Nepal embodies a vibrant blend of diverse cultures and traditions, striving to engage globally by mastering the International English Language Testing System (IELTS). However, achieving a band score of 7 or higher resembles scaling a mountain amid numerous obstacles. Firstly, the limited exposure to English in educational and social contexts poses a significant challenge for Nepali individuals preparing for the IELTS, impacting their fluency development. Additionally, the absence of appropriate preparatory methodologies, coupled with cultural disparities affecting comprehension and expression, adds complexity to the process. The scarcity of high-quality resources, proficient instructors, and test-tailored study materials further impedes progress. Nonetheless, there remains a ray of hope. Engaging in language enhancement programs, adopting culturally attuned teaching methodologies, and improving access to comprehensive study resources could potentially reverse this challenging scenario.
The recent surge in IELTS preparation across Nepal parallels the global demand for proficient English skills, crucial in various academic, professional, and international migration contexts. Urban hubs like Kathmandu have witnessed a proliferation of institutions dedicated to teaching English and preparing individuals for the IELTS exam. These centers offer diverse courses and study materials tailored to meet the ambitions of aspirants aiming for success in the test. However, this zeal for IELTS readiness extends well beyond the capital, permeating towns and cities throughout Nepal. Nevertheless, the landscape varies concerning resources and accessibility; urban areas tend to offer more opportunities compared to rural regions, where access to similar facilities might be restricted. Despite these disparities, individuals across the country actively seek to enhance their English proficiency, recognizing its pivotal role in advancing educational and career prospects.
However, upon visiting numerous IELTS teaching establishments in the country, it becomes evident that the reality doesn’t quite match the aspirations. Approximately 98% of these institutions lack the necessary resources and proficient teachers. Weekly mock tests aren’t conducted, and instructors often display irregular attendance. Moreover, these institutions fail to maintain track records of IELTS aspirants. The teaching is predominantly conducted in Nepali, lacking structured lesson plans and curriculum sequencing. Instead of adequate resources, these institutions merely provide downloaded PDFs of the Cambridge IELTS volume, charging an additional fee of NRs. 1000. Adding to the issue, some students are aware of this exploitation but feel powerless to challenge it. It’s a disheartening situation that demands serious attention and rectification in the country’s IELTS education system.
Achieving proficiency in IELTS undoubtedly carries allure, yet the journey to mastery is riddled with hurdles. Personally, I’ve consistently championed an often-overlooked sentiment: “Both the learning and teaching of IELTS can become monotonous.” The pervasive focus on mastering test-taking strategies frequently eclipses the foundational development of genuine English language skills. This oversight significantly impacts our innate fluency in spoken and written English. Furthermore, individuals from disadvantaged backgrounds face considerable obstacles in obtaining access to high-quality study materials and coaching. Moreover, the intense drive to excel in IELTS often leads to an imbalance in prioritization, relegating other academic subjects to secondary importance. It often feels as though everything else fades in significance as we relentlessly pursue those elusive high scores in the IELTS examination. Over my past four years teaching IELTS professionally, I’ve had to decline numerous Nepali students from my classes due to their lack of even basic English language proficiency while harboring aspirations of achieving scores of 7 or higher. It’s disheartening to witness the diminishing emotional significance of IELTS among Nepali students.
In the world of IELTS teachers, there’s a mix of different styles, and their role is super important. But not all teachers are the same. Some are super dedicated and really helpful, while others fall short. These teachers stick to old ways of teaching and struggle to keep up with how the exams change. They don’t try new things or give students the extra help they need. These are the ones who focus a lot on “Tips and Tricks.” They belong to places that use flashy ads with attractive girls in yoga pants or sports bras, which might catch attention but might not help much with learning. This kind of marketing works well in Nepal. But because of these teachers’ old-fashioned ways, students might not be fully ready for the real test. They miss out on new ideas and personal help, which affects how ready they are for the exam. This can really affect how well they do on the test day. So, without new teaching methods and personalized help, students might not be as ready as they could be, risking their success in the test.
Succeeding in the IELTS test means being really good at four main things: listening, reading, writing, and speaking. But sometimes, teachers don’t teach these skills well. They might focus too much on tips and tricks to pass the test quickly instead of helping students truly improve these crucial skills. When teachers concentrate too heavily on test tactics, students might miss out on preparing properly for the exam. It’s not just about learning how to beat the test; it’s about becoming really skilled at these basics, which are the building blocks for doing well in the IELTS. Mastering these skills is what truly prepares students to ace the IELTS test. As a professional IELTS tutor, I have valuable insights that have helped students achieve up to band 8+. While I can’t reveal all my teaching methods here, I’ll share one secret: Read Books. Practice ‘Read aloud’. This exercise covers all the essential elements needed for a strong foundation in IELTS.
Teaching methods for IELTS success cover various ways like task-based learning, using real materials, combining different skills, and focusing on students. But it’s important to understand how culture affects learning. In Nepal, people often work together and highly respect authority, which sometimes stops students from thinking on their own and studying independently. Also, differences in language and culture make it hard to understand the tricky parts of the IELTS test, making it tough to both understand and talk about. Besides, not having enough money and the gap between cities and rural areas make it harder for some students to get good education and things they need for studying, making learning more complicated.
In order to address these disparities, educators need to adopt pedagogical approaches that are culturally sensitive and inclusive. This involves fostering critical thinking skills among students while also recognizing and accommodating their inclination towards collective learning. By integrating culturally relevant content into the curriculum and utilizing local examples, educators can significantly enhance the comprehension of language structures and nuances. This approach not only makes the learning experience more relatable but also encourages students to engage more deeply with the material by drawing connections to their own cultural context.
Successfully intertwining Nepal’s cultural landscape with IELTS preparation demands a nuanced and well-balanced approach. Acknowledging and adjusting to these cultural nuances serve as the key to developing more impactful teaching methodologies. This adaptation empowers Nepali IELTS candidates to overcome linguistic hurdles, equipping them to thrive in the worldwide pursuit of academic and professional success.
