This book takes an interdisciplinary approach to explore wide-ranging topics from applied linguistics, education, sociology, political science, and cultural studies. It presents a comprehensive overview of English language education since its importation to Nepal.
This volume covers English language education (ELE) politics and policy, theories and pedagogies, English as a medium of instruction, English teachers’ professional development, multilingualism and linguistic ecology, perspectives on equity, diversity and inclusion, as well as ELT and technology. Comprising scholarly discussions on emerging ELE issues in contemporary Nepal, the chapters explore various aspects of theoretical, and pedagogical considerations of ELE. While delving into the growing future of English in Nepal, it also presents analytical case studies of its controversial present and past practices. It sheds light on its development, shifting paradigms and present state of affairs, as well as the status of English in conjunction with the national language, Nepali and other Indigenous languages.
This book will be useful to students, researchers and teachers of education, linguistics, and teacher training institutions. It will be an essential read for those involved in English language education, applied linguistics, EIL/WE/ELF, ESL/TESOL/ELT and TEFL, as well as for teachers, teacher educators, teacher trainees and international aid organisations.
This book takes an interdisciplinary approach to explore wide-ranging topics from applied linguistics, education, sociology, political science, and cultural studies. It presents a comprehensive overview of English language education since its importation to Nepal.
1. English Language Education in Nepal: Theoretical considerations and
practical challenges (Introduction chapter) PART I: PERSPECTIVES ON ELE
HISTORY, POLITICS AND POLICY
2. The Ideological Foundation of English
Language Education in Nepal
3. History Of (English) Language Education Policy
in Nepal
4. English language politics in Nepal: A socio-historical
Perspective
5. Language Policies and Practices in ELT Classrooms: A Critical
Ethnography of Basic Schools at Local Government
6. The English Language in
The Nepali Linguistic Landscape
7. Formative Assessment in English Language
Teaching: An Advocacy for Consensual Peer-Observation PART II: PERSPECTIVES
ON ENGLISH, MULTILINGUALISM, AND LINGUISTIC ECOLOGY
8. Toward an Enrooted
Pedagogy: Exploration into the Ecology of English Language Teaching in Nepal
9. Midway Approach to English Language (Education) and Literature in Nepal: A
Decolonial Need
10. The Emergence of Nepali English: Agency, Appropriation,
and Assessment
11. Fostering Language Proficiency through Literature:
Navigating Challenges and Opportunities in Multilingual and Multicultural
Classrooms
12. Role and Status of English in The Multilingual Situation of
Nepal
13. Commonalities in Genocide and Linguicide in Nepal, Afghanistan and
Turkey PART III: PERSPECTIVES ON EQUITY, DIVERSITY AND INCLUSION (EDI) IN ELE
14. Languishing Voices: Indigenous Views on Nepali and English Language
Dominance
15. Raising Critical Intercultural Awareness in Prospective
Teachers Through Literature: A Reference of English Language Education at
Universities in Nepal PART IV: PERSPECTIVES OF RESEARCH, TECHNOLOGY, AND
TEACHER EDUCATION
16. Decolonizing English Language Teaching Curricula in
Nepals Teacher Education: A Critical Exploration
17. Teaching ESL/EFL/ESOL
Students Through Universal Design for Learning (UDL)
18. Technology and
English Language Education (ELE) Trends in Higher Education in Nepal
19. ICT
use in English language classrooms in Nepalese schools
20. Afterword
Ram Ashish Giri is an academic at Monash College/ Monash University English Language Centre, Melbourne. He teaches and researches issues related to ELICOS courses, TESOL, language testing, and language (education) policy. He has published articles, book chapters and edited books. His recent co-edited book entitled Functional Variations in English: Theoretical Concerns and Practical Challenges was published by Springer in 2020. His co-edited book English as a Medium of Instruction in South Asia, was published by Routledge in 2024. He is currently Editor-in-chief of the Journal of NELTA, Co-editor of TESL-EJ and a Member of the Editorial Board of ASIA TEFL.
Laxman Gnawali is a Professor and leads English language teacher education programmes at Kathmandu University, Nepal. With his first masters from Nepal, he taught English at primary, secondary and tertiary levels in rural and urban parts of Nepal for 15 years. After his second masters from the UK as a Hornby Scholar, he entered the field of teacher education. He contributed to the ELT Survey of Nepal, the Examination Reform Project, English Language Course Development for Teachers in South and East Asia and several other projects. He has published research papers and books/book chapters in the areas of language pedagogy, exploratory action research, ICT integration in Education, teacher professional development among others. Founding Editor of Journal of Education and Research published by Kathmandu University, currently he is Deputy Editor-in-Chief of the Journal of NELTA. Laxman travels delivering sessions at ELT conferences, inspiring teachers for professional development through publications and network building.
