Introduction:
I am Samrat Rai, permanent resident of Dubekol, ward number 8, district of Khotang. However, I recently migrated to Tenzing chowk-6, Kapan, Kathmandu, Nepal in the year 2015. I was born on April 15, 1990, to Mr. Nar Bahadur Gurung and Ms. Maya Gurung in the rural village of Dubekol-8, Khotang, Nepal. I am a single child to my parents. I did my schooling (until School Level Certificate (SLC) level) in Khotang from Shree Deurali Secondary School (Ma.Vi.) in which we had our efficiency for English as poor as a church mouse. Ever since I was fascinated with this language, I used to study grammar books that were published with translations in Nepali, the mother tongue of Nepali. I hardly used to get newspaper, periodicals and magazines, however, I used to manage to tune in Bhutanese radio station of Bhutan Broadcasting Service (BBS) in which I used to listen to English songs which proved to be a supplement for my aspiration.
Later, I moved to the capital city Kathmandu to pursue my further studies. I did my intermediate, bachelor's, and master's studies with a major in English which was extremely challenging for me in the initial days. I did not understand lecturers speaking at the front desk for a couple of months in the beginning days of college. Nevertheless, I was determined to penetrate through the different domains of knowledge, though language was an obstacle. I remained focused and enthusiastic to learn the English language with the help of English newspapers, television shows, and tuning to radio stations like Hits FM and BBC radio. The most interesting way I had acquired to improve my English language was to watch wrestling in which I found the use of language easy to understand since they speak loud, clear, and slow with simplicity to be understood by the layman.
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Although I was not able to communicate properly in English, I continued my further studies with a major in English. I did my intermediate and Bachelor’s degree from Sagarmatha College for Higher Studies in 2011. I obtained my Master’s degree in 2015 with fine marks which is 3.68 CGPA from Pokhara University.
Regarding my relationship status, I married Ms. Anupa Gurung (passport number: 09068902) who was born on November 21, 1991, to Mr. Gum Bahadur Gurung and Ms. Bal Kumari Gurung. She is from the city Bhairawa, municipality Siddharthanagar, ward number 13, district of Rupandehi which lies to the south-western belt of Terai from Kathmandu. We got married 2 years ago on October 17, 2011. She also works as a primary-level social studies teacher at Moon Light Higher Secondary Boarding School which is in Siddharthanagar, ward number 6 in the district of Rupandehi. She has been working there from July 21, 2014, till the date. She is responsible for teaching social studies, taking care of their discipline, communicating with their parents for frequent assessment, and taking care of overall schooling. Similarly, she started her start-up business of an Online clothing store with the label ‘Wear and Wow’ this year. Likewise, she has earned her Bachelor’s degree in Business Studies from Tribhuvan University.
She has three siblings (sisters). Amongst them, the eldest one is living in Hong Kong with her father. And two other younger sisters are studying. The younger one has studied fashion design and works in a fashion retail store as a designer in Kathmandu. And, the youngest one is doing her schooling in her hometown Bhairahawa.
Similarly, my widowed mother is a community health worker. Currently, she stays with me here in Kathmandu where she is originally from Dubekol, ward number 8 in the district of Khotang. My father passed away before my birth. So, I was reared up in my maternal uncle’s house with my aunt and grandmother. And, my father-in-law is living in Hong Kong with his daughter and son-in-law who have been supporting and motivating me since we are a part of the family. Similarly, my maternal uncles are Ex-British armies. One of them lives in Kathmandu and runs the business of housing and apartments and the other stays in the United Kingdom with family. They have been equally supportive since my birth. Thus, they are the sponsors of my studies and living during my stay in Australia.
