Pramod K. Sah

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• M.ED; MA (TESOL & Applied Linguistics); PhD (Language & Literacy Education)
• Professor (Assistant) at Education University of Hong Kong

Language ideologies are influential on teaching practices and teachers' beliefs and attitudes toward linguistically and culturally diverse students. This multiple case study investigates the beliefs and experiences of two content-area teachers and focuses on their language ideologies regarding the home language use of emergent bilingual (EB) studen...

There is a dearth of knowledge on the emotional challenges content-area teachers in English-medium instruction (EMI) programmes face, and how they manage their emotions in their efforts to negotiate a top-down language policy. This paper examines the entangled emotional experiences of EMI content-area teachers in Nepal's school education. In contra...

Many societies in the Global South have adopted English-medium instruction (EMI) policies, but often ignoring-whether by design or involuntarily-the damages caused by the colonial legacy inherent in EMI. This neglect of the repercussions has also been inadequately addressed in the current EMI scholarship. Additionally, overlooking the coloniality a...

Background and aims: English-medium instruction (EMI) mainly mandates teaching all subjects in English only, but evidence shows teachers and students use local languages alongside English, commonly known as trans-languaging. This has been proposed as a transformative pedagogy, especially for ethnic/Indigenous children, but research on its impact on...

Aims: This study explored the language ideologies that guide teachers’ language beliefs and practices in English-medium instruction (EMI) classrooms. It also sought to uncover the ways teachers’ beliefs and practices reproduce language ideologies and, thereby, social hierarchies within educational contexts. Design: Drawing on a narrative research d...

This book examines assessment, testing and evaluation within English-medium education contexts globally. It explores how assessments can effectively measure learning outcomes, integrating both content mastery and language proficiency in multilingual and multicultural classrooms. It features contributions from diverse experts worldwide and offers a...

The special issue examines the intersection of language ideologies, race, and equity in urban multilingual education. Drawing on critical theories, contributors investigate how linguistic hierarchies and monoglossic ideologies shape multilingual learners’ and educators’ racialized experiences in urban educational contexts across the United States,...

This thematic issue, “Considering Emotions as Entanglements in Applied Linguistics,” explores the complex, relational, and sociocultural dimensions of emotions in language teaching and learning. Moving beyond individualistic and psychodynamic perspectives, the issue proposes a framework of “emotions as entanglements,” highlighting how emotions inte...

Despite Canada's longstanding commitment to multiculturalism and diversity , systemic inequalities continue to shape the educational experiences of English Language Learners (ELLs), particularly at the intersection of language , race, religion, and gender. This special issue of the International Multilingual Research Journal critically interrogates...

The selection of languages in education often evokes ideological and political deliberations because such processes are not politically neutral. Nepal, which has undergone rapid social, political, and economic overhauls over the last few decades, has struggled to institutionalize multilingual education policy effectively and is, instead, trapped in...

In our community, girls do not need this [English-medium education]. Interview with male teacher Nepal is classified as a low-middle income country (World Bank, 2023), and like other such countries, it is under international pressure to attain gender equality targets in order to receive international aid. However, Nepal is also permeated by widespr...

This article presents the findings of a critical ethnography focused on the English-medium instruction (EMI) policy in Nepal's public schools. Through the analysis of policy documents and interviews with policymakers, the study reveals that policymakers view the EMI policy as a solution to the crisis in public schools by enhancing their competitive...

Translanguaging remains a timely and important topic in bi/multilingual education. The most recent turn in translanguaging scholarship involves attention to translanguaging in context in response to critiques of translanguaging as a universally empowering educational practice. In this paper, seven early career translanguaging scholars propose a fra...

Aims This special issue delves into language ideologies shaping multilingual education, aiming to unravel their impact on pedagogical practices and emergent multilinguals. By presenting empirical studies and critical analyses, the collection seeks to foster a nuanced understanding of language ideologies in diverse educational contexts. Approach Th...

This chapter demonstrates how a secondary public school in Nepal utilized its medium of instruction policy to perpetuate and/or renew educational inequalities and injustice for ethnolinguistic and class-minoritized students through the notions of power and agency in language planning and policy and Pierre Bourdieu’s concept of “social reproduction....

This article presents a scoping review of literacy research that employs multilingual and multimodal literacy narratives and discussions as tools for enabling immigrant youth to explore their intersectional identities and experiences of inequality. It encourages a re-examination of emerging educational/societal issues, incorporating these intervent...

