Revisiting Educational Practices

Revisiting Educational Practices: What a Shame…….??? I am Bored

maheshwor.rijal@gmail.com

Student, KU, School of Education

Education is the backbone and milestone for all round development of any society. It is a well-accepted assumption of defining education. In the context of Nepal, education system is like metaphor of beautiful garden for corruption and politics.  In this regard, how can we get quality education?

In Nepal, quality education has been limited only in plans and policies but not in reality. We are greatly victimized due to the political deadlock and self-centered ethos of leaders.  The tendency of padlocking education institutions by various political parties and trade unions, even students’ unions became well established culture of fulfilling demands.  Here, teachers are protesting to their permanency in job without any competition, professors are padlocking varsities for their demands, students are protesting against university for getting poor marks. When we see that education in Nepal is going round in a vicious circle. Does it mean by quality education?

Teachers are the agent of social change. In Nepalese scenario, while recruiting teachers, particularly, in government schools, there is politics from Ministry of Education (MoE) to School Management Committee (SMC). It has been becoming culture of appointing a teacher who is a close relative of School Management Committee’s chairperson and head teacher.  In this way, quality education has been questioned due to these immoral and sinful activities. Most significantly, the tendency of sending children to boarding school has been increasing day by day. Parents are compelled to pay high amount of fees in terms of different titles in the name of quality education. Owners of private school never follow the code of conduct as directed by Education Act and Education Regulation so far. They, of course, hesitate to pay education tax to government and most of them are established without any registration. Rather, they are interested in increasing school fee by appointing teacher in very low salary. What a shame!  At the same time, so called NGOs and INGOs are busy in farming dollar in the name of community development through education, advocacy and so on. The future of education system is going round in sadistic circle of ocean.  I think it is really difficult to overcome from this problem. Why the government is not eager to form mechanism to eradicate these problems and burning issues of teachers, students and unemployment, etc?

Many so called educationists were participated in different national and international conference with the agenda of quality, access and management in education, stating slogans “Education for All”, “Inclusive Education” etc.  Now, educationists are becoming businessmen by opening college of their own for their personal growth. In this way, it is very difficult for us to compete with global status of development due to our ineffective management and planning system from central to local levels. What is the role of teacher service commission? Its work is only limited to distribute teaching license. It has become popular institution for license industry. When teachers are appointed by School Management Committee, what’s the role and rationale of establishing Teacher Service Commission?

It’s an immediate need to all the concerned authorities, stakeholders and line agencies to maintain the quality in education by translating new vision and mission into the reality. The increasing tendency is wasting time and money in irrelevant plans should be minimized at all. It’s our need to create conducive environment of learning.  Everything is possible if we perform task honestly through collaborative way. A voice has power when it is echoed by thousands. Amendment of Education Act 1972, recruitment of vacant teacher through healthy competition, making proper mechanism for minimizing gap between private and public education institutions etc. should be addressed very soon. Then, it will be easier to implement the plans and policies as directed in School Sector Reform Plan (SSRP). Ultimately, there is no doubt that conducive learning environment is possible for ensuring quality in education.

SECOND LANGUAGE LEARNING/ ACQUISITION: HIDDEN REATLITY

SECOND LANGUAGE LEARNING/ ACQUISITION: HIDDEN REATLITY

- Maheshwor Rijal, Kathmandu University

maheshwor.rijal@gmail.com

Second Language Acquisition/ Learning

Before introducing second language acquisition, I would like to differentiate between acquisition and learning. It is argued that acquisition is subconscious process of learning language in a naturalistic setting. On the other hand, learning is conscious process of getting knowledge, basically, in formal setting. Here, I am going to give on evidence so as to get clear concept of acquisition and learning. For examples, what can it be if Newari child start learning Nepali consciously in natural setting?  What can it be if he/she starts learning subconsciously in a naturalistic setting? If he or she learns it consciously in a natural setting either it can be L1 or L2? Now, my curiosity also grows in this sense. If he or she learns it consciously in a natural setting how can it be L1? Critically speaking, I am compelled to think over two term acquisition and learning. Let me give example from Nepalese context, for a Newari Child Nepali is second language because Newari is his/ her native language or mother tongue. That is to say, the child is supposed to acquire Newari but s/he is not supposed to learn Nepali. As conclusion, I find that the child is said to be acquiring both Newari and Nepali because he/ she accumulate knowledge of L1 and L2 in a very natural setting without any conscious efforts and practices. Actually, this kind of examples is very common in the process of language acquisition and learning.

