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Citations (32)
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Read on this site (12)
Kapil Dev Regmi. (2024) Deliberation and decisionism in educational policymaking: How Nepali educational policymakers negotiate with foreign aid agencies. Journal of Education Policy 39:3, pages 432-454.
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Abhishek Ranjan Datta. (2024) More than language: the work of an English training centre in Delhi. Third World Quarterly 45:4, pages 810-826.
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Abdul Karim, Oman Fathurrohman, Muhammadun, Wahyu Saripudin, Diding Rahmat & Firman Mansir. (2023) Altruistic works, religion, and corruption: Kiais’ leadership to shape anti-corruption values in pesantren. Cogent Social Sciences 9:1.
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Colin Reilly, Rosario Scandurra, Elvis ResCue, Kristinn Hermannsson & Angela Gayton. (2023) Language and employment in Ghana: capturing the multilingual reality. Journal of Multilingual and Multicultural Development 44:9, pages 807-826.
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Pramod K. Sah. (2023) Emotions as entanglements: unpacking teachers’ emotion management and policy negotiation in English-medium instruction programmes. The Language Learning Journal 51:5, pages 607-620.
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Pramod K. Sah & Jeevan Karki. (2023) Elite appropriation of English as a medium of instruction policy and epistemic inequalities in Himalayan schools. Journal of Multilingual and Multicultural Development 44:1, pages 20-34.
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Eric King-Man Chong, Jun Hu, Eric Chi-Keung Cheng, Ian Davies, Hayes Hei-Hang Tang, Yan Wing Leung & Steven Chung-Fun Hung. (2022) Handling national controversy on the education frontline: perceptions of Hong Kong teachers on the pedagogies for National Education. Asia-Pacific Journal of Teacher Education 50:4, pages 387-405.
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Pramod K. Sah & Guofang Li. (2022) Translanguaging or unequal languaging? Unfolding the plurilingual discourse of English medium instruction policy in Nepal’s public schools. International Journal of Bilingual Education and Bilingualism 25:6, pages 2075-2094.
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Kapil Dev Regmi. (2022) The international political economy of educational policy development in Nepal: 1950-2020. Asia Pacific Journal of Education 42:3, pages 415-430.
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Pramod K. Sah & Ryuko Kubota. (2022) Towards critical translanguaging: a review of literature on English as a medium of instruction in South Asia’s school education. Asian Englishes 24:2, pages 132-146.
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Prem Phyak. (2021) Subverting the Erasure: Decolonial Efforts, Indigenous Language Education and Language Policy in Nepal. Journal of Language, Identity & Education 20:5, pages 325-339.
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Shankar Dhakal, Andrew Jones & Geoffrey W. Lummis. Leadership as a challenging opportunity: Nepali secondary principals’ contextual understandings and perception of their roles. International Journal of Leadership in Education 0:0, pages 1-18.
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Articles from other publishers (20)
Pramod K. Sah & Guofang Li. (2024) Toward linguistic justice and inclusion for multilingual learners: Implications of selective translanguaging in English-medium instruction classrooms. Learning and Instruction 92, pages 101904.
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Tae-Hee Choi & Prem Prasad Poudel. (2024) Enactment of English medium instruction in under-resourced educational contexts: A case of multilingual public secondary schools in Nepal. System 121, pages 103223.
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Pramod K. Sah. (2024) Teachers’ beliefs and reproduction of language ideologies in English-medium instruction programs in Nepal. International Journal of Bilingualism.
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Hari Maya Sharma. (2024) Detecting Nepal’s position in the global context of language planning and policy. SN Social Sciences 4:3.
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Prem Phyak. (2024) “Looking like a boarding school student”: the construction of unequal personhood in language policy in education. International Journal of the Sociology of Language 2024:285, pages 93-110.
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Tran Le Huu Nghia & Ngoc Tung Vu. 2024. English Language Education for Graduate Employability in Vietnam. English Language Education for Graduate Employability in Vietnam
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Christy Goldsmith. (2023) Claiming a space in the W/writerly community to increase English Language Arts teacher agency. English Teaching: Practice & Critique 22:4, pages 515-530.
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Bal Krishna Sharma. (2023) Translingual Englishes, participatory hip‐hop and social media in Nepal. World Englishes.
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Raya Ali & Michael Raj. (2023) Translanguaging Approach in English Classroom: Sentiment Analysis of Multilingual Indian Teachers' Perspective. EDULEC : EDUCATION, LANGUAGE AND CULTURE JOURNAL 3:2, pages 210-225.
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Anna Mendoza, Laura Hamman‐Ortiz, Zhongfeng Tian, Shakina Rajendram, Kevin W. H. Tai, Wing Yee Jenifer Ho & Pramod K. Sah. (2023) Sustaining Critical Approaches to Translanguaging in Education: A Contextual Framework. TESOL Quarterly.
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Pramod K. Sah. (2023) Emotion and imagination in English-medium instruction programs: Illuminating its dark side through Nepali students’ narratives. Linguistics and Education 75, pages 101150.
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Sarah Hopkyns & Christina Gkonou. (2023) Sites of belonging: Fluctuating and entangled emotions at a UAE English-medium university. Linguistics and Education 75, pages 101148.
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Alex Alves Egido, Juliana Reichert Assunção Tonelli & Peter De Costa. (2023) Rolling Out the Red Carpet: A Critique of Neoliberal Motivations Orienting the Promotion of Public Bilingual Schools to Young Learners in Brazil. Revista Brasileira de Linguística Aplicada 23:1.
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Pramod K. Sah. (2021) Teacher Preparation for Primary English Education in Nepal: Missing Agendas of Diversity and Inclusion尼泊爾小學英語師資培育:失落的多元與共融. English Teaching & Learning 46:4, pages 373-393.
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Yalda M. Kaveh. (2022) Re-orienting to language users: humanizing orientations in language planning as praxis. Language Policy.
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Prem Phyak & Pramod K. Sah. (2022) Epistemic injustice and neoliberal imaginations in English as a medium of instruction (EMI) policy. Applied Linguistics Review 0:0.
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Prem Phyak, Pramod K Sah, Nani Babu Ghimire & Anju Lama. (2022) Teacher Agency in Creating a Translingual Space in Nepal’s Multilingual English-Medium Schools. RELC Journal 53:2, pages 431-451.
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Pramod K Sah. (2022) Simultaneous Identities: Language, education and the Nepali nation, by Uma Pradhan. European Bulletin of Himalayan Research:58.
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Prem Prasad Poudel, Liz Jackson & Tae-Hee Choi. (2022) Decolonisation of curriculum: the case of language education policy in Nepal. London Review of Education 20:1.
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Prem Phyak. (2021) Epistemicide, deficit language ideology, and (de)coloniality in language education policy. International Journal of the Sociology of Language 2021:267-268, pages 219-233.
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