Academic Qualification:
Concerning academic qualifications, I earned a postgraduate (Master’s) degree in Arts in English with a 3.68 CGPA (Cumulative Grade Points Average) from Pokhara University in the year 2015 which is equivalent to 84.73 percent. The degree contains 60 credit points with four different semesters in two years. During my course, I have done independent studies along with my two other friends which is equivalent to a dissertation to complete my course of study. The study is entitled “City of Changes, Confusions and Conflicts: Kathmandu in Manjushree Thapa’s Tilled Earth”. In this research, we analyzed the stories of Thapa for the portrayal of Kathmandu. I analyzed and interpreted the stories to filter the theme we were working on. The program provided me with the opportunity to meet and attend the seminar of Gayatri Chakravorty Spivak, a professor at Columbia University, who is an Indian scholar, literary theorist, and feminist critic.
Similarly, during my Master’s degree course, I, including my friends, coordinated the IACER Poetry Fiesta with the theme of asserting the soil on May 17, 2014. The program had a session talk on how literature like poetry can assist the native soil with professors and poetry reading sessions of national-level poets.
The duration of the course has taken a little longer than expected due to political circumstances in the transitional phase of bachelor’s level to master’s level. Some of the major subjects are Composition and Writing, Linguistics, Literary Theory, Critical Discourse Analysis, Philosophy, and education, Globalization: Issues and Perspectives, and others which are followed by independent studies. And, the course has assisted me a lot in my career of teaching as well.
In the like manner, I completed my Bachelor’s degree in Humanities and Social Sciences at Sagarmatha College for Higher Studies, Dillibazar in 2011 with 52.43 percent which had commenced in 2008. The degree was affiliated to Tribhuvan University with core subjects English and Journalism.
In addition, I did my intermediate or plus two level (+2) which is also known as intermediate in Humanities and Social Sciences, affiliated to Purbanchal University, at Sagarmatha Multiple College, Dillibazar having scored 57.20 percent in the year 2008. The major subjects were English, Mass Communication, and Sociology.
Correspondingly, I had completed my Schooling in the rural district of Nepal which is Khotang. I passed the School Leaving Certificate (SLC) examination in the year 2006 with a score of 57 percent from Shree Deurali Ma.Vi. ( Secondary) school, Dumre kot, Khotang.
I took the IELTS test on September 24, 2016, in which I scored 6.5 overall band with 7 in reading, 7 in speaking, 6 in writing, and 5.5 in listening. I am planning to take IELTS again since I received a lower band score in listening. Otherwise, I will agree with the English course offered by the University.
Professional Background:
By profession, I am a teacher of English, aspiring to be qualified as an EFL and ESL teacher. I have been teaching lower secondary students at Sirjanshil Secondary English School, Babarmahal, Kathmandu. Initially, I started working as a part-time teacher from June 2012 till August 2015 when I was studying. Later, with the completion of my master’s degree, I joined the same school as a full-time teacher on August 12, 2015, and I am still working there as a full-time teacher of English.
Some of the responsibilities that I had to bear or fulfill being an English teacher are as follows:
- Teach English to primary-level kids
- Teach students communicative English and coursework
- Prepare the questions to assess them
- To organize in-house competitions and inter-school contests like spelling bees, quiz, debates, writing or composition, and more
- To assess the students frequently in terms of their learning
- Provide them with materials besides texts to make them learn better
- Show documentaries, videos, and movies to make them learn English
- To host an in-house program
- To check their work and send timely feedback to students and parents
- Maintain public relations with parents and guardians
- Giving talks or holding discussions about English or western culture. So, they can learn from culture as well.
Being a teacher of English, I always tried to amalgamate innovation in teaching. Similarly, I ensured the creativity in learning which helped me to stand out. The use of applications like Pinterest, Phonemic Chart, and Khan Academy to assist, watching movies, series, and talks, and exposure to WordPress blogs for students made my teaching always special. The students took the help of the British Council, BBC Learning English, the YouTube channel of Engvid, Google Scholar, and many other sites to make their learning better. Coursera (online courses) has helped me to shape my teaching in a differently innovative way.
