“Press forward. Do not stop, do not linger in your journey, but strive for the mark set before you.”
– George Whitefield
We are very much pleased to bring the Ninth issue of the Warwick ELT. At this point, we have felt that we have walked a long way unitedly, yes, by pressing forward as Whitefield suggests. While planning for this publication venture, in our first meeting, we had also dreamt of the possibility of bringing out a print volume of ‘The Warwick ELT’ which can be associated with what Whitefield calls as the mark we had set before, and at this point, we are very much glad to share with you that we are also coming with the print volume of ‘The Warwick ELT’ (ISSN: 2515-3668) in mid September. Indeed, this has been possible due to the support of the Centre for Applied Linguistics, the University of Warwick, the Hornby Educational Trust, UK, the British Council, UK, guest editors of the print volume and our advisors.
We feel welcomed and encouraged as we have been receiving contributions from several authors across the globe. In this issue, we have got two authors from Nepal and one from Venezuela.
In the first paper, Dr. Binod Luitel from Nepal discusses how the translation bridge strategy, particularly related to the use of L1 in the English language classroom, is found to be the effective strategy to help learners in reading comprehension. Indeed, the use of L1 in EFL or ESL teaching is always a debatable issue. The author, in this paper, has shown how some bilingual materials can ease learners in reading comprehension. Although his research is based in Nepal, the finding can be equally transferred to other context where English is taught as a foreign language.
In the second article, Pitambar Paudel talks about the experiences of the teachers on the shift to the English as a medium of instruction (EMI) in Nepal. Through his qualitative study, he shows how it has also impacted on their methodology. His findings show that implementing EMI in the schools has developed positive attitude in both teachers and students. However, as a suggestive note, he also points out that there is also a role of a multilingual country like Nepal to nurture and focus on other national languages while promoting English.
Last but not least, in this issue, Reina Ruiz and Jesus Medina from Venezuela highlight the importance of English for Academic Purposes (EAP) courses for Earth Science pre-service teachers in Venezuela. One of their strong claims is that EAP courses can enable Earth Science pre-service teachers to have wider access to information as many research publications related to this course can be found in the English language.
For your ease, we have hyperlinked each article below.
- Translation Bridge as a Facilitator in ESL Reading Comprehension: Empirical Evidence by Dr Binod Luitel
- Teachers’ Experiences on shifting Medium of instruction to English in Nepal by Pitambar Paudel
- 3. English for Academic Purposes for Earth Science Pre-Service Teachers: A Venezuelan case by Reina Ruiz & Jesus Medina
As usual, we appreciate your comments and feedback. You might comment directly on the article, or if you have generic comment or feedback, you might write to us at firstname.lastname@example.org
Sagun Shrestha & Hayley Wong
August Issue Editors