| Reader-response theories, particularly Aidan Chambers's “Tell Me” form of reader-response approach, post-colonial writing theories and the experiences of Commonwealth and post-colonial authors helped me recognize the conflicts in high school English instruction in Bhutan. The high school English curriculum (with its colonial origins) and the traditional teaching methods are alien to Bhutanese needs and experiences. Furthermore, the aim of the Bhutanese Government, particularly Education Division, to provide education that will simultaneously prepare students to participate in the global economy, and develop a greater appreciation for Bhutanese culture, remains unfulfilled.;I employed Aidan Chambers's “Tell Me” approach to teach literature to ten high school students in Bhutan over a period of two months. Ten student participants, eight high school English teachers, and three education officials were interviewed about the high school English curriculum, and also about the idea of teaching Bhutanese literature in English. Following the analysis of the “Tell Me” sessions, the interviews, and post-colonial and Commonwealth literature, I concluded that we can help students learn English better and achieve the vision of access to Western markets and culture—while retaining the distinctive features of Bhutanese culture by: (1) using Aidan Chamber's “Tell Me” as a way of engaging reader-response theory to read English literature in high schools; (2) introducing Bhutanese literature in English developed by native Bhutanese writers; (3) being informed about post-colonial and Commonwealth writing; (4) supporting the development of Bhutanese English in the works of Bhutanese authors. |