            Ellis (1992) says, “The term acquisition is used to refer to picking up second language through exposure, whereas the term learning is used to refer to the conscious study of a second language” Here, there is clear distinction between two terms. But Ellis (1992) further says that this is not real distinction. He prefers to use both acquisition and leaning through the interchangeable manner. Based on Ellis and my earlier case in Newari and Nepali language, there is no watertight demarcation between them. I argue that if the child acquires both languages simultaneously they cannot be equal.

The Critical Period of Hypothesis

There is fact that language is better learnt at a certain period of one’s life. When the certain period is over, language learning becomes slow and difficult. The critical period of hypothesis states that there is a period when language acquisition takes place naturally and effortlessly. The strongest support for critical period hypothesis comes from empirical evidence for the case study of socially isolated child Gene.  Ellis (2003), states that “Genie was totally isolated in the early years of her life and consequently did not start learning language (English) until age of thirteen. While she developed considerable communicative ability she failed to acquire many grammatical rules” (p. 68)

In this way, we can say that Genie had started learning language after critical period. So, her language learning remained slow and poor. So far as critical period of hypothesis is concerned, I would like to relate it with language teaching and learning. It is a reason that I am going to be teacher. So, it is found that language teaching and learning must be started as early as possible. That is to say, the sooner the language learning, better the performance will be. So, I strongly believe person may not be able to attain language skill, when s/he is deprived from language exposure before puberty age. That is to say, after the critical period is over, the child ability to learn language is significantly impaired. The language learning after the post pubescent period, the brain loses the plasticity and recognizable capacities necessary for acquiring languages.

Age Different in Second Language Acquisition

As we already discussed in critical period of hypothesis that language is acquired within certain time boundary or certain limit of time. In this respect, this factor is supported by the critical period of hypothesis. The degree of proficiency in language learning is certainly varies due to ages factor. Now, I need to make a discussion of effects of age in terms of age and speed of SLA based on different view of researcher. It is found that adults learn faster than children with regard to morphology and syntax. On the other hand, pronunciation is concerned adults do not always progress more rapidly than children. That is to say, children learn more pronunciation aspect than adults. Now, one query arises. How does age effects on the acquisition of native alike proficiency? This is really serious question. I am learning English language. I do more labor and hard work for developing proficiency in English.  But my degree of proficiency is not good at all. I could not develop native alike proficiency. It is because of the reason that my all organs of speech are plasticized in term of Nepali language sound system. Though I can get little mastery in morph-syntactic level, it is difficult to attain complete mastery or proficiency.

Several researches have shown that children are more likely to attain native like proficiency in a second language than are adults. Ellis (1997) views, “Success in SLA also appears to be strongly related to the age when SLA is commenced” (p.106). The investigation of Oyama (1976) reveals that in the case of pronunciation younger learners do better. Based on investigation, there is little level achievement in term of grammar in the starting age of child. Based on Ellis (1997), the starting age does not affect the route of SLA though there might be differences in acquisition order. More importantly, starting age affects rate of learning but does not affect the route of learning.

Environment of Secondary Language Acquisition

Environment plays the significant role in the process of second language acquisition. It has been often argued that second language acquisition is often takes place in artificial setting. In fact it does not happen always. Under the component environment, we can talk regarding the issues of social aspect, ethnic identity or learner’s personal and social background. Based on my own understanding, in society there are different classes of people. Social classes are made on the basis of income, education, and occupation. So, Second language acquisition is affected by social classes there is correlation between socio- economic status and linguistic capacity. I would like to relate with factor environment with accommodation and acculturation model. It is more associated with ethnic identity of learners. Based on research of Giles, both divergence and convergence account for success on second language acquisition. The more converge the learner L2 culture, the more he or she will learn. In another word, when learner’s L1 and L2 environment is similar, the learning will be similar. On the contrary, it will be difficulty when learner first and second language is different.

