Centre for Language Education and Research focuses on effective delivery of modules at the college and partnering with relevant agencies in order to enhance learning and teaching of language. The centreis aware of and takes necessary steps to provide sound content knowledge and enhance communication skills of the students at the college. Besides classroom teaching and learning, the centre initiates research and literary events at various levels.
Excellence in language education
- Offer modules that are relevant to the needs of the changing society
- Develop communication competency of the graduates
- Maintain strong linkage with the relevant agencies
- Be a nodal point for research on learning and teaching of language
Tashi Gyeltshen (PhD) is Assistant Professor in English and currently the Head of Centre for Language Education and Research at Samtse College of Education. Prior to the current post, he has served as Acting Dean for one year (2012), B. Ed Secondary Programme Leader (2010-11), Head of English Department (2007-2009) and as lecturer since 2004. Before joining Samtse College of Education, he worked under Ministry of Education as a teacher at erstwhile Sherubling Junior High School, Trongsa from July 1994 to 1998. From 1999 to 2003, he worked as a Principal at Sherubling Middle Secondary School and Daga Middle Secondary School.
At the college, he has taught subjects such as Study Skills, Academic Writing, Teaching of Poetry, Teaching Prose Fiction, Secondary School English Curriculum, Study of Language, Drama, Writing, Teaching Skills, and Teaching Strategies. At the same time, he was actively involved in the development and revision of modules in both undergraduate and postgraduate levels. Currently, he is involved in the development of M. Ed in English programme at the college.
Besides teaching English and professional subjects, he has offered numerous research services such as teaching Introduction to Educational Research and supervising action research projects of the M. Ed in Educational Leadership and management students at Paro College of Education. Similarly, he had supervised two M. Ed students’ dissertation in the same programme. Currently, he supervises five M. Ed in Maths students in their dissertation at Samtse College of Education. In addition, he has offered Introduction to Educational Research and supervised the projects of 35 Postgraduate Diploma in Higher Education students, 90 Postgraduate Diploma in Education and 80 B. Ed students. In addition, he is supervising a Brazilian student’s MA dissertation.
Besides teaching, research and leadership, he is involved in facilitating and resourcing workshops such as facilitating familiarisation of the class 5 to 8 new English curriculum to the English teachers (2008), resourcing Strategies in Teaching English (2017) and action research for Dzongkha teachers (2018)
Besides being a member of six working committees at the college, he is a member of International Society for Teacher Education and Australian Teacher Education Association. He is on the editorial board for Shes-Rig PAGES: The Biannual Newsletter of Samtse College of Education, and Rig-Gter. He has reviewed articled for publication in Bhutan Journal of Research and Development, Rabsel and Education Innovation and Practices
He is a recipient of the National Order of Merit (Gold Medal) for excellence in teaching in 2016.
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Choeda is a lecturer at Samtse College of Education (SCE) , Royal University of Bhutan. Prior to joining the college in 2008, he has worked as a teacher and as a Vice Principal in a secondary school in east Bhutan.
After his Post Graduate Certificate in Education (PGCE) training in 1998 (in two teaching subjects English and Geography) from National Institute of Education- the erstwhile SCE, he was placed in one of the reputed high schools in the East, Jigme Sherubling High School (now Higher Secondary School) in Khaling. There he worked for eight years as a teacher of English and Geography apart from carrying out school management as a Vice Principal in the school. During his tenure as an English teacher, he went through the transitional phase of curriculum transformation when CERD (Centre for Educational research and Development) now known as Royal Education Council (REC) initiated a complete change in the English Curriculum. He was one of the research participants whose English classes were observed by researchers for the curriculum change process data collection. Being involved in the process, he got opportunity to attend orientation of new English curriculum for implementation. He, therefore, possesses wide experiences of handling English curriculum at secondary school level. Joining the SCE as teacher educator after having been a teacher in the school for several years brought a meaningful progression in his profession.
