Empowering Students in the English Language Through Students’ Leadership Responsibilities

Abstract

The English language is regarded as a prestigious language in non-native countries like Nepal. In South Asian Countries, it is considered a gateway to the outer world. Many people aspire to learn and speak English. It is used as an official language in some countries, like India and Pakistan. These days, its value has significantly increased in Nepal. In the job market, employees with strong English communication skills are highly sought after. Not only in the job market but also in national curricula, it has occupied a prominent space. Teaching/learning English as a foreign language in non-native countries is a very challenging task, even at the basic and primary levels. Starting with a case and addressing this issue qualitatively, we conducted phenomenological research with 10 students and 5 head teachers in the Kathmandu Valley, using purposive non-random sampling. English-medium private schools are platforms where students are encouraged to speak English on and off the school premises. The study found that various leadership responsibilities, such as club members, school captain, class monitor, discipline in charge, and house captain, etc., play a significant role in English language learning in students. While working with friends, they communicate, work as a team, and solve problems. At the same time, they forcefully learn the language. Leadership practices in the classroom and outside are the only way to make them bold and confident to speak and perform in the English language. In conclusion, in non-native countries, teaching the English language through leadership practices is one of the keys to success.