पूर्वीय अर्थ चिन्तन र नेपाली भाषा शिक्षण Purviya Artha Chintan ra Nepali Bhasha Shikshan

प्रस्तुत आलेख पूर्वीय अर्थ चिन्तन र नेपाली भाषा शिक्षण शीर्षकमा केन्द्रित रहेको छ । पूर्वीय अर्थ चिन्तनको प्रारम्भ कसरी भयो ? कुन कुन पक्षहरूले पूर्वीय अर्थ चिन्तनलाई समृद्ध तुल्याएका छन् ? ती चिन्तनहरूका मुख्य मान्यताहरू के के हुन् ? यसको चिन्तन परम्परा कसरी विकास भएको छ ?जस्ता प्राज्ञिक जिज्ञासाहरूको समाधानमा यस आलेखको औचित्यता प्रकट भएको छ । प्रस्तुत आलेखकोउद्देश्य परिपूर्ति गर्नका लागि गुणात्मक अनुसन्धान विधिको अवलम्बन गरिएको छ । सामग्री सङ्कलन गर्न द्वितीयक स्रोतअन्तर्गत पुस्तकालय कार्यबाट यस अध्ययनसँग सम्बन्धित पूर्ववर्ती विद्वान्हरूले अध्ययन विश्लेषण गरेका सामग्रीहरूको उपयोग गरिएको छ । संस्कृत परम्परामा शब्दार्थ सम्बन्धकाबारेमा भए गरेका दार्शनिक चिन्तनहरू वर्तमान भाषिक चिन्तनमा पनि उपयोगी रहेको र यसले नेपाली भाषा शिक्षणमा सकारात्मक प्रभाव पारेको निष्कर्ष यस आलेखको रहेको छ ।

विद्यालय शिक्षामा योग शिक्षाको आवश्यकताप्रतिको धारणा Biddhyalaya Shikshyama Yog Shikshyako Aabashyakatapratiko Dharana

योग शिक्षा एक प्राचीनकालीन शिक्षा पद्धति हो । वर्तमान समयमा यसको आवश्यकता एवं महइभ्व दिनप्रतिदिन बढ्दै गइरहेको छ । जसको फलस्वरूप योग शिक्षालाई पाठ्यक्रममा समावेश गरी अनिवार्य रूपमा विद्यार्थीहरूलाई ज्ञान दिनु आवश्यक भइसकेको छ । ऐच्छिक विषयका रूपमा योग शिक्षालाई माध्यमिक तहको पाठ्यक्रममा समावेश गरे तापनि यसको कार्यान्वयनको अवस्था भने नगण्य मात्रामा रहेको छ । यस अध्ययनको मुख्य उद्देश्य विद्यालय शिक्षामा योग शिक्षाको आवश्यकता पत्ता लगाउनु र योग शिक्षाप्रति प्र.अ. शिक्षक, विद्यार्थी र अभिभावकको धारणा पहिचान गर्नु रहेको छ । अनुसन्धानको क्रममा छलफल र अन्तर्वार्ताको माध्यमबाट प्र.अ।, शिक्षक, विद्यार्थी र अभिभावकको धारण पत्ता लगाउन धारणा स्केलको प्रयोग गरिएको छ । प्र.अ. तथा शिक्षकबाट विद्यालय शिक्षामा योग शिक्षा वर्तमान समयमा अति आवश्यक भएको र यसको कार्यन्वयन प्राथमिक तहदेखि नै हुनुपर्ने धारणा आएको छ भने केही प्र.अ. र शिक्षकबाट योग शिक्षा माध्यमिक तहदेखि माथि उपयुक्त हुने धारणा आएको छ । छलफल र अन्तर्वार्ता जस्ता कार्यक्रम सञ्चालन गर्दा योग शिक्षालाई पाठ्यव्रmममा समावेश गरिनु नितान्त आवश्यक रहेको कुरा अभिभावकबाट आएको छ । योग शिक्षा आवश्यकताको सम्वन्धमासकारात्मक धारण आएको र योग शिक्षा कार्यान्वयनमा सम्बन्धमा समस्या देखिएको छ । सूचनासङ्कलनका क्रममा प्रयोग गरिएका साधनबाट योग शिक्षालाई वर्तमान समयमा विश्व समुदायले नै स्वीकार गरिसकेको कुरा पनि सामुन्ने आएको छ । तसर्थ योग शिक्षा पाठ्यव्रmममा समावेश गरिनु अति आवश्यक छ । प्राप्ति र निष्कर्षका रूपमा भन्नु पर्दा योग शिक्षाको वर्तमान समयमा आवश्यकता रहेको र सरोकारवाला व्यक्ति सक्रिय भए यसको कार्यान्वयन पनि गर्न सकिने धारणा आएको छ ।योग शिक्षालाई विद्यालय शिक्षामा समावेश गर्न सकेमा यसले विद्यार्थीको सर्वाङ्गीण विकासमा सहयोग पु¥याउने धारणा अधिकांश सूचनादाताबाट आएको छ । तसर्थ योग शिक्षाले मानवीय स्वास्थ्यसँग प्रत्यक्ष सम्बन्ध राख्ने हुँदा योग शिक्षालाई विद्यालय शिक्षामा कार्यान्वयन गर्नुपर्ने आजको नितान्त आवश्यकता रहेको छ ।

