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Advisor Prof. Govinda Raj Bhattarai, PhD Chief Editor Prof. Jai Raj Awasthi, Ph

Advisor Prof. Govinda Raj Bhattarai, PhD Chief Editor Prof. Jai Raj Awasthi, PhD Editors Krishna Chandra Sharma, PhD Anjana Bhattarai, PhD Hemanta Raj Dahal Lekhnath Sharma Pathak Kamal Poudel Nepal English Language Teachers' Association (NELTA) GPO Box No. 11110, Kathmandu, Nepal Phone 977-1-4229299 Email: ccnelta@wlink.com.np www.nelta.org.np Vol. 11, No. 1-2 December 2006 Journal of NELTA NELTA Office Bearers for the Year 2005-2007 President Prof. Dr. Govinda Raj Bhattarai Tel: 4330334, arisgod@enet.com.np Vice President Mr. Ganga Ram Gautam Tel: 5555185, gangagautam@mos.com.np General Secretary Mr. Laxman Gnawali Tel: 5544656, lgnawali@wlink.com.np Secretary Mr. Hemanta Raj Dahal Tel: 4413313, hemanta_dahal@hotmail.com Membership Secretary Mr. Kamal Poudel Tel: 9851060155, kpoudelnp@yahoo.com Treasurer Dr. Bal Mukunda Bhandari Tel: 4312922, bhandaribm@yahoo.com Members: Dr. Lava Deo Awasthi Tel: 4274583, aagat@mail.com.np Dr. Krishna Chandra Sharma Tel: 4330756, bhkrishna@wlink.com.np Mr. Lekhnath Sharma Pathak Tel: 4333206, lekhnathspathak@yahoo.com Mr. Sarita Dewan Tel: 5520111, saritadewan@yahoo.com Mr. Arjun Neupane Tel: 4229299, agajin@wlink.com.np Chif Editor Prof. Dr. Jai Raj Awasthi Tel: 5524025, jrawasthi@hotmail.com Special Thanks to Cambridge University Press Cambridge University Press (CUP) is globally acclaimed and highly reputed publishing institution dedicated to publishing variety of academic materials. The ELT world at large has highly beneﬁ ted from its publications. NELTA feels privileged to collaborate with Cambridge University Press in different ELT books including A Course in Language Teaching by Penny Ur, printed in low priced edition, that address to the needs of Nepalese teachers and students of Nepal and the region. Cambridge University Press has ever been an unfailing friend of NELTA from its inception. It has been organizing book exhibitions with a provision of special discount for NELTA members during NELTA International Conferences. It has liberally sponsored several activities of NELTA. It has once more shown its generosity by sponsoring the publication of the 11th Volume of NELTA Journal. NELTA envisages sharing its cooperation with Cambridge University Press in the days to come as well. NELTA expresses its sincere appreciation and gratitude to Cambridge University Press for its support. Journal of NELTA Vol. 1 1 No. 1-2 December 2006 4 Editorial Nepal is on the threshold of a new socio-political and cultural change. It has entered into a world of thriving hopes and aspirations. The nation has now started addressing the diversities through various processes of reformation, renewal and restructuring of the total system including politics, administration, academia and the state as a whole. In this process, the language policy is sure to undergo reshaping. At this moment, people’s aspiration for promoting many valuable indigenous languages through mother tongue education is in the rise. The policy makers as well as the educationists of this nation should facilitate this process of self identiﬁ cation and preservation of our national treasure contained in these languages and cultures. At the same time, we are also faced by another big challenge – a challenge of encompassing the world knowledge in different ﬁ elds. In this way, we are faced by a dual challenge of identifying with our own rootedness and on the other hand capturing the current events going on around the globe – we are between the global and local. In this context, the role of English has become more prominent than ever before. It is only English which can be employed to blend the local knowledge with the global so as to foster our endeavour towards the new dimensions. NELTA was established one and half a decade ago in order to cater for the needs of English teachers and also to promote professionalism in them. In this stretch of time it has offered continued services to the ELT stakeholders in Nepal. By organizing annual conferences at national and international level, it has provided our ELT professionals with a common meeting ground where they can exchange ideas, opinions and experiences on the current trends and developments in ELT throughout the world. As a part of its regular activity, NELTA has unfailingly produced a professional journal for the last eleven years. The present issue, Volume 11, of the journal certainly reﬂ ects varieties in terms of contents, aspects and the contributors. We are truly thankful to all the individuals and organizations that have generously helped us in continuing our journey safely. Cambridge University Press deserves special thanks for its generosity towards sponsoring