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Teachers’ Experience of Contextualized English Language Teaching

Bhola Kumar K.C.

Department of English Education, Triyuga Janata Multiple Campus

Abstract

This qualitative phenomenological study was carried out to understand the lived experience

of English teachers who are teaching English in different schools. The study explores the

significance of a contextualized teaching approach in teaching English and the need for its

application in the EFL context. Contextualized English Language Teaching (CELT)

introduces language content by employing various techniques to engage students in different

activities. Students who learn in a contextual environment are motivated to learn. Traditional

classrooms emphasize the active role of teachers, with students remaining passive much of

the time. Contextualized teaching assumes learners are creators, not merely receivers. The

teacher’s main role is to create appropriate learning contexts and provide students with

learning opportunities through experiences and roles. This study examines the classroom

experiences of teachers teaching English in contextualized situations. The data, collected

from purposively selected teachers in different schools in the Udayapur district, indicate that

contextualized teaching is highly effective in developing students’ language skills.

Keywords: approach, contextualized, education, experience, learning

Introduction

Contextualized language teaching is based on student engagement in teaching-

learning activities. Berns and Eriksson (2001) define contextualized learning as a "perception

of teaching and learning that helps teachers relate subject matter content to real-world

situations, and students to make the connection between knowledge and its application" (p.

3). Mazzeo (2008) views contextualized teaching as a "diverse family of instructional

strategies" (p. 4). Learners’ knowledge becomes concrete and permanent when learned
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through experience. Learning occurs when the learners engage in a task rather than just

focusing on the language (Halliwell, 1991 as cited in Torun, 2008). CELT makes the

classroom interactive it maximizes classroom participation and provides all students the

opportunity to practice skills. Miller(2016) claims that teaching English in a contextualized

way requires the active participation of both teachers and students. The students engage in

various roles, while the teachers focus on planning and designing tasks.

Teaching English in a familiar context supports learners' cognitive development more

than teaching it in a foreign context. Teachers should focus on what students want to learn

rather than solely on what needs to be taught for better comprehension. Regmi (2014) states

that teachers should teach English in a "local cultural and local contextual setting." Teaching

in local contexts can enhance creativity because contextual teaching addresses learners’

needs. Jr (2019) claims that contextualized learning provides knowledge of the subject matter

and offers career-related opportunities. Contextualized teaching allows students to transfer

knowledge to new contexts and provides opportunities for real-world experiences. Perin

(2011) argues that contextualized teaching develops language skills in an integrated way and

fosters collaboration.

Importance of Contextualization in ELT

The contextualized approach engages students in activities that connect them to their

immediate situations, helping them develop concrete concepts about the teaching contents,

which leads to long-lasting learning. Wong and Van Pattern (2003) state that the use of a

contextualized approach helps students understand the relationship between words, sentences,

and real-world effects. Nan (2018) suggests that contextualized teaching develops all

language skills in an integrated way, significantly enhancing learning. Proper context

selection uses the four language skills in an organized manner, fostering development. Curry

et al. (2012) found that contextualized learning develops responsibility through authentic
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assessments. Group work reinforces students, ensuring learning achievements. These

activities provide feedback, allowing continuous progress. CELT creates a learning-friendly

environment, enabling learners to expand their understanding of the teaching content.

Contextualization helps students identify the importance of topics and learning.

Theoretical knowledge alone cannot lead to mature learning; a combination of theory and

performance is needed (Biehl & Dellagnelo, 2016). Simply having theoretical knowledge—

knowing concepts or facts—is not enough for deep, meaningful learning. True understanding

comes when students can also apply this knowledge in real-world settings, combining both

theory and practice. This approach not only reinforces learning but also ensures that students

can use what they’ve learned in practical situations, leading to more effective and lasting

education.

Amirian and Momeni (2012) report that vocabulary learning is highly effective when

taught in context. Teaching words out of context forces students to memorize, which can lead

to quick forgetting. Contextualized teaching increases student participation in communication

and interaction. Language learning is primarily a matter of practice, and exposing learners to

real-world language use provides them with more learning opportunities.

