When he returned after the first day of teacher training, Gokul (pseudonym) told me proudly: “You see, I’ve earned my first fifty rupees today. And that’s all I am here for, young man, the allowances—for forty days of bhatta.” This was during the summer of 1993 and I was just beginning to dream of becoming a teacher. So I found it deeply offensive that someone entrusted to educate the community’s children would come all the way from a remote district to the regional teacher training center in the city, occupy a college student’s single-room apartment, and brag about his bhatta. This is challenge one, among many others, in Nepali education: monetary incentive has failed and nothing seems to improve professionalism among the vast majority of teachers.
Students, parents and society need to take popular beliefs and assumptions about different fields of study with a grain of salt
Amid yet another crisis at home, one issue that worries me is how the education of younger generations is being affected. I’ve written about privatization and phony ideas about quality education that are making it increasingly difficult for the children of the vast majority of poor people to become successful on the basis of their talent and hard work alone. Rising cost of education is one of those forces that lead parents and students to ask the wrong questions about what to study and what career to pursue. So as they pursue higher education in the fog of crisis after crisis, how are members of Nepal’s young generation choosing what to study, what career to pursue?
Full article on Republica (Nov 17, 2015)
Another post about #clmooc. Last week, I followed other colleagues’ work with great interest but couldn’t create anything myself. But building on that spirit, I’d like to start this post by sharing my main idea through an illumination.
Images can be relatively universal, but because their imitation or representation of the world or ideas are mediated by selection, perspective, perception, and interpretation, even the seemingly most universal images create room for complex conversations.
International graduate students accepted in US universities are arguably the best products of the academic systems in their home countries. However, when it comes to translating their prior academic success, these students still face an uphill battle.
Especially for students in the STEM fields, academic transition can be challenging because their academic disciplines and programs cannot afford the time and priority toward helping the students develop a broad enough range of academic and professional “soft” skills.
In this blog entry, I highlight some of the causes and consequences of academic and professional skills gap among international graduate students especially in STEM. Let me try to do so by using my personal experience of academic transition and my professional experience of working to support other international students navigate and succeed in the US academy. read full post…
While attending a talk on campus (at Stony Brook University) this afternoon, given by Elana Sohamy, an Israeli scholar, I had a moment of despair.
The title of her talk today was “multilingual testing” and the backdrop of her presentation was the monolingual regime of language testing and its effects on multilingual language users across the world.
As teachers of language and writing/communication, we keep saying in theory that language learners take 3-5 or even 9-11 years to be fluent and accurate in a new language, depending on where and how they learn. But in practice, we continue to resort, very quickly and thoughtlessly, to the logic of pragmatism, of institutional policy, of the need to make sure that our multilingual students can perform in English. read full post…
Sitting down to write this post on diversity and ELT, I remember a story that scholar David Foster Wallace tells in a famous college graduation speech. Two younger fish ask an older one: “What the hell is water?” The point of the story is that “…the most obvious, important realities are often the ones that are hardest to see and talk about.”
The point I want to make in this post is that while we are a nation of very diverse peoples, cultures, languages, and so on, we have to pinch ourselves to remember that we are diverse. I argue that as educators, it is worth pinching ourselves and our students—intellectually, that is—into realizing the value of diversity as a broader goal of education, especially in a country like ours and an interconnected world like today’s.
Reposted from Transnational Writing blog
When reading the increasingly rich scholarship on translingual, transnational, and transcultural issues in the teaching of writing, I can’t help thinking that these terms, too, will soon be replaced by newer ones—criticized as insufficient, rejected as counterproductive, avoided as too political or impractical. As scholars have started emphasizing (at conferences, calls for proposals, and publications), if our discourse aboutteaching translingual skills, promoting transcultural/cross-cultural communicative competence, and incorporating transnational/global issues into the curriculum remains too abstract for too long, I think that it will backfire. We must complement the necessary theory-building with concrete pedagogies, practical applications, and accessible language if we want to engage fellow writing teachers, members of other disciplines, and administrators in conversations about curriculum and higher education at large.
Fortunately, in the last few years, it also seems that when we return from conferences to classrooms, we have started testing, adapting, and developing more concrete strategies for teaching the above skills and knowledge. In this post, I would like to share a few activities, assignments, and teaching ideas that were inspired by professional conversations in our field. Taken from two specific courses I teach, one in the Writing Program and one in a different department, these are works in progress and I would appreciate your comments and feedback on them. read full post…
Reposted from Transnatioanl Writing blog
In part 1 of this post, I shared assignments and activities that I use for teaching and promoting translingual skills, incorporating transnational issues, and fostering cross-cultural communicative competence in an undergraduate special-topic seminar titled “Global Citizenship.” In part 2, I would like to share how I try to do the same in a more more conventional first-year writing course, titled “Intermediate Writing Workshop,” one that is required of all students across the university. The lack of curricular space makes it relatively harder to achieve the same goals in mainstream writing courses, but I have been inspired by how well students have responded so far. read full post…
Since I made a trip to New York City to visit the SUNY Center for Collaborative Online International Learning (SUNY COIL) last week, I’ve been thinking about and trying to find and read any scholarship on how writing teachers in colleges/universities in the US incorporate the element of “global citizenship” (GC) into their teaching.
I knew that the concept of GC is defined and perceived in a wide variety of ways, including as a terrible idea (one that promotes world governance and undermines local cultures and values), as a proxy for imperialism and commercial globalization, as a fancy buzzword that is ultimately empty of practical use and meaning, as a useless ideal, and as a “chimerical idea” (as one professor called it when rejecting my proposal for a seminar paper in graduate school; maybe he saw that I hadn’t done enough research yet and thought that I couldn’t fully engage the complex debates surrounding the topic, or maybe he thought that I took the term at face value–whatever it was, he was the professor!).
But until this week, I didn’t know that there is actually a lot of scholarship in my own discipline that is more or less relevant to the topic. You know this is why I love my discipline, Composition and Rhetoric. The field is diverse, it is interdisciplinary, and if you start looking for resources, you find good ideas about almost anything. But I digress.
So, I went to New York City last week, and was inspired. read full post…
At a dinner conversation among a few scientists and scholars from Nepal a few years ago, our host, a medical scientist, shared a whole host of “scientific” evidence about how the knowledge of the East has “always” been highly advanced and “superior” to that of modern science.
Yes, the East (though the term is old-fashioned and controversial) is a gold mine of intellectual traditions and resources. But its most visible proponents today harm more than help when it comes to doing justice to that heritage.
And, yes, there is a lot of value in the knowledge—embodied in and transmitted through folk science and philosophical wisdom since ancient times—which the East has produced. I would even go so far as to say that the South Asian region was probably one of the richest in terms of generating its own natural science as well as other bodies of knowledge. The Ayurveda (life+science) is a good example of how some medical knowledge of the time was eventually recorded and passed on in writing. read full post…