Conclusion

In this way, it is found that both learning and acquisition are used interchangeably according the situation or condition in which language learning occurs. However, language acquisition is naturalistic and unconscious process and learning is conscious one. Likewise, there is certain period in which language learning is easy. This period is called critical hypothesis period or sometimes sensitive period. Language learning is effective before puberty age but nor after post- pubescent age. In the same way, age and environment are also determining factors for L2 learning. As a good language teacher, he or she has to consider these things while teaching learning activity going on.

References

Ellis. R. (1997).Understanding second language acquisition. Oxford: Oxford University Press.

Ellis. R. (1997).Second language acquisition. Oxford: Oxford University Press.

My Article

Exploring and Revisiting Realities of Research Practices in Nepal

- Maheshwor Rijal, 

Kathmandu Universality 

maheshwor.rijal@gmail.com

There are several issues related to testing and evaluation in our education system in Nepalese context. Some of those include carelessness in marking systems, delay in examination results, abolishment of entrance exams, habit of reading guess- papers and designing question papers. As a student of Kathmandu University, I accomplished different practical assignments. The educational standards of Kathmandu University (KU) have broadened my horizon of thinking, particularly in terms of almost all the aspects of testing and evaluation including general principle of testing, evaluating test item, designing and conducting test, alternative approaches to students’ evaluation and so forth. However, there are some issues related to testing and evaluation which touched my heart and I have made an attempt to explore current realities of testing particularly research assessment at Master Level through this blog entry. I believe that my reflective understanding will be one of the lessons for improving and minimizing aforementioned issues allowing conducive environment for learning. 

A couple of months ago, while I was busy in finalizing the first draft of my research proposal for my supervisor, one of my friends came into my study room.  Observing my hard work and time I was putting into my research proposal endeavor, he was amazed to see piles of reference books on educational researches and EFL pedagogy. We had a long tea-talk until I came to know my friend's secret suggestion to purchase a readymade thesis paper. “Oh my God, What a terrific and shameful crime!” I replied to his suggestion. On hearing that, all of my enthusiasms and vigor were gradually going down and down.

Some days later, while I was on my way to Tribhuvan University to search for reference materials in the library, I saw an advertisement of thesis writing services, which was an utter surprise to me.  The ad was pasted in the electric pools and walls with contact address and phone numbers of the service provider. It read;

 “Available!! Available!!! Thesis of M.A. M.Ed. only for NRs.7500 rupees”

The fact that was more astonishing to me was the contact number of the advertiser explicitly printed on the ad. I moved with my camera and captured the photos of those ads hanging on the electric-posts. I could realize the disgraceful and pitiable fate that is waiting ahead of us.  Who is responsible for this? Where is law and order to stop this kind of sinful business?  Then, what is the value of testing and evaluation?  Such kinds of questions are roaming in my mind even now.

In Kathmandu University, I learned that a research should aim at transforming a society towards further progress. If so, can this type of activity really contribute to the debunking of the existing myth of the society? It is difficult to believe how education can be an efficient instrument for reshaping the quality of the individual, society, and nation at large. I was overwhelmed and stressed even though I am carrying out on my research activities very seriously. Based on my observation and experience, I have found there is no reading habit developed among the youths.  Majority of them nowadays hardly go to libraries since majority of them are habituated to pass exams without rigorous studies.

Making educational and intellectual exercises profit oriented cottage industries like selling the thesis is undoubtedly a criminal act. These kinds of crimes should be identified as sharp indicators of overall social degradation, particularly among intellectual circle of the society. Such activities will have negative backwash in teaching and learning.  There will certainly be no value of testing and evaluation in terms of dissertation writing and other types of examinations. Unless these heinous and deplorable activities are stopped, there will be no efficiency, validity and reliability of testing, assessment, and evaluation. It will generally affect entire education system.

The famous leader Nelson Mandela said, “Education is the most powerful weapon which can use to change the world”. Does such issue of testing and evaluation prevailing in our education system be the powerful or destructive weapon to change our society?  

This kind of harmful backwash of education is totally unacceptable. It is high time the concerning authorities need to take prompt action to the prevailing issue or it will adversely affect the whole education system; input, process and output at large. I hope tomorrow will be better than today.  Let’s see………….