Energizing the Teacher Potentials for Teaching English in Diverse Socio-Cultural and Geo-Political Contexts in Nepal

Abstract

In Nepal's multilingual and multicultural context, teaching English poses distinct challenges and opportunities. Teachers are central to ensuring effective English language learning, but their potential is often undermined by inadequate training, poor infrastructure, and mismatched national policies that fail to consider local diversity. This study explored how to energize teacher potentials by focusing on socio-cultural inclusivity, professional development, and geo-political considerations in Nepal. Drawing on qualitative data collected through interviews, observations, and document analysis, the research investigates the current challenges and emerging solutions from teachers’ perspectives across different regions. The findings show that teachers can become transformative agents when equipped with context-sensitive pedagogy, culturally responsive training, and community engagement tools. The study recommends decentralizing teacher education, investing in continuous and reflective professional development, and involving teachers in curriculum design. Energizing teacher potential is thus framed not just as a pedagogical goal, but as a socio-political project essential for equitable and effective English education across Nepal