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कानुनी नेपाली भाषाको आलोचनात्मक सङ्कथन विश्लेषण
(2024) खतिवडा, तीर्थराज; पारसमणि भण्डारी
Fulltext in available
Difficulties Faced by Limbu Students in Solving Word Problem of Algebra at Secondary Level
(2024) Limbu, Thomash; Lok Nath Bhattarai
This study investigates the difficulties faced by Limbu students in solving algebraic word
problems at the secondary level. The primary objectives are to identify the difficulties and
explore their underlying causes. Grounded in social constructivism and cultural discontinuity
theories, the research aims to understand how the native language and cultural backgrounds
of Limbu students affect their mathematical problem-solving skills. Ethnographic research
design was employed in this study to explore the real problems faced by limbu students. The
sample consisted of Limbu students from Thechambu Secondary School in Taplejung. Data
were collected through written test, interviews, and document reviews to ensure a
comprehensive understanding of the students' challenges.The findings indicate that Limbu
students face significant difficulties in understanding problem statements, translating them
into mathematical expressions, and applying appropriate strategies. Language barriers,
cultural differences, and educational discontinuities were identified as major contributing
factors. The study concludes that there is a critical need for culturally responsive teaching
methods and improved educational resources to enhance mathematical comprehension and
performance among Limbu students.
Developing critical awareness through dialogic engagement for social justice in EFL classrooms
(2025) Rijal, Deependra; Tara Datta Bhatta
In the context of Nepal, English is not only a compulsory subject but also the primary
medium of instruction in the majority of private and public educational institutions.
Despite this, a significant disparity persists in students' English language proficiency,
largely due to unequal access of resources and opportunities to participate in the
educational activities. This gap is particularly pronounced among learners from
marginalized communities. As Canagarajah (1999) argues, the global dominance of
English often reinforces the marginalization of learners' cultural identities and
contributes to the reproduction of inequalities within educational systems.
This study, Developing Critical Awareness Through Dialogic Engagement in EFL
Classrooms for Social Justice, examines how social inequalities manifest in Nepalese
EFL classrooms and explores the potential of dialogic pedagogy to foster critical
awareness among learners. The prevailing culture of silence, fear, and power
imbalance especially affects disadvantaged and poor students, so the research aims to
promote both speaking proficiency in English and social justice. The findings
highlight dialogic engagement as a transformative approach for creating more
inclusive and equitable language learning environments
The researcher adopted a Critical Participatory Action Research (CPAR)
methodology, emphasizing collaborative and reflective practices designed to
empower students. The study was conducted in a public school in Nepal, involved
forty-one ninth-grade students from diverse cultural, linguistic, and socio-economic
backgrounds. Data collection methods included informal discussions, field notes from
classroom observations, participants' reflections, focus group discussions, and written
responses. The study also examined evidence of social injustices through multimodal writings,
surveys, and observations. Data were recorded via mobile devices and field notes,
then analyzed using a thematic approach to identify key patterns in the dialogue, texts,
and reflections related to the English language, critical awareness, and social justice.
A triangulated analysis of data from observations, recordings, interviews, and written
reflections was conducted to ensure comprehensive findings.
The findings of the study were organized into five primary themes: (1) manifestations
of social inequalities in EFL classrooms, (2) transformative practices for student
engagement, (3) dialogic engagement for promoting social justice and English
proficiency, (4) addressing diversity to ensure social justice, and (5) fostering critical
awareness to uphold social justice in classrooms. The study underscores the
importance of addressing social inequalities through inclusive pedagogical practices,
which not only enhance language proficiency but also promote equitable participation
and empower learners.
The study highlights the importance of transformative activities such as "Logic of the
Day," Fishbowl Discussions, opinion and reason generators, Socratic Seminars, and
problem-posing—in promoting critical awareness through dialogic engagement. It
establishes that critical engagement fosters critical thinking, which in turn supports
the development of critical awareness. Achieving justice in the classroom requires
embracing diversity, valuing student voices, offering scaffolding, and fostering a
culture that questions injustice. True classroom justice is realized when students'
identities, knowledge, and abilities are acknowledged and respected. Meaningful
dialogic opportunities not only improve English proficiency but also empower
students to become advocates for social justice.