The Need for English Language

The history of English language education in Nepal spans over 150 years. Formal

education in English has been part of the system since the inception of formal education in

Nepal. Both Durbar High School and Tri-Chandra College offered education in English. The

academic system experienced significant changes in the curriculum after the National

Education System Plan (Bista, 2011). In the current education system, English is taught from

grades one through twelve as a compulsory subject. While community schools use Nepali as

the medium of instruction, private schools offer education in English. English has gained

prominence in Nepalese society, perceived as a gateway to international job opportunities.

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Saud (2020) reported that many community schools in urban areas are transitioning to

English as the medium of instruction due to its international significance.

Most parents in Nepal prefer enrolling their children in English-medium schools.

Community school students often join language institutes to improve their English after

completing their Secondary Education Examination (SEE) (Bista, 2011). English is often

seen as the language of global communication, higher education, and international jobs. As a

result, parents opt for schools where English is the primary language of instruction, believing

it will give their children a competitive edge in the future.

Paneru and Joshi (2019) regard English as essential for communication, and widely

used in science, technology, commerce, and diplomacy. They argue that English plays a key

role in the curriculum, providing students with career opportunities, and helping them adjust

to target communities.

Interrelation Between Social Learning Theory and CELT

Contextualized teaching focuses on incorporating real-life situations to enhance the

relevance of learning. When teachers involve students in discussions and activities connected

to their personal experiences, they foster a social environment that encourages students to

share openly. This approach resonates with Vygotsky's concept that knowledge is built

through social interactions.

Vygotsky (1978 as cited in Turuk, 2008) argues that students depend more on

teachers in their initial learning phase. The students cannot copy and memorize everything

the teachers teach them, in this stage, the better way of learning is to translate their thoughts

and ideas in the real world. He further mentions that the second language learners solving the

tasks with their teachers and peers, they internalize it, and after that, the learners present it

according to the needs of the context.

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The rationale of the Study

The teaching methods employed and the classroom environment significantly

influence language acquisition. According to Brown (2000), factors such as teachers' teaching

styles, language exposure, and personal attitudes play a crucial role in developing language

competence. Second-language learners often lack opportunities for interaction with

community members. Therefore, it is essential to create diverse contexts within the language

classroom to facilitate contextual communication (Johnson, 2008). The critical role of

effective teaching methods and a supportive classroom environment in language acquisition.

It emphasizes the need for diverse, real-world contexts to support second-language learners,

who may face limitations in their opportunities for authentic language practice.

Lightbrown and Spada (2006) emphasize the importance of contextualized teaching as

an effective strategy for acquiring a second language. This approach is particularly beneficial

for learning English as a second language, as it utilizes language functionally, engaging

students in meaningful tasks (Brown, 2000). Additionally, Johnson (2008) asserts that a

contextualized strategy in English language teaching preserves the "communicative

properties of meaningful interaction" (p. 6). Contextualization of content has a key role in

making language learning not only effective but also enjoyable and relevant to learners’

everyday experiences. This holistic approach fosters a more interactive, engaging, and

meaningful learning environment.

The contextualized approach not only enhances students' academic performance but

also fosters a positive relationship between teachers and students through frequent

interaction. Such interactions extend beyond the content being taught, encompassing inquiries

about personal opinions and social or familial situations. This engagement reduces emotional

distance and promotes a positive attitude toward learning.

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Teachers must have sufficient experience to design diverse contexts that correspond

to the language content. The effectiveness of student learning largely depends on the quality

of instruction provided by teachers. Successful implementation of contextualization

necessitates qualified and skilled educators who can seamlessly integrate content with

relevant contexts.

Statement of the Problem

Nepali English teachers encounter a myriad of challenges within the domain of

English Language Teaching (ELT), encompassing pedagogical factors, institutional demands,

and teaching-related issues. These obstacles impede their ability to deliver effective

instruction, and despite these challenges, educators remain compelled to fulfill the

expectations of parents, institutions, society, and students.

The role of the teacher in this context is not one of authority; rather, they are

positioned as facilitators who must strategically adopt appropriate methodologies to foster

effective second language acquisition among their students. This necessitates the exploration

of evidence-based strategies that can enhance language learning outcomes in a challenging

educational landscape.

