique, storytelling, presentations, discussions, fieldworks, lab visits, etc., in the context of Nepal. The study will be helpful to ELT practitioners to highlight their teaching pedagogy, focusing on the local practices. The outcomes of the study are expected to contribute to the policymaking and review of the curriculum to bring change in teaching and learning pedagogy. Besides, they may contribute to the way teachers, students, and authorities work in mutual collaboration to develop different strategies of student-centred pedagogy.