How I Happened to Become a Nepanglish Teacher: Using Autoethnography for Effective ELT in the EFL Context (Published)
This report is based on my autoethnography on ELT in the EFL context for some 10 years. It mainly deals with the contradictions existed between ELT theories and practices imported from the native language context and highlighted in the EFL context. The core part of this report is my autoethnography which is related to my experiment with CLT in the Nepalese context and my transformation from English teacher to Nepanglish one. The findings of my autoethnography show that CLT becomes no more effective and productive in the EFL context like in Nepal unless it is modified. Thus, it aims at drawing the ELT practitioners’ attention to use autoethnography as a research method in order to make ELT more effective and creative in the Asian context where English is mostly used as a foreign language. As Chang’s (2007) autoethnography suggests, autoethnography as method can help teachers/researchers to understand themselves and others, and make teaching of multicultural education more effective (p. 12).
Keywords: autoethnography; CLT; EFL context; eclectic approach; Nepanglish