Moreover, a significant and contentious issue within the field of second language

acquisition is whether students achieve communicative competence in a second language as a

result of formal learning or if such competence is developed primarily through

communication and interaction. This dichotomy raises critical questions about the efficacy of

traditional teaching methodologies versus more interactive, communicative approaches.

Consequently, it is imperative to investigate these dynamics to identify effective pedagogical

practices that can better support Nepali English teachers and their students in navigating the

complexities of second language learning.

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Purpose of the Study

The primary aim of this study is to investigate the concept of contextualized English

Language Teaching (ELT). More specifically, it seeks to examine the experiences of English

teachers at the secondary level in implementing contextualized teaching practices. Through

this exploration, the study will provide insights into the challenges and benefits associated

with contextualized approaches in the ELT context.

Research Questions

• What challenges do teachers frequently encounter when implementing

contextualized techniques in the ELT classroom?

• How do contextualized techniques aid teachers in enhancing students'

communicative skills?

• Why is it essential to integrate contextualized teaching methods in English

Language Teaching?

Delimitation of the Study

This study is specifically delimited to the exploration of contextualized English

Language Teaching (ELT), with a particular focus on Vygotsky’s social learning theory. The

research investigates the experiences of English language teachers regarding the application

of contextualized instruction in their classrooms.

The primary objectives of the study are to determine the effectiveness of

contextualized teaching in developing students' language skills and to identify the challenges

teachers face during its implementation. Given the phenomenological nature of this study, it

is limited to five participants, which allows for an in-depth examination of their experiences

while also acknowledging the constraints of a smaller sample size.

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Literature Review

Teaching English as a second language through contextualized techniques is vital for

effective language acquisition, as the primary function of language is communication.

Language serves as a medium through which individuals express their feelings, desires, and

thoughts. Therefore, effective English teaching necessitates interaction within the classroom.

Vygotsky (1978, as cited in Symwene, 2016) emphasizes that contextualized teaching

enhances cognitive development in children by fostering social interaction and collaborative

learning. This approach enables students to address practical problems effectively, as they

engage with language in meaningful contexts.

Moreover, Mayer (2003) points out that language learning cannot occur effectively in

decontextualized environments. However, the specific challenges teachers face when

integrating contextualization into their pedagogy are still underexplored. Molz (2010)

emphasizes the importance of connecting content with context, noting that there is limited

empirical research focusing on the lived experiences of teachers implementing these

strategies. MEBITIL (2012) advocates for the adoption of contextualization strategies to

enhance teacher professionalism, while Moghaddas (2013) highlights that contextualization

should be a central component of English teaching to promote language learners'

performance. Additionally, Rohayati (2013) states that contextualized teaching creates

relatable situations for students, facilitating their participation by linking new content to prior

knowledge.

Research by Saqlanin, Shafquat, and Hassan (2016) supports the notion that

contextualized instruction significantly aids learners in achieving language proficiency.

Similarly, Rahman (2016) emphasizes the importance of involving students in meaningful

interactions, asserting that creating appropriate contexts is essential for facilitating

communication in the target language. Yanzi (2020) further explores this idea, indicating that
 57

grammar can be effectively learned through context. He critiques traditional methodologies

and textbooks for often neglecting communicative content, resulting in decontextualized and

meaningless learning experiences, which obstruct the development of language competency.

Despite these insights, gaps remain in the literature regarding the practical application

of contextualized techniques in English Language Teaching (ELT) within specific

educational contexts. While research emphasizes the importance of linking new content to

prior knowledge, it fails to thoroughly investigate how these practices manifest in real

classroom settings. This study aims to address these gaps by examining the experiences of

English teachers in Nepal regarding the application of contextualized teaching techniques and

identifying the challenges they encounter in their implementation.

Methodology

This study employed a phenomenological qualitative research design to explore

teachers’ experiences with contextualized approaches in English Language Teaching (ELT)

classrooms. Phenomenological research aims to describe and interpret the shared experiences

of individuals, providing a deeper understanding of the phenomenon being investigated

(Creswell, 2007). This approach aligns with Vygotsky's social constructivist theory, which

posits that knowledge is constructed through social interactions and contextual experiences.