भाषा शिक्षकको पेसागत विकास, संलग्न संस्थाहरू र तिनको भूमिका Bhasha Shikshakko Peshagat Bikas, Samlagna sansthaharu ra Tinko Bhumika

प्रस्तुत लेख भाषा शिक्षकको पेसागत विकास भन्ने शीर्षकमा केन्द्रित रहेको छ । उक्त शीर्षकमा केन्द्रित भएर लेख तयार पर्ने क्रममा लेखसँग सम्बन्धित विभिन्न पुस्तकहरूको अध्ययन गरिनुका साथै वर्णनात्मक विधिको प्रयोग गरी गुणात्मक ढाँचामा अध्ययन विश्लेषण गरिएको छ । पेसाको बारेमा सामान्य जानकारी गराउँदै त्यसको उद्देश्यको बारेमा उल्लेख गरिएको छ । यहाँ पेसा भन्नाले मान्छेले जीवन यापनको लागि अवलम्बन गर्ने मुख्यकाम भन्ने बुझिन्छ । मान्छेले जीवन यापन गर्न अपनाउने विविध पेसा मध्ये शिक्षण पेसा पनि एक हो । कुनै पनि विषयवस्तुको गहन अध्ययन र विश्लेषण पश्चात नै त्यस बारेमा आफ्ना धारणाहरू अभिव्यक्त गर्न सकिन्छ । यसरी आफूले जानेका कुरा अरुलाई सिकाउनु नै शिक्षण हो । शिक्षण पेसाका लागि पेसागत दक्षता आवश्यक पर्दछ । किनकि यो पेसा अरु भन्दा अलि फरक स्वभाव र फरक प्रकृतिको हुन्छ । शिक्षण कार्य भनेको शिक्षा आदानप्रदान गर्ने प्राज्ञिक स्वरूपको पेसा भएकाले विशेष दक्षता र सिपको आवश्यकता पर्दछ । यस लेखमा भाषा शिक्षकको विकासका आधारहरू पहिल्याउनु र भाषा शिक्षकका पेसागत विकासमा देखिएका समस्या र समाधानका उपायहरूको बारेमा पनि सामान्य चर्चा गरिएको छ ।

Semester students’ perceptions about online class during COVID-19 pandemic

Face-to-face delivery of education system had been greatly affected due to the outbreak of COVID-19. As an alternative to it, classes were run online wherever there was access to the Internet with technological devices. With this scenario, this study explored the perceptions of semester students about online class at master’s level during COVID-19 pandemic. By using the phenomenological research design of qualitative study, purposive sampling technique was used to collect the views of three students of master’s level studying at third and fourth semesters at an affiliated campus of Tribhuvan University (TU) and a constituent campus under Far Western University (FWU) of Nepal. Semi-structured online interview was conducted to collect the data. The result showed that the students were positive towards online delivery mode due to the need for getting education during COVID-19 pandemic.

Language indexicalities in multilingual English language classrooms: A narrative inquiry

Language indexicality is the major problem in multilingual classrooms. Students from minority language communities may feel dominated in the classroom due to the lack of competency in the dominant languages used in the classroom. I have been dealing with such diversified classes for a long time and my teaching experience motivated me to carry out this research. This study tried to explore the nature of language dominance in a multilingual English language classroom and how students of minority community feel in the classroom. I used narrative inquiry as the main research design and purposive sampling procedure for sampling the participants and research site. Language dominance in the multilingual classroom was found problematic for minority community students. They mainly feel dominated in the classroom and do not enjoy studying in the classroom. The study also found that minority language learners are demotivated to take part in classroom interaction. Inappropriate use of dominating language by the teachers also found more problematic in the study. The study concluded that use of dominant language heavily in the multilingual classroom creates problem rather than helping those students who have different mother tongues.