Reasons to obtain a double Master’s degree in Australia:
Since I am passionately aspiring to be a professor or teacher of EFL and ESL, a Master of TESOL is a need. The Master of English does not qualify me as a competent teacher in modern-day teaching English since teaching and instructing have been going through a paradigm shift in terms of techniques and ingredients. Similarly, a Master's degree in English barely applies linguistic tools and techniques in teaching which play a vital role in making learning qualitative. Although TESOL courses can be accessed online none of the universities offer TESOL courses here in Nepal. Similarly, teaching is very conventional and lacks techniques and tools. So, I am determined enough to take the next Master’s degree in TESOL which fulfills my needs.
In the same way, the demand for EFL and ESL teachers has always been growing especially in eastern countries of Asia including Nepal. Thus, this degree will unlock all those opportunities for me.
On the other hand, my degree ‘Master of English’ from Pokhara University cannot be assessed and accepted by other countries including the Australian government body NOOSR (National Office of Overseas Skilled Recognition) which would be an obstacle to my career. So, I am left with no other choice than to take a master’s degree. The NOOSR does not recognize the three-year bachelor’s program from Nepal as well.
My aim of strengthening my career and academics along with enhancing my knowledge and skills regarding teaching English will be possible at La Trobe University.
Why Australia for Further Studies:
The first and foremost reason is flexibility and availability of courses offered as per the professional and academic needs of students around the globe. And, international recognition, structured and state-of-the-art courses are enticing factors of Australian degrees. Similarly, practical aspects of degrees have defined Australian degrees as quintessentially modern degrees. Similarly, the maintenance of quality and integrity has caused the soaring demand for graduates from universities in Australia.
Australia has become the third most popular destination for international students after the USA and the UK due to its diversity in cultures, friendly native people, and quality living standards. Similarly, working opportunities put students in practical fields making them earn experiences as well as offset the living cost. Thus, I would expose myself to multitudes of cultures, traditions, and languages. Similarly, I will earn experience and a living.
The country will let me feel so homely due to the amenities provided by universities including international students counseling, learning centers, social networking, and recreational activities. Likewise, Australia is politically sound, inclusive, and safe for international students.
Since English is how classes are delivered, language will not be an obstacle for me. Most significantly, the provision of the ESOS (Education Services for Overseas Students) Act has ensured further security and welfare for international students, unlike other countries. Consequently, I will enjoy legal services, welfare and counseling, a student support system, emergencies, resources for education, and others.
Reasons not to choose Nepal for further studies:
Initially, the standard of the education system is hardly recognized by the international market. Nepalese educational policies are obsolete and they are heavily influenced by political interests. The universities like Tribhuvan, Kathmandu, Pokhara, and Purbanchal universities are there with a few choices for courses. On the other hand, the university degree credentials of Nepal matter less in the job market since graduates from world-renowned universities are taking a larger share. The pedagogy is theoretical rather than practical which does not enable students to gain experiences while studying.
The universities in Nepal provide a year and two years long Master in Education (M.Ed.) programs for teachers that deal with psychology, curriculum, use of teaching materials, and others. However, they lack timely revision of the course according to the needs of students and the job market. They provide courses like the Master of Education in ELT program and Teacher Preparation course (TPC) in Kathmandu and Tribhuvan University respectively. However, the courses do not include the modern needs in teaching like the function of language, how a second language is acquired, designing the English courses, etc. The universities in Nepal prepare a teacher of English but it does not prepare an educationist and leader in education.
However, Australian university credentials are well accepted and considered by the international job market which is my ultimate goal. It boosts my career and professional goals. The courses in Australia enable students to exchange courses and apply for further courses which ultimately makes students global.
Reasons for choosing La Trobe University:
The University motto in French 'Qui cherche trouve' (Whoever seeks shall find) answers my quest for knowledge. Its semi centennial legacy (as it celebrated its 50th birthday in 2017) since 1967 has set a milestone in education. Today, it educates around 8000 international students from over 90 nationalities. Around 180,000 graduates of La Trobe today are making a difference in the world.
La Trobe University has become the home of world-class research, education about fundamentally modern and global issues of the world, and excellence in innovation in education. Similarly, it has a historical ranking to be proud of.