Vygotsky emphasized the importance of language as a tool for communication and cognitive

development, suggesting that learning occurs when students engage in meaningful

interactions within their social environments.

Data were collected through in-depth interviews with participants who had firsthand

experience with contextualized teaching methods. These interviews allowed participants to

articulate their experiences, challenges, and perceptions regarding the application of

contextualized approaches in their classrooms. By focusing on the lived experiences of these

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educators, the study aims to illuminate how contextualization in ELT can enhance learning

outcomes and the communicative competence of students.

Population/Sample of the Study

Three participants from different community schools in the Udayapur district were

selected using criterion sampling. The participants had a minimum of five years of language

teaching experience and held master’s degrees in English Language Teaching (ELT).

As the study focuses on the experience of the individuals who have enough

experience with English language teaching, the researcher set some criteria to choose the

informants. The criteria for selecting the informants were as follows:

• Active teaching experience in Language teaching for at least 5 years.

• Holding a master’s degree in ELT.

The rationale behind selecting the participants according to the above criteria was that

the experienced teachers possess rich knowledge and skills for implementing the

contextualization in the ELT class. Their long experience in the teaching field is thought to

add richness and depth to the understanding of Contextualized English Language Teaching

through their perspective.

Table 1

The Participants’ Profile

Name Gender Academic Qualification Teaching Experience

Rohan Poudel Male M.Ed. in English 10 years
Usha Kiran Lamsal Female M.Ed. in English 7 years
Anjana Shivakoti Female M.A. in English 9 years.
The researcher used purposive sampling to select informants who were experienced

with the phenomenon of interest (Creswell & Plano Clark, 2011).

Tools for Data Collection

This study employed a qualitative, interpretive phenomenological methodology to

explore the lived experiences of English language teachers about contextualized teaching
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practices. The researcher purposively selected three informants to gain in-depth insights into

their experiences. To facilitate data collection, open-ended interview questions were

designed, and the interviews were conducted via mobile phone due to restrictions imposed by

the ongoing lockdown.

In addition to the interviews, the researcher conducted a thorough review of relevant

literature, including books, articles, previous research, and academic journals, to

contextualize the findings within the broader field of English Language Teaching (ELT). The

collected information was systematically summarized and paraphrased to ensure clarity and

coherence.

The interviews were structured around the central objectives of the study. All

participants had over five years of experience teaching English as a second language (L2),

which enabled them to articulate their experiences with contextualized teaching effectively.

The rapport established between the researcher and participants contributed to a comfortable

environment, allowing for open and candid discussions about their pedagogical practices.

Data Collection and Analysis Procedure

Data collection involved conducting semi-structured interviews, during which the

researcher meticulously took notes to ensure accurate documentation of participants'

responses. Following the interviews, the researcher transcribed the notes into coherent

paragraphs for further analysis.

To maintain objectivity and minimize bias, the obtained information was

systematically coded, allowing for the identification of recurring themes and patterns across

participants' responses. The analysis included a thorough reading of each transcript to discern

commonalities and significant phrases. From this coding process, the researcher developed

overarching themes that encapsulated the essence of the participants' experiences. These

themes were subsequently articulated in descriptive paragraphs, providing a comprehensive

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understanding of the teachers' perspectives on contextualized teaching practices in English

Language Teaching (ELT) contexts.

Result and Discussion

After the transcription and analysis of the data, three themes have emerged. The

following section discusses these themes.

The Efficacy of Contextualized English Language Teaching in Fostering Student

Engagement and Language Development

Participants reported that contextualized teaching was highly effective for language

development. They explained that this approach actively engages students, offering them

opportunities to learn from peers and teachers. Students felt comfortable speaking English in

the classroom due to the immediate feedback they received from teachers. This approach

encouraged students to participate in classroom activities and collaborate with their peers.

When participants were asked about their experience of contextualized teaching, they

explained that the contextualized approach of language teaching is very fruitful for language

development.

Contextualized English Language is very fruitful because it engages the students

actively in the classroom. They get the opportunity to learn the language from their own

peer and teacher. They feel comfortable speaking English since they get immediate

feedback from teachers and their mistakes are limited within their classroom.

