Stories of Women English Language Teachers: A Narrative Inquiry.

Abstract

This research explores the stories of women English language teachers in the context of Far-western Nepal. The main objectives of my study were to narrate the struggles of women teachers in learning English and see how English language proficiency helped them to be empowered. I used narrative inquiry as a research method. These women teachers shared their stories of their struggles in learning English as data for this study. My research participants were women teachers who have taught English in public and private schools for over five years and pursued their schooling in public schools. The stories reflect the women teachers' struggles faced in their families, society, school and workplace. These struggles have helped them to empower themselves and learn the English language. Their English language proficiency has helped them to empower themselves in the Nepali socio-cultural context. The English language has allowed them to get job opportunities and made them capable. I used the empowerment and capability approach as theories, which helped to empower the women teachers and made them proficient in English, making them capable of new job opportunities. From the women teachers’ stories, I found that they could empower and make them capable in their professional careers because of English language education. I also learned that girls perform better than boys in acquiring the English language. The research has concluded that women teachers could fulfil their basic needs, achieve economic stability, pursue higher education through their efforts, and create a democratic environment in their workplace. The English language has empowered women teachers and developed capabilities to find suitable job opportunities.