The university has been ranked 22 in the overall ranking of Australian Universities on the World University Ranking system. Most noticeably, La Trobe University places itself in the position of 386 (top 500 universities of the world) on the ranking of Quacquarelli Symonds (QS) world ranking which places the university in the position of 21 in Australia. Likewise, CWUR (Centre for World University Ranking) places La Trobe in 623 with 18th position within Australia. Even in terms of research, it has an impressive ranking. Excellence in Research Australia (ERA) has ranked the university 20th in Australia regarding its research. Furthermore, the student satisfaction survey of La Trobe has rated 92.3% for arts and 94.1% for science.
In parallel, the Times Higher Education (THE) ranks the university in its 127th position along with 12th in Australia for teaching, 11th for research, and 13th for industry income. Individual counseling as per the referral of staff for postgraduate students is the appealing factor of La Trobe. The culture of the university is to provide welfare for international students including guidance before arrival, guidance in visa, health insurance, and pre-departure webinars regarding accommodations.
Besides excellence in course work, the motivational notion of university for extracurricular activities including sports, health, well-being, theatre, and film is what the global standard of education seeks. The university includes personal support, skill development, financial assistance like first-year assistance, and accommodation services which guarantee comfort for international students.
Along with excellent support to international students, global partnership amongst more than 150 institutions in 40 different countries of La Trobe is always encouraging students to take part in overseas programs as part of their studies. The global standard of education at an affordable rate has always been fascinating to me. Similarly, its offers like funding opportunities and grants for international students are part of the legacy it has set.
All these distinctly global standards have allured me to enroll and be part of 50 years of the glorious history of La Trobe.
Reasons for choosing TESOL at La Trobe:
English has been tagged as the global language, most widely spoken and written, with ever-increasing global influence through media, technology, science, and the internet in the modern world. Today, more than 700 million people speak English as a foreign language. Amongst more than 2,700 languages around the world, English is inarguably the richest in vocabulary. And, it has become the medium for 80% of information stored in the world’s computers. Similarly, five of the largest broadcasting companies in the world (BBC, CBS, ABC, CBC, and NBC) use the English language which has helped to set global standards. Noticeably, English has become the lingua Franca of international affairs and diplomacy.
In like manner, I am a teacher of English in a country of other language. And, teaching a second language has been a profession and career to earn bread and butter. The course TESOL will help me to use language precisely while teaching. It will equip teachers with tools and techniques to make teaching and learning the global standard. And, it redefines the way we teach English to non-native speakers of English. Besides teaching, it prepares students to communicate effectively with native speakers which discloses other layers of opportunities.
The TESOL program helps us significantly in the planning, administration, and delivery of English language programs. It enables us to design language learning programs along with the proper knowledge of forms and functions of language in Education and discourse analysis. The program will delve into the theories of how language is learned along with social, biological, and environmental factors to play significant roles in learning.
Since teachers of English at colleges and universities in Nepal lack TESOL, their teaching has not been successful. The program will unleash maximum opportunities in teaching language as well as planning and designing of learning.
The TESOL at La Trobe is part of the School of Education. The School of Education includes programs like Master of Applied Linguistics, Master of Education, Master of Educational Leadership and Management, Master of Special Education, and Master of TESOL. The course Master of TESOL is coordinated by Associate Professor Howard Nicholas which runs for 2 years having 240 credit points. The course begins with a core subject Research Methods in Education (30 credit points) for academic integrity. And, two subjects of Applied Linguistics are required which are Introduction to Language Teaching and Understanding English for Teaching within the first year.
Similarly, subjects are divided into two years which can be taken alternatively. Year A requires us to take subjects like Second language acquisition, Designing Language Learning Programs, Sociolinguistics in Language Teaching, and Forms and Functions of Language in Education. And, year B is followed with subjects like Bilingualism and Language Education, Discourse Analysis: Spoken and Written Language in Use, Second Language Literacies, and Designing Language Learning Experiences. In the end, the course is concluded with a minor thesis which carries 60 credit points, and takes one year as part-time and one semester as full time students, provided that they are given the opportunity.
