Education

This article explores the nuanced debate on classroom correction methodologies, focusing on public correction and personalized feedback. Analyzing the pros and cons of each approach, it advocates for a balanced strategy. Acknowledging student preferences and adapting methods enhance positive teacher-student relationships, fostering an inclusive and effective learning environment.

The article discusses the challenges and initiatives related to inclusive English Language Teaching (ELT) in Nepal, examining the global, national, and grassroots perspectives shaping this endeavor. It emphasizes the importance of accommodating diverse learning modalities, particularly for visually impaired students, in ELT classrooms. The challenges identified include difficulties in addressing various language modalities, limited adaptation to diverse learning styles, overreliance on visual aids, lack of accessible educational materials, and teacher preparedness. Additionally, the article explores specialized techniques, grassroots initiatives, and the role of technology in fostering inclusivity. The authors highlight the critical role of ELT in Nepal's broader commitment to inclusive education, where international commitments, national policies, and grassroots efforts converge to create a more inclusive educational landscape.

Under the new National Education Act (Ministry of Education, Science and Technology, 2019), Nepal's secondary English curriculum has embraced learner-centred approaches to enhance students' communicative competence (Curriculum Development Center, 2020). The curriculum focuses on developing proficiency in listening, speaking, reading, and writing, with English being a compulsory subject at both school and university levels (Curriculum Development Centre, p. 36).