FROM PRIVATE TO PUBLIC: STUDENTS’ PERSPECTIVES ON SHIFTING TO ENGLISH MEDIUM EDUCATION IN NEPAL
(1) Far Western University, Nepal
(*) Corresponding Author
Abstract
Keywords
Full Text:
PDFReferences
Amoyaw, P. (2019). What are the practices of EMI in Ghanaian public schools and to what extent do teachers use the L1 to facilitate learning?. University of Reading.
Ausubel, D.P., Novak, J.D., & Hanesian, H. (1968). Educational psychology: A cognitive view (Vol. 6). New York: Holt, Rinehart and Winston.
Bhatta, P. (2014). Public desire for private schooling in Nepal. In I. Macpherson, S. Robertson, & G. Walford (eds.), Education, privatization and social Justice: Case studies from Africa, South Asia and South East Asia (pp. 67-87). Oxford: Symposium Books Ltd.
Bhattacharya, U. (2013). Mediating inequalities: Exploring English-medium instruction in a suburban Indian village school. Current Issues in Language Planning, 14(1), 164-184.
Bradford, A. (2016). Toward a typology of implementation challenges facing English-medium instruction in higher education: Evidence from Japan. Journal of Studies in International Education, 20(4), 339-356. https://doi.org/10.1177/1028315316647165
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77-101. http://dx.doi.org/10.1191/1478088706qp063oa
Caddell, M. (2006). Private schools as battlefields: Contested visions of learning and livelihood in Nepal. Compare: A Journal of Comparative and International Education, 36(4), 463-479. https://doi.org/10.1080/03057920601024909
Connelly, L. M. (2010). What is phenomenology? Medsurg Nursing, 19(2), 127-128.
Creswell, J. W. (2013). Qualitative inquiry and research design: Choosing among five approaches (3rd ed.). Thousand Oaks, CA: SAGE.
Davies, S., & Quirke, L. (2005). Providing for the priceless student: Ideologies of choice in an emerging educational market. American Journal of Education, 111(4), 523-547.
Dearden, J. (2014). English as a medium of instruction-a growing global phenomenon: Phase 1. Going global 2014, interim report. Oxford: Department of Education, University of Oxford.
Edukhabar. (2021). Raise in students shifting to public schools from private schools. Retrieved from https://www.edukhabar.com/news/15251
Ekantipur. (2021).Vidyarthi chaap nijibaat samudyiktarfa (Students pressure from private to public schools). Retrieved from https://ekantipur.com/news/2021/07/07/162562523310786918.html
Erling, E. J., Adinolfi, L., & Hultgren, A. K. (2017). Multilingual classrooms: Opportunities and challenges for English medium instruction in low and middle-income contexts