the publication of the present issue of the journal. We would also like to take this opportunity to extend our gratitude to those organizations who have been with us for the last 15 years. Our sincere thanks goes to British Council and American Center for their magnanimous support to the growth of NELTA. Likewise, we would also like to thank Oxford University Press as well as all the contributors in this issue of journal. Journal of NELTA Vol. 1 1 No. 1-2 December 2006 5 TABLE OF CONTENTS 1. Textbook and its Evaluation Jai Raj Awasthi 1 2. English Teaching Situation in Nepal: Elaboration of the theme for panel discussion in the 40th TESOL conference Govinda Raj Bhattarai 2 3. Use of Authentic Materials in EFL Classrooms Tirth Raj Khaniya 3 4. English in Nepal from the Past to the Present Krishna Chandra Sharma 4 5. English, Hinglish and Nenglish Vishnu S Rai 22 6. Let's Make English Language Learners Independent Writers Anjana Bhattarai 22 7. What Makers an English Teacher? Bijay Kumar Rauniyar 22 8. Enhancing Communication Through the use of Foreigner Interviews John Peloghitis 22 9. Show Me, Don't Tell Me: Explicit Strategy Training in EFL Teaching John Rucynski, Steve Engler, and Laura Copeland 22 10. Toward a Non-native Speaker Based Model of Communicative Competence: The Case of Bangladesh Md. Zahid Akter 33 11. Reﬂ ection and the Teaching of Reading Zakia Ahmad 22 12. English: Then, Now and in the Days Ahead Sajan Kumar Karn 22 Journal of NELTA Vol. 1 1 No. 1-2 December 2006 6 13. Mother Tongue Use in English Classroom Bal Krishna Sharma 22 14. How Does a Teacher Interact With Students in an English Classroom? A Case of Government-Aided School Prem Bahadur Phyak 22 15. Diversity in Lecture-Deliver Mallika Joshi 22 16. A Lesson Plan: What, Why, and How? Bhesh Raj Pokhrel 22 17. A Critical Evaluation of ‘Communication English’ Syllabus Dubi Nanda Dhakal 22 18. Teaching Short Stories in the Language Classroom Bal Ram Adhikari 19. Teaching English Through English in Nepalese Context Saraswati Dawadi 22 20. Ways of Effective Language Teaching in Heterogeneous Class Hari Maya Sharma 22 21. Trained Teachers and Teacher Training: A Research Study Jaya Ram Khanal 22 22. Task-Based Learning in Language Class Peshal Bastola 22 23. Autoethnographic Research: An Emerging Methodology in the Nepalese ELT Scenario Dinesh Koirala, Madhav Raj Belbase, Salik Ram Sanjel, and Yam Prasad Pangeni 22 24. Content and Language Integrated Learning Daya Ram Gaudel 22 List of NELTA Life Members 22 Journal of NELTA Vol. 1 1 No. 1-2 December 2006 1 T extbook and its Evaluation Jai Raj Awasthi, Ph.D.* What is a textbook? A textbook is teaching material for the teacher and a learning material for the learner. It is one of the pivotal aspects of the total teaching and learning process. It is the ‘visible heart of any ELT program’ (Sheldon, 1988:237); ‘an almost universal element of teaching’ (Hutchinson and Torres, 1994:315); and a guide for a teacher, a memory aid for the pupils, a permanent record or measure of what has been learnt. Teachers take textbooks as ‘the bible, a guide, a crutch, a necessary evil, or a burden’ (Gabrielatos, 2004:28). This statement indicates that a textbook can be both, a boon or burden. However, majority of teachers take it as a tool to facilitate their teaching whereas others consider it as a burden to get through. But it largely depends upon the attitude of the people who handle it, as a facilitator or a curse. Those who take it as a helpful tool use it ﬂ exibly and ‘combine with other resources’ (ibid). Cunningsworth (1995) seems to be more explicit to deﬁ ne a textbook as an effective resource for self-directed learning, an effective source of presentation of materials, a source of ideas and activities, a reference source for students, a syllabus where they reﬂ ect predetermined language objectives, and support for less experienced teachers who have yet to gain conﬁ dence. This statement makes a textbook a composite whole through which its subsidiaries get every beneﬁ t. Even the learners ﬁ nd it a source of knowledge which they can acquire without any external help. Littlejohn and Windeatt (1989) take text materials as hidden curriculum that includes attitudes toward knowledge, attitudes toward teaching and learning, attitude toward the role and relationship of the teacher and students, and values and attitudes related to gender, society, etc. The teachers who remain overindulged in the textbooks would admire such an attitude as they think that the text materials are synonymous to curriculum. Teachers in many developing countries hardly bother to look for the ELT curriculums, as they merely use the state designed textbooks * Dr. Awasthi is a Professor of English Education at the Faculty uploads/Litterature/ apa-guide.pdf