Thus, the course prepares me as an international teacher of English in which I can design, plan, and assess the teaching and learning of English as well.
Career Outcomes:
The history of English language teaching does not date back long ago in Nepal, since education was accessible only to the elite and royal family. According to Krishna Bista, Arkansas State University, USA, “After the restoration of social equality in the nation, Tri-Chandra College started teaching English courses under the supervision of Patana University, India in the early fifties.” Thus, Nepal has a lot of career opportunities to teach the English language.
Though English was taken as a language to understand radio and television shows, and movies and use the internet; recently the mushrooming trend of English medium schools and colleges has garnered the scope of teaching English. In the same way, multinational schools and colleges having courses from foreign universities are always seeking qualified English teachers. The scene has changed in Nepal from the early phase of teaching English as a language. Now, it has been in the phase in which teaching English should be done as a second or foreign language. Thus, this level of consciousness offers career enhancement and professionalism for the graduates of TESOL.
The country Nepal and its educational system and policy lack leadership and management due to a lack of knowledge regarding the current demand of the world in teaching. The courses do not meet the needs and requirements of students. Although the courses are offered, they are not provided with practical aspects which do not put forth students with good prospects for jobs. And, this course (TESOL) will help to manage and lead educational policy and department as well. Thus, I can work as a senior teacher in colleges and Universities in Nepal.
On the other hand, the course prepares students to be educational administrators in which students are given knowledge and practical knowledge regarding the management of courses, educational needs, offers, etc. It always puts forward the opportunities to own and operate its language institutions and schools which can be the source of huge income. My knowledge of management and subject areas makes me a proficient language instructor and entrepreneur here in Nepal.
By the same token, publication in English is very limited in Nepal. The Linguistics Society of Nepal, the Literary Association of Nepal, The Society of Nepali English Speakers, and the Himalayan Pen Society including NELTA (Nepal English Language Teachers’ Association) have published a few publications. Consequently, the exposure is shadowed for teachers of English. Thus, publications have been the field where graduates of TESOL can work in Nepal. I can develop my career while writing and editing textbooks and research papers on language including teaching and learning of second language.
The Nepali Education System has a lot of problems in terms of teaching English due to a lack of knowledge in planning, designing, and executing English learning programs. The schools and colleges do not have appropriate curricula, textbooks and materials, methodologies, teachers’ training and workshops, and proper assessment while teaching English. This situation triggers the need for TESOL graduates who can work in this field setting the global standard. Similarly, I can develop my career in the development of curriculum which needs a robust improvement.
Similarly, Language institutes and IELTS centers need qualified teachers to teach language. So, after the successful completion of the course TESOL, I will generate a good deal of income in Nepal along with involvement in scholarly, planning, designing, and evaluation of teaching English Language in Nepal.
Correspondingly, the course will enable me to be an international teacher of English, since there is a high demand for English teachers in South Asian Countries. Since I am from a non-English speaking country, I need a course like TESOL to be competent in the world and teach English globally. It enables me to work in foreign universities and colleges in neighboring countries like China and India.
Likewise, the opportunity to be involved in scholarly research on applied linguistics and TESOL is always there. I want to conduct such a research here in Nepal, especially in rural areas in which people do not have access to materials but are fascinated. Similarly, Nepal is the home of different communities in which I can study their language and their way of learning a second language.
Thus, I intend to return to my country to fulfill the acute need for equipped and professional teachers of English and work in rural villages of Nepal where students start learning the alphabet in the fourth and fifth years of their schooling. I want to work in voluntary initiatives like Teach for Nepal which takes teachers to rural areas of Nepal where students lack teachers, textbooks, and infrastructures. I will change the scene and bring a paradigm shift in the educational sectors of Nepal.
Conclusion:
I had availed this SOP having the genuine intention to go to Australia for studying pursuits only thus I submitted educational documents for your assessment and visa outcome needs. Hereby, I would be elated if you would consider me providing the life-changing experience and opportunities of learning from think tanks of Australia and bringing my dream of changing the Nepali Educational Scene into reality.
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