Transitioning from the +2 Level to the Primary Level: Community School English Language Teachers’ Experiences

Abstract

Some English language teachers, who have been teaching at the +2 level in their teaching career, are required to shift to the primary level when/if they are appointed as permanent primary level teachers. Students of the +2 level are different from the students of the primary level in terms of their developmental stages, learning needs and classroom dynamics. Thus, when the teachers shift from one level of teaching to another, they require important pedagogical adjustments. In spite of having an increasing rate of such shifts, especially in the context of Nepal, there are inadequate studies regarding how teachers experience and adapt to these changes. In this context, the aim of this article is to examine the experiences of English teachers moving from the +2 to the primary level underscoring the challenges and professional changes they face. In order to conduct this research, I utilized a qualitative narrative method that allowed me to thoroughly associate with the personal narratives of two purposively chosen teachers working in Jhapa district. I conducted in-depth interviews with them and thoroughly analyzed them. The analysis reveals five major themes: moving from lecture-style to interactive teaching approaches, adjusting to new classroom dynamics, handling emotional and psychological changes, navigating the rewards and challenges of instructing young students as well as undergoing professional development. Despite the shift being challenging in the beginning, both teachers gained significant skills regarding student-fronted pedagogy and emotional involvement. This article stresses the necessity of required training and policy-level assistance to help teachers manage such changes and improve in their noble responsibilities.