Exploring Teachers' Perspectives Towards English-Only Policy Influence on Student-Teacher Rapport

Abstract

This study explores the multidimensional aspects of the teaching-learning process by emphasising the critical role of student-teacher rapport in educational productivity. It primarily examines how classroom language of communication shapes this relationship, highlighting the significance of using a language in which both students and teachers feel fluent. The study examines the influence of English-only policies in Nepalese institutional schools on the student-teacher relationship, analysing teachers' perspectives on this policy. The study employed a descriptive research design and selected six teachers from the Kaski district as participants. The findings reveal that while the English-only policy aims to enhance language proficiency, it often hinders effective communication, understanding, and student participation, affecting the quality of the educational experience. Therefore, the study advocates for flexible language policies that balance the promotion of English proficiency with the linguistic needs of students to foster a more inclusive and effective learning environment. The study contributes to the broader discourse on language policy in education, offering recommendations for policymakers and educators to enhance student-teacher relationships and overall educational outcomes.