Apart from being a classroom teacher he had also worked as school examination in-charge through which he streamlined school examination procedures and preparation of results based on ICT. Further, as a School Agriculture Programme (SAP) in-charge, he also initiated organic vegetable production, poultry as well as mushroom production within the school itself. Dairying was another programme that was started in the school under his initiative. Therefore, he was an active advocate in the implementation of wholesome education of students, emphasizing on academic achievement as well as promoting dignity of labour through gainful engagement in extra-curricular activities. In addition he was also a member of School Management Board when in 2004 he became Vice Principal. Owing to his never tiring attitude towards teaching in the class, he always encouraged and inspired school students to achieve success stressing on incessant and sincere effort in academic achievement.
Ever since he joined the college as a faculty member, he has taught undergraduate as well as postgraduate students. He has taught English modules such as novels, listening and speaking, reading and writing, prose fiction and phonetics. In addition, he also taught professional modules such as introduction to educational research, teaching methods (teaching skills and strategies) and English secondary curriculum. Since he strongly believes in teaching through practical engagements, he always espouses demonstrations and learning by doing. He emphasizes on teaching from the heart rather than teaching for the sake of teaching. He considers satisfaction and happiness to be the two important components to both teacher and student while engaged in teaching and learning process. More so, he upholds the value of learners as source of inspiration and wisdom. Rapport between teacher and learner is another factor that he attaches importance to materialize reciprocity in teaching and learning. He was engaged in delivering professional service through collaboration with REC as a core group member in developing Action Research Guidelines (ARG) for school teachers in 2016. In May 2017, based on the guidelines, he also participated as resource person in collaboration with REC in providing professional training in action research for selected teachers in Thimphu. He has also collaborated as a lead researcher with faculty researcher from Aalborg University, Denmark on GNH and ICT integration to curriculum design and instruction in RUB between 2012 and 2015 producing a series of research papers.
Belonging to the Centre for Language Education and Research (CLER) as a member and Subject Leader in English, he has initiated and coordinated literary activities for college students with the aim of enhancing their communication skills. Since professionalism is the hallmark of teachers, he upholds the belief that teacher is the ‘main driver of students’ learning (Barber & Mourshed,2007). He always urges his colleagues to exhibit the highest level of professionalism that one can so that, students and teacher colleagues are inspired.
Apart from holding the responsibility of Subject Leader he is also a Programme Leader and tutor of part-time programme, Postgraduate Diploma in Higher Education (PgDHE). As envisioned by the government, he is also of the opinion that enhancing the knowledge, skills and attitudes of tertiary or higher education graduates will matter significantly in creating ‘vibrant knowledge based economy’ in the country. Hence, he has been imparting messages to the tertiary institutions to avail the opportunities to take up the programme. Nevertheless, he is involved in carrying out the review of the programme with team of tutors currently.
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Dorji Letho is an Assistant Professor at Samtse College of Education, Royal University of Bhutan, and He works at the Centre for Language Education and Research (CLER). He has taught Dzongkha For Communication, Environmental Studies, Dzongkha Teaching Method, Professional Module (Teaching Skills and strategies),and Bhutanese Traditional Values (Driklam Namzha) at the undergraduate level,(B.Ed. Secondary and Primary).
He received his Post-graduate Certificate in Education from Samtse College of Education, Royal University of Bhutan in 2001 and Masters of Buddhist Philosophy from Sanga Chokhor College, Paro, Bhutan in 2008. He has 17 years of experience in teaching, and designing curriculum for schools and for SCE Samtse. Since 2004, currently, he is Subject Leader for Dzongkha at the Centre.
He is involved in research on The way of Bodhisattva as Buddhist Philosophy, (Chonjuk) and has co-authored a number of articles and journals papers in the field of Dzongkha development and education. He is engaging in support for students in continues learning in research in traditional music and education, resulted in a full conceptualization of the music education and research centre initiative at Samtse College of Education. He is the Chair of immersion of cultural education that encourages the Bhutanese cultural tradition activities in the college.
He was engaged in various of Dzongkha curriculum development program. EVS in( 2012) The revision of Dzongkha curriculum class iv to viii (2007)He was member of the Pan Localization Translation project for Virtual Learning Environment in the college(2010). He was an elected member of the university wide common Dzongkha module development program for teacher education in the colleges, DZG 101 (2014).
