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Citations (34)
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Yixi Qiu, Yongyan Zheng & Jiaqi Liu. (2023) ‘So, only relying on English is still troublesome’: a critical examination of Japan’s English medium instruction policy at multiple levels. Journal of Multilingual and Multicultural Development 44:7, pages 608-625.
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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 0:0, pages 1-14.
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Tao Xiong, Ziyu Song, An Zhou & Xiaojia Huang. (2023) EMI teachers’ agency in the context of international education in China: language choice, identity construction, and cultural negotiation. International Journal of Bilingual Education and Bilingualism 0:0, pages 1-15.
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Sin-Yi Chang. (2023) English medium instruction for whom and for what? Rethinking the language-content relationship in higher education. Language, Culture and Curriculum 36:2, pages 161-176.
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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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Anuradha Gopalakrishnan. (2023) Context-specific multilingual instruction: evolution of an instructional design. Innovation in Language Learning and Teaching 17:1, pages 144-156.
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Assel Kambatyrova. (2022) Parents’ language ideologies in the context of trilingual education policy in Kazakhstan. International Journal of Multilingualism 0:0, pages 1-17.
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Prem Prasad Poudel & Tae-Hee Choi. (2022) Discourses shaping the language-in-education policy and foreign language education in Nepal: an intersectional perspective. Current Issues in Language Planning 23:5, pages 488-506.
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Amy Lightfoot, Anusha Balasubramanian, Ianthi Tsimpli, Lina Mukhopadhyay & Jeanine Treffers-Daller. (2022) Measuring the multilingual reality: lessons from classrooms in Delhi and Hyderabad. International Journal of Bilingual Education and Bilingualism 25:6, pages 2208-2228.
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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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Dylan G. Williams & Juup Stelma. (2022) Epistemic outcomes of English medium instruction in a South Korean higher education institution. Teaching in Higher Education 27:4, pages 453-469.
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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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Pramod K. Sah. (2021) Reproduction of nationalist and neoliberal ideologies in Nepal’s language and literacy policies. Asia Pacific Journal of Education 41:2, pages 238-252.
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Articles from other publishers (21)
Anna Mendoza, Jiaen Ou, Shakina Rajendram & Andrew Coombs. (2023) CACTI: Co-developing awareness of bi/multilingual classroom practices with a professional development survey instrument. Educational Linguistics 0:0.
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Lina Mukhopadhyay, Sankrithi L, Vrishali K. Patil, Sabbah Qamri Mandira Rajan Ravindran, Anusha Balasubramanian, Margreet Vogelzang & Ianthi Maria Tsimpli. (2023) Exploring Opportunities and Challenges Using Translanguaging Pedagogy to Develop Reading Comprehension: A Study of Indian Multilingual Classrooms. Journal of Educational Studies 2023:si1, pages 262-292.
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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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An Nguyen. (2023) Unraveling EMI as a predictor of English proficiency in Vietnamese higher education: Exploring learners’ backgrounds as a variable. Studies in Second Language Learning and Teaching 13:2, pages 347-371.
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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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Huijuan Tong. (2023) AHM-FC Model in the Evolution Analysis of Ideological and Political Subjects. Applied Mathematics and Nonlinear Sciences 0:0.
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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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Özgür Şahan & Kari Sahan. (2023) A narrative inquiry into the emotional effects of English medium instruction, language learning, and career opportunities. Linguistics and Education 75, pages 101149.
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Lisa Gilanyi, Xuesong (Andy) Gao & Shiyao Wang. (2023) EMI and CLIL in Asian schools: A scoping review of empirical research between 2015 and 2022. Heliyon 9:6, pages e16365.
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Maomao Feng & Hoe Kyeung Kim. (2023) The role of teacher knowledge and practice in shaping EFL teachers’ glocal identity. Language Teaching Research, pages 136216882311704.
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Chintan Pandya & Jasmine Gohil. (2022) Between quandary and squander: an analysis of preservation practices of vernacular literature at university libraries. Collection and Curation 42:2, pages 46-52.
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Jandhyala B.G. Tilak & Pushkarni Panchamukhi. 2023. International Encyclopedia of Education(Fourth Edition). International Encyclopedia of Education(Fourth Edition)
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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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Chaise LaDousaChristina P. Davis. (2022) South Asian Language Practices: Mother Tongue, Medium, and Media. Annual Review of Anthropology 51:1, pages 289-305.
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Bridget Goodman & Assel Kambatyrova. (2022) Both necessary and irrelevant: political economy and linguistic injustice of English in higher education in Kazakhstan. International Journal of the Sociology of Language 2022:277, pages 77-94.
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Reinelio Morales Llano. (2022) Política lingüística, bilingüismo y rol del maestro de inglés: una revisión desde el entorno global al contexto colombiano. Colombian Applied Linguistics Journal 24:2.
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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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Kesh Rana & Karna Rana. (2022) English teachers’ awareness of collaborative learning: a case study in Nepal. SN Social Sciences 2:7.
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Ryuko Kubota. (2021) Linguistic entrepreneurship: Common threads and a critical response. Multilingua 40:2, pages 251-259.
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Kevin W.H. Tai & Li Wei. (2020) Bringing the outside in: Connecting students’ out-of-school knowledge and experience through translanguaging in Hong Kong English Medium Instruction mathematics classes. System 95, pages 102364.
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