Contextualized teaching activates the students and encourages them to participate in

classroom activities. The learners perform prescribed classroom activities with their peers

that create opportunities to work together and learn together. Learners are afraid of speaking

English outside of the classroom but they feel comfortable in the classroom among their

friends and teachers. The immediate feedback provided by the teachers helps them correct

their mistakes.
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Positive Impact of Contextualized Teaching on Academic Performance and Language

Skill Development

Participants unanimously agreed that contextualized teaching positively impacted

students' academic performance. They noted that contextualized activities were relevant to

students' lives, helping them develop all four language skills—listening, speaking, reading,

and writing. One participant remarked that classroom activities were directly tied to students'

interests, enhancing their learning and making them more imaginative.

‘The classroom activities are relevant to students’ interests. This approach

presents the learning items more effectively and will support to enhance all four

language skills and make the students imaginative.’

‘Contextualized teaching motivates students towards learning and builds up their

confidence level.’

It reveals that contextualized teaching is beneficial to the students in the context of

second language teaching. The teachers present the information and students construct the

meaning based on their experience. Learning materials are selected according to the interest

of the students and develop all four language skills in an integrated way. When students

engage in a conversation, they should be able to speak and comprehend the spoken texts by

their peers.

When the teachers teach listening, students are introduced to the context, and made to

recall the prior knowledge then only the listening items are presented. This process motivates

the students towards learning and also helps them to comprehend the text. Similarly, the

reading texts are selected according to the interests of the students. Learners’ speaking skill is

developed through debate and discussion on the topic that is relevant to learners. Likewise,

the writing tasks are administered based on experience. Teachers present themes that are

familiar to learners and relevant to real-life situations (Hinkel, 2006).

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Challenges in Implementing Contextualized Teaching in English Language Teaching

(ELT) Classrooms

Participants cited several challenges in implementing contextualized teaching,

including large class sizes, lack of teaching materials, and students' reluctance to participate.

They also mentioned that classroom management issues, such as unsuitable furniture,

hindered group activities. Additionally, many teachers were accustomed to traditional

methods, making it difficult for students to adapt to a new approach. Time constraints for

exam preparation further limited the use of contextualized methods.

The Participants Revealed:

‘Undoubtedly contextualized teaching is a very effective approach in language

learning, but teachers have lots of challenges to implement it in the ELT class.’

The participants’ experience supports the need and implementation of contextualization in

ELT class. They are assured that contextualization is an effective approach for language

teaching despite having lots of challenges.

‘Our class consists of a large number of students, so it is very difficult to involve

all the students in classroom activities. We lack supportive teaching materials and the shy

students do not show interest in participating in the learning activities.’

A large number of students is one of the challenging factors for implementing

contextualization in the ELT class. Contextual teaching demands related instructional

materials for meaningful learning, its scarcity hinders the smooth implementation, and

teachers are not motivated towards this approach.

Another mentioned:

‘The classrooms are not well managed and furniture is not supportive of assigning

group work and organizing any language games. Most of the students lack basic

knowledge of the language, and as a result, they hesitate to speak English.’

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Classroom management is an important component of learning. Well well-managed

classroom supports the students’ learning. Classroom management and comfortable furniture

boost the academic performance of the students. Similarly, if the students lack basic

knowledge of the language, they do not like to participate in the classroom activities or they

are confused about them.

‘They are used to teaching in traditional approach; therefore, the students feel

quite strange to adjust in new teaching method because most of the teachers including

language teachers do not use the contextualized approach in their classrooms.’

If the students are guided by the traditional methods, it will be difficult for

them to learn in the contextualized class in the beginning days. According to Bhandari (2020)

majority of the teachers in Nepal do not address the need and demands of the context. So,

they cannot bring qualitative change in teaching. To promote contextualization, schools

should play the leading role. It should make plans and programs to enhance teaching quality

that also encourages the teachers to follow the sharing culture.

‘It is not possible to contextualize the contents daily since we have to complete

the course on time for the exam. On the other hand, contextualized teaching is time-

consuming.’