Scaffolding multilingualism in kindergarten children: A case study

This qualitative case study research entitled ‘Scaffolding multilingualism in kindergarten children: A case study’ explored how kindergarten children face learning and communication barriers when they have different home language which is not the language of instruction at school and language of others at school. In addition, it revealed how kindergarten children's language identity and cognitive investment are not allowed by the monolingually biased pedagogical approach. It has presented the scenario of scaffolding monolingual children to multilingual basing their home language as the founding scaffold ingredients. A newly admitted kindergarten girl in pre-kindergarten school was the main source of the case study including her mother and her teacher for supporting information. Interviews and notes of observation and informal communication were the research tools used for data collection. Multilingual development of the home monolingual child is the thematic issue of this study.

University teachers’ perspectives on the use of mother tongue in ELT

The use of mother tongue (L1) in teaching English has always been a debatable issue as there are multiple opinions of the teachers regarding it. They are not sure to either use mother tongue in English language teaching or avoid it for effective teaching. The primary purpose of this phenomenological study of qualitative research was to find out the university teachers' perception on the use of mother tongue along with their effectiveness of L1 use at undergraduate level of Far Western University in Nepal. The participants of this study were four English language teachers teaching in the same university having more than ten years of teaching experience. The researcher used semi-structured interview and classroom observation for collecting data. The findings demonstrated that most of the teachers supported the judicious use of mother tongue in English language teaching classes based on their own experiences. The study also showed that overuse of L1 in second language (L2) classes might have some harm. It concludes that judicious use of L1 is a better way to deal with the students having poor proficiency in English language and enhance students' participation. The study recommends that teachers can make use of the students’ mother tongue purposefully whenever they think it is necessary to do in their classes.

Knowledge and practices of menstrual hygiene among women in Farwest Nepal

Menstrual hygiene is the issue that is insufficiently acknowledged and given less attention from every sectors of development. Practice of proper hygiene during menstruation is very important as any small ignorance in hygiene during periods can increase the vulnerability to reproductive tract infection. This study was conducted in Sukhlaphanta-11, Kanchanpur district .The main objective of the study was to find out the understanding and practice of menstrual hygiene by girls and women. Descriptive research design under quantitative research method was adopted to conduct this study. Personal interview technique was used to collect data using pre-designed and structured questionnaire. Majority of the respondents were aware of menstruation before their menarche. Only 20.0% of the respondents always use sanitary pads as menstrual absorbent. Among the respondents using cloth as menstrual absorbent, 80.6% use the same cloth used during previous period. Majority (56.4%) of the respondents change their used menstrual material twice a day. Only 35.0% of the girls and women take bath daily during menstruation. Less than half of the respondents have knowledge on the washing of hands and genital part after every urination and pads change.

Impact of teacher qualification on students’ achievement in Science

This paper analyzed the teachers' qualification and its impact on students’ science achievement in Gorkha district. The purpose of this study was to find out the impact of teacher qualification on student achievement in science teaching and to compare the science achievement of the students taught by trained and untrained teachers. The nature of this study is a mixed-method approach with survey design. To fulfil the objectives of the study, the researchers selected 15 public schools from Gorkha district as a sample, where 5 schools have under Bachelor’s Graduates and 5 schools have Bachelor’s or above graduates but have not teachers’ professional development (TPD) training and 5 schools have Bachelor’s or above graduates having TPD training science teachers. For this study, 15 science teachers and 672 students were selected as a sample by random sampling method. The researchers reviewed the District Level Examination (DLE) result of Gorkha district in the academic year 2016/17. The data was collected from the district education office document of Gorkha district. The primary data were collected through one-week classroom observation and students’ interviews. The study shows that higher qualification teachers, as well as trained teachers, have more techniques and skills of teaching, using methods, materials, evaluation scheme, feedback and other extra activities than the lower qualification and untrained teachers. Also, the result indicates that the science achievement of students taught by trained teachers is greater than the students taught by untrained teachers. Therefore, teacher professional development training and qualification have a positive impact on science learning.

Perceptions of EFL teachers towards using intercultural approach in ELT

Teaching English has shifted from teaching literature to teaching language in cultural contexts. Teaching English in a cultural context improves intercultural competence but also needs to incorporate the local culture of the learners to enhance awareness and eliminate ethnocentricism. Intercultural approach tries to develop intercultural competence in the learners. Intercultural competence means following one's own culture and respecting others' cultural viewpoints. I have used phenomenological research design to find out perceptions of EFL teachers towards using intercultural approach in English language teaching. The finding indicates the need of practicing intercultural approach in English language teaching though the implementation is not quite easy. This research has also indicated that there is the hegemony of western culture in the course development and content selection. Still there are many problems in promoting local cultures and developing intercultural competence. To implement intercultural approach successfully, there should be radical changes in policy level, practice level, and pedagogical level, for the policy making, course development, content selection, classroom delivery and even in evaluation scheme.