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Sonam Daker (PhD, MA, M.Ed.) is an Assistant Professor in the Center for Language Education & Research, Samtse College of Education, Royal University of Bhutan. She has taught English studies modules like creative writing, short stories, reading and writing, Speaking and listening, and English for communication. She also taught professional studies modules like teaching skills and strategies, multi-grade teaching, curriculum studies and contemplative education.
She was actively involved in programme developments and served as the programme leader for the Bachelor in primary education and the coordinator for the lead teachers’ certificate course in English. She also led the development and successful launch of the B.Ed. (Distance mode) for in-service teacher at Samtse College of Education. She also resourced professional development programmes for in-service teachers.
Prior to joining the college, she served as an English and History teacher in Zilukha primary school, Thimphu and Punakha high school. She also served as an assistant principal in Khaling high school, where, besides assisting the principal in the administration, taught English and history.
She has authored and co-authored peer reviewed articles and book chapters and delivered talks in the field of education. She believes in being a passionate reflective classroom practitioner. Her pedagogic research focus on reflective and contemplative teaching practices to enrich teaching and learning. Her interests also include teaching and learning with focus on compassion and mindfulness. Her current research focuses on contemplative practices.
She is also actively involved in developing the module, Buddhism and social work for Bachelor in social work.
Presently, she is the coordinator for the M.Ed. in English studies and is actively coordinating the writing of the modules for the programme.
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Sonam Gyeltshen is a lecturer and teacher educator, currently working at Samtse College of Education, Royal University of Bhutan. He has taught Buddhist Philosophy literatures (Choenjug), the boddhisatvas way of life, Dandi’s mirror of poetry (snangag), the root text in the context of Grammar (ngagdon) Commentary of the root Grammar (gsumtag), the Bhutanese system of textiles weaving (Thazo), translation (skad bsgayur) in Institute of Language and Culture Studies, Semtokha at higher secondary and undergraduates level.In Samtse College of Education, he teaches various subjects such as Effective Teaching Skills, Life Skills, and Dzongkha for communication, Environmental Studies, Dzongkha Reading and Writing, Dzongkha Language Education, Driglam Namzhag, and Human Values at the undergraduate level.
He has developed B.Ed primary DZG 403 module Reading and Writing in Samtse 2010. Currently he is engaged in BA social work programme development. He believes that as a teacher one must be firm and empowered to know and care other with the qualities of love, kindness, compassion, sympathetic joys and delight and equanimity or even mindness.
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Wangmo, received her Post Graduate Certificate in Education (PGCE) from Samtse College of Education (SCE), Royal University of Bhutan in 1993, Master of Education in Language and Literacy from Edith Cowan University, Australia in 1997. As of 2004, she has been teaching English and Professional modules such as Curriculum Studies, Teaching Skills and Education for Development, Introduction to University Teaching and Learning, in the college. She has also served as the Head of the English Department, from 2012 till the Spring Semester of 2016. In 2004, she participated in the revision and development of the School English Curriculum. She also actively participated as a member of the English Subject Committee in the Royal Education Council and worked as a core member with the Teacher Professional Support Division (TPSD), Ministry of Education, to develop modules for the English Language Proficiency Program for Teachers in Bhutan.
Currently, she teaches English Language studies and Communication Skills and is also working with the Centre for Language and Educational Research (CLER) in developing modules for Master of English Language studies.
Her participation in the promotion and development of the English Language study programs, clearly, highlights her belief in the English Language proficiency, as an effective tool to enhance any educational
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Yangdon is a teacher educator at Samtse College of Education. Currently she is pursuing her PhD at the University of New England, Australia. Prior to her working as a teacher educator, she has taught in both primary and middle secondary schools for more than a decade. She has taught reading, writing, and language across the curriculum modules to both lead teachers and distance education learners. At the undergraduate level, she has taught academic skills, teaching skills, teaching strategies, life skills, action research, and literacy modules.
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Centre initiatives and partnerships