Student Discourse in Nepal’s Secondary English Classrooms: Practices and Patterns

Abstract

There has been little research into student discourse in Nepal’s secondary English classes although student talk plays a crucial role in enhancing language and cognitive abilities. For an extended period, student discussions have been overlooked or tightly regulated, leading to restricted chances for genuine interaction. This research aims to examine the practices and patterns of student communication in secondary English classes within the context of Nepal. It specifically seeks to investigate what students discuss and how they engage interactively throughout lessons. The researcher employed a qualitative research design within an interpretive framework. Using conversation analysis (CA), the research concentrated on Grade 10 students from four secondary schools in Nepal’s Sudurpaschim Province. Data were gathered across a year using 12 hours of audio-recorded classroom observations along with comprehensive field notes. The results show that students often communicate and seek clarification in the Nepali language, frequently starting discussions in their native tongue to convey meaning. Student interactions are mainly reliant on the teacher, featuring repetitive greetings, fragmented syntax, and a significant dependence on non-verbal signals like raising hands, nodding, and gestures. Moreover, a hierarchy is present in which students with superior English skills lead interactions, whereas those with lower proficiency stay passive. This research aids educators and teacher trainers emphasizing the importance of translanguaging as a useful resource for engaging students. Researchers benefit from empirically grounded insights into how local communication styles and gestures affect English dialogues, establishing a basis for future research on multilingual teaching approaches and learner autonomy.