This collection brings together perspectives from emerging and established scholars, working from empirical data from real-life classroom experiences, to investigate pedagogical issues in the application of EMI across a range of educational contexts in Asia. Drawing on research across different levels of education covering institutions across vari...

The global dominance of English has impacted higher education and led to a dramatic increase in content teaching in English (Dearden, 2014). This leads to challenges not only for teachers of English as a foreign language (EFL) but also for content teachers who are required to use English as a medium of instruction (EMI) in their classroom practice....

Against the backdrop of uncritical promotions of English-Medium instruction (EMI) in higher education globally, this edited volume maps out the political, ideological, and policy-related issues of EMI programs in multilingual and multicultural universities in Asia. In this volume, EMI researchers and practitioners involved in different Asian count...

In this introductory chapter, we present the overall rationale for the need of this volume and briefly discuss each contributing chapter. The main goal of this volume is to invite English-medium instruction (EMI) researchers to collaboratively unpack the critical dimensions of EMI policies, politics, and ideologies drawing on empirical evidence fro...

This chapter reports on the perceived beliefs of some lecturers regarding English as a medium of instruction (EMI) policy creation and enactment at a university in Nepal. The analysis of interviews with the lecturers revealed their motivations for promoting EMI embedded in their expectation to globally recognized qualifications and equip graduates...

This article reports on students’ affective dimension in English-medium instruction (EMI) university pro-grams in Nepal. To unpack the affective dimension of EMI students, I conducted interviews and focus group discussions with students from different disciplines (e.g., business, nursing, pharmacy, and education). The data analysis revealed that th...

This study reports on an investigation into the perspectives of different stakeholders (e.g. administrators, teachers, students, and parents) toward motivations for introducing English as a medium of instruction (EMI) policy in low-resourced public schools, serving minoritized students, and language ideologies that form its practices. Framed within...

Despite emergent research documenting the teaching and learning of English in early grades in Asian contexts, the policies and practices of preparing teachers for those early grades are hardly researched. Particularly in Nepal, the knowledge about primary (or even secondary) school English teacher preparation is scarce. To this end, this review pap...

This article examines the construction of epistemic injustice in creating and implementing an EMI policy. Drawing on "epistemic injustice" (Fricker, Miranda. 2007. Epistemic injustice: Power and the ethics of knowing. Oxford: Oxford University Press) and "misframing" (Fraser, Nancy. 2009. Scales of justice: Reimagining political space in a globaliz...

This paper focuses on teacher agency in creating a ‘translanguaging space’ in Nepal’s multilingual public schools. Drawing on the ethnographic data from two public schools, we discuss how teachers can resist a monolingual ideology of an English as a medium of instruction policy to ensure students’ participation in classroom activities. The findings...

Despite continued calls for the “multi/plural turn” (Kubota, 2016a; May, 2014) for instructional practices and “linguistic human rights” for education through mother tongue (Skutnabb-Kangas, 1988), there is currently a global surge of English as a medium of instruction (EMI) in school education that situates English in a dominant position. This stu...

Although EMI has a long history in Nepal's higher education, the research is lacking in the documentation of issues related to its policies, practices, and discourses. To fill this void, this chapter provides a macro-level analysis of sociopolitical, sociohistorical, and socioeconomic conditions that have shaped the policies, practices, and discour...

Despite the state's commitment to the mother-tongue-based multilingual education policy, the use of English as a medium of instruction (EMI) is widespread in Nepal. Previous studies have documented the ideologies and practices of EMI policy, but the context of Madhes (Southern Nepal) is still underexplored. This chapter reports on the findings from...

English as a medium of instruction (EMI) has recently dominated language-in-education policies in South Asia while bilingual/multi-lingual practices have historically been the norm in primary and secondary education. Although the research on translanguaging is rapidly undertaken in English-only spaces in other world regions (e.g. North America), su...

This article provides a critical review of English medium instruction (EMI) policy/practices in the K-12 multilingual schools in South Asia, especially in Nepal, India, and Pakistan. Employing Bourdieu's (1993) lens of "linguistic capital" and "linguistic marketplace," the article takes stock of (a) the development of EMI and its ideological and pe...

Since English-Medium Instruction (EMI) has emerged as an important field of policy and research, there are a multiplicity of issues that are unexamined but need critical attention. This paper features some key scholars of EMI who together highlight contemporary issues of EMI as a field of research and its primary future research agendas moving forw...