This exposes the bitter reality of teaching pedagogy in our academic institutions. All

the participants accept contextualized teaching as an effective approach to language teaching,

but they have experienced lots of challenges to implementing it in the classrooms. A large

number of students has made it difficult to engage all the students in classroom activities,

especially in role play. The unavailability of required teaching materials has also created

another challenge for the implementation of the approach. There is a danger that only

extroverted and intelligent students get the opportunity to participate in classroom activities.

Such a condition keeps the shy and introverted students in the shadows.
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The classrooms are designed and managed in a traditional way that has become

trouble for language teachers to organize various games and assignments. It explores that

only a few teachers teach subject matter using the contextualized approach. Thus, students

feel this approach quite strange and they may not actively participate in the learning activities

Conclusion

The study concluded that contextualized English language teaching has the potential

to bring about significant improvements in student learning. The approach allows students to

express themselves comfortably, even when making mistakes and helps them learn through

practical application. Despite the challenges, such as limited resources and large class sizes,

contextualized teaching remains an effective and engaging method, particularly in

community schools in the Udayapur district. Lorbis (2019) mentions that the implication of

contextualized teaching in ELT class is very significant because it ‘enhances the critical and

creative thinking skills and develops the problem-solving skills. It makes the learning

meaningful and relevant.’ (p. 71).

Contextualized English language teaching emphasizes cooperative and collaborative

learning, promotes the learners’ autonomy, and develops teachers’ professionalism. (Awasthi,

200). English in Nepal is taught for communication purposes, contextualized teaching is

essential to develop the communicative and linguistic competence of both teachers and

students.

Different learning activities make the learners imaginative and motivate them to

achieve their learning goals. Working experience with peers and teachers concretizes their

concepts about the content that connects internal learning with external life and develops a

sense of cooperation.

However, there are lots of challenges in its implication in the classroom. The teachers,

teaching in community schools located in Udayapur District shared their experience of

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contextualized teaching as a more interesting approach to students and provided diverse

contextual learning opportunities. According to their experience, the pressure to complete the

course on time for the exam, the unavailability of supportive teaching materials, and the

unwillingness of shy students to participate in learning activities have created challenges to

apply the contextualized approach in teaching content.

Recommendations

Based on the findings, the researcher recommends the implementation of the

following strategies when applying contextualized techniques.

Reyes et al. (2019) argue that there are many ways of implementing contextualization,

but the best way is to connect the students’ life context with the help of information to deliver

the lesson efficiently. The learning becomes mature if the information is linked with the

student’s live experiences. The teaching process has a direct connection with concrete

application.

• Emphasize Contextualization: Prioritize contextualization in English Language

Teaching (ELT) as it significantly contributes to achieving positive learning

outcomes.

• Connect Learning to Real Life: Implement contextualization by linking

instructional content to students' life experiences to enhance the relevance and

effectiveness of lessons.

• Focus on Practical Applications: Ensure that teaching processes are directly

connected to practical applications, facilitating a shift from abstract concepts to

concrete understanding.

• Promote Meaningful Communication: Foster an interactive classroom

environment where meaningful communication is central, aiding in language

retention and recall.

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• Encourage Diverse Language Use: Create opportunities for students to generate a

variety of words and sentences, promoting meaningful learning contexts tailored

to their needs.

• Cultivate Teacher Competence: Teachers should possess comprehensive subject

knowledge and the ability to contextualize teaching materials to create relevant

learning experiences.

• Support Continuous Professional Development: Encourage ongoing professional

development and research to enhance teachers' expertise and effectiveness in

implementing contextualized teaching.

• Address Implementation Challenges: Recognize and provide support for the

challenges teachers face when applying contextualized teaching methods in their

classrooms.

• Foster Critical Thinking: Utilize contextualized teaching to enhance critical and

creative thinking skills as well as problem-solving abilities among students.

• Promote Cooperative Learning: Emphasize cooperative and collaborative learning

strategies to foster learner autonomy and advance teachers' professionalism.

• Adapt to Communication Needs: In the context of Nepal, tailor English teaching

to focus on developing the communicative and linguistic competence of both

teachers and students.

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