This is a collection of short stories followed by different activities that one can adapt in ELT ... more This is a collection of short stories followed by different activities that one can adapt in ELT classroom. Some of the stories included in this book are inspired one whereas some others are fictitious created by the public-school students of Nepal at the English Access Microscholarship Program’s Winter Camp -2013. The students, ages 13 to 17, wrote many stories during daily writing workshops. Later, back in their hometowns, the teachers encouraged the students to remember events, write and edit their stories.
Graduate Studies in Second Language (L2) Writing is a guide book for aspiring and current PhD stu... more Graduate Studies in Second Language (L2) Writing is a guide book for aspiring and current PhD students, as well as all academics regardless of whether they are associated with L2 writing or not. This book consists of eleven chapters, which focus on varied issues of L2 writing (e.g., the growing interest in L2 writing, challenges and strategies to construct identity in L2 writing, and success stories of internationally recognized L2 writing experts), instances of successful adviser-advisee relations, and the transitional narratives of doctoral students from knowledge consumer to knowledge producer. Even though L2 writing does not have a long history, this book reiterates that there is increased research interest in the area from graduate students in different programs, including Applied Linguistics, TESOL, Communication, and Rhetoric and Composition. The instance of chronological research development in L2 writing demonstrates that it does not have a prolonged history but there is clear evidence that it has been gaining in recognition. The specific example of Indiana University of Pennsylvania (Chapter Two) is stimulating, as it has produced a substantial number of dissertations in the field of L2 writing in last 35 years. This chapter also reiterates the importance of matching the research interests of graduate students with advisors for the production of quality dissertations, as well as for future collaborations. Some of the authors' own instances of successful working relations with their advisors and advisees provide real and practical examples.
Journal of Global Literacies, Technologies, and Emerging Pedagogies, 2021
Editorial: Introduction to the special issue on multimodal composition in multilingual contexts D... more Editorial: Introduction to the special issue on multimodal composition in multilingual contexts Despite having a short history, multimodal composition, has gained research and pedagogical momentum over the last 20 years. Since first introduced by the New London Group (1996), the notion of multimodality has subverted the traditional definition of
This paper presents a sociolinguistic profile of contemporary Nepal, with particular reference to... more This paper presents a sociolinguistic profile of contemporary Nepal, with particular reference to the status and functions of English in Nepali society. Nepal has been said to belong to the Expanding Circle, as English has traditionally had no official status there, although the language has been playing significant economic, educational, and social roles in society, in similar fashion to an Outer Circle variety of English. The use of English has increasingly spread in various domains of society, including education. This paper begins by providing an overview of Nepal and its cultural, linguistic and social dynamics, and by discussing the history of English in Nepal from the 17th century to date. It then proceeds to discuss the users and uses of English in contemporary society, documenting how the interpersonal, instrumental, administrative, and creative/innovative functions, along with linguistic adaptation and innovation, are manifested in the society.
This short paper highlights the voices of four recent MA graduates as emerging second language (L... more This short paper highlights the voices of four recent MA graduates as emerging second language (L2) literacy teacher-scholars. In my Fall 2015 graduate seminar, Second Language Literacy, the teacher-scholars, who are co-authors here (Ryosuke, Charlotte, Alejandro, and Shyam), developed as language teachers who understand literacy as situated social practice, which is informed by users’ socially and historically constructed identities (Gee, 2015), and who consciously and systematically reflected on their L2 literacy teaching for positive change (Farrell, 2007). In this graduate classroom context, they explored critical readings, interactive discussions, content applications, and individual reflections. Now, as doctoral students and full-time teachers, they continue to engage in L2 literacy reflection with each other and their former adviser (Sarah) through a critical friendship, or teacher collaboration “which encourages talking with, questioning, and even confronting, the trusted other, in order to examine planning for teaching, implementation, and its evaluation” (Hatton & Smith, 1995, p. 41). The reflective snapshots shared in this paper stem from the teacher-scholars’ collaborative exploration of L2 literacy as social practice across four unique teaching contexts.