Racism has increasingly been exposed and problematized in public domains, including institutions of higher education. In academia, critical race theory (CRT) has guided scholars to uncover everyday experiences of racism by highlighting the intersectionality of race with other identity categories, among which language constitutes an important, yet u...

This chapter provides an overview of critical literacies in South Asia. We discuss the theories and practices of literacy education in the region through a review of the existing literature. Drawing on the global contemporary discussion on critical literacy, the chapter traces the development and challenges of critical literacy in South Asian count...

TThe paper explores how the discourse of nationalist and neoliberal agendas have shaped the conceptions of literacy education in Nepal, the ramifications for social stratification. As the review shows, the ruling elites tactfully imposed their language, culture, and knowledge in literacy curricula in the name of national unity, but to maintain thei...

While other languages can be used in English-medium instruction (EMI) classrooms, little research has been conducted on the alignment of the use of these languages with the objectives of EMI policy and how bi/multilingual practices such as translanguaging respond to the sociopolitics of EMI classrooms. This case study examined both teachers’ and st...

The paper explores how the discourse of nationalist and neoliberal agendas have shaped the conceptions of literacy education in Nepal, the ramifications for social stratification. As the review shows, the ruling elites tactfully imposed their language, culture, and knowledge in literacy curricula in the name of national unity, but to maintain their...

I have prepared this list of journals and I believe it'll be helpful for colleagues.

To identify the emerging trends and patterns across language policies that are in place in different host countries, this chapter examines the statuses and scopes of immigrant language policies and programs in several countries in Europe, Australia, and North America. A cross-country analysis shows that the political discourses of these countries a...

This chapter attempts to understand if, and in what ways, gender equity has been addressed in educational policies in and through English literacy skills in Nepal, one of the least-developed countries in the world. English literacy skills are able to enhance girls' employability and aid transitions to Higher Education, along with other skills, suc...

In this age of rising animosity to newcomers in host societies, study abroad students are often reported to receive maltreatment and discrimination. To this end, I conducted a critical autoethnographic study that responds to the trajectory of my English language learning in the UK and explores the adjustment difficulties and racialized linguistic d...

While challenging the widely held belief that students in English as a foreign language (EFL) classroom do not prefer their teachers to use the first language (L1), the study examined attitudes of university teachers and students towards using L1 and reasons for giving up on English and reverting to Nepali in English-medium lessons. Drawing on...

This paper reports on a critical qualitative case study of an EMI-based, under-resourced public school in Nepal through Bourdieu’s lens of linguistic capital. As the data analysis revealed, parents, students and teachers regarded EMI as a privileged form of linguistic capital to developing advanced English skills, enhancing educational achievements...

This presentation was delivered at the TESOL COnvention 2017, Seattle, United States. As a follow up of research on English Medium Instruction policy in a school in Nepal, this talk presented a critique on English-only or monolingual ideology of both teaching language and other academic subjects. It then made a case for and presented a model of plu...

The rise of English as a global lingua franca and the increasing use of it into the multilingual and multicultural contexts appears to be further indexing a number of new issues. These issues include from the discussion of its ownership – that it is no longer only the language of native speakers of it, as statistically non-native speakers make up 7...

Teaching and learning of English as a Second Language (ESL) or English as a Foreign Language (EFL) has gone beyond the mere practice of classroom situations. The present development of digital media and electronic devices has a significance influence on human life, and therefore on education. It has been apparent that the learners may not learn in...

This article reports on mixed methods classroom investigation that ascertained the relative effectiveness of two different explicit grammar teaching frameworks: (a) Data-Driven Learning (DDL) with integration into Present-Practice-Produce (PPP) and (b) Illustration-Interaction-Induction (III). The analysis of the pre-, post-and delayed post-tests i...

It is widely accepted that classroom interaction, either between peers and a teacher or among learners facilitates students’ language learning. An individual learner can benefit from his/her peer(s) who are at higher level of competence through interaction. The most common proposition of the role of peer interaction is the mediation of understandin...

The idea of grammar teaching and learning using concordance data by focusing on “learners‟ discovery of patterns” in a target language was suggested in the 1980‟s. Despite a considerable amount of research during the subsequent decades to explore these ideas further, there is very little evidence of the utilization of corpus-based grammar teaching...