This is a collection of short stories followed by different activities that one can adapt in ELT ... more This is a collection of short stories followed by different activities that one can adapt in ELT classroom. Some of the stories included in this book are inspired one whereas some others are fictitious created by the public-school students of Nepal at the English Access Microscholarship Program’s Winter Camp -2013. The students, ages 13 to 17, wrote many stories during daily writing workshops. Later, back in their hometowns, the teachers encouraged the students to remember events, write and edit their stories.
Graduate Studies in Second Language (L2) Writing is a guide book for aspiring and current PhD stu... more Graduate Studies in Second Language (L2) Writing is a guide book for aspiring and current PhD students, as well as all academics regardless of whether they are associated with L2 writing or not. This book consists of eleven chapters, which focus on varied issues of L2 writing (e.g., the growing interest in L2 writing, challenges and strategies to construct identity in L2 writing, and success stories of internationally recognized L2 writing experts), instances of successful adviser-advisee relations, and the transitional narratives of doctoral students from knowledge consumer to knowledge producer. Even though L2 writing does not have a long history, this book reiterates that there is increased research interest in the area from graduate students in different programs, including Applied Linguistics, TESOL, Communication, and Rhetoric and Composition. The instance of chronological research development in L2 writing demonstrates that it does not have a prolonged history but there is clear evidence that it has been gaining in recognition. The specific example of Indiana University of Pennsylvania (Chapter Two) is stimulating, as it has produced a substantial number of dissertations in the field of L2 writing in last 35 years. This chapter also reiterates the importance of matching the research interests of graduate students with advisors for the production of quality dissertations, as well as for future collaborations. Some of the authors' own instances of successful working relations with their advisors and advisees provide real and practical examples.
Journal of Global Literacies, Technologies, and Emerging Pedagogies, 2021
Editorial: Introduction to the special issue on multimodal composition in multilingual contexts D... more Editorial: Introduction to the special issue on multimodal composition in multilingual contexts Despite having a short history, multimodal composition, has gained research and pedagogical momentum over the last 20 years. Since first introduced by the New London Group (1996), the notion of multimodality has subverted the traditional definition of
This paper presents a sociolinguistic profile of contemporary Nepal, with particular reference to... more This paper presents a sociolinguistic profile of contemporary Nepal, with particular reference to the status and functions of English in Nepali society. Nepal has been said to belong to the Expanding Circle, as English has traditionally had no official status there, although the language has been playing significant economic, educational, and social roles in society, in similar fashion to an Outer Circle variety of English. The use of English has increasingly spread in various domains of society, including education. This paper begins by providing an overview of Nepal and its cultural, linguistic and social dynamics, and by discussing the history of English in Nepal from the 17th century to date. It then proceeds to discuss the users and uses of English in contemporary society, documenting how the interpersonal, instrumental, administrative, and creative/innovative functions, along with linguistic adaptation and innovation, are manifested in the society.
This short paper highlights the voices of four recent MA graduates as emerging second language (L... more This short paper highlights the voices of four recent MA graduates as emerging second language (L2) literacy teacher-scholars. In my Fall 2015 graduate seminar, Second Language Literacy, the teacher-scholars, who are co-authors here (Ryosuke, Charlotte, Alejandro, and Shyam), developed as language teachers who understand literacy as situated social practice, which is informed by users’ socially and historically constructed identities (Gee, 2015), and who consciously and systematically reflected on their L2 literacy teaching for positive change (Farrell, 2007). In this graduate classroom context, they explored critical readings, interactive discussions, content applications, and individual reflections. Now, as doctoral students and full-time teachers, they continue to engage in L2 literacy reflection with each other and their former adviser (Sarah) through a critical friendship, or teacher collaboration “which encourages talking with, questioning, and even confronting, the trusted other, in order to examine planning for teaching, implementation, and its evaluation” (Hatton & Smith, 1995, p. 41). The reflective snapshots shared in this paper stem from the teacher-scholars’ collaborative exploration of L2 literacy as social practice across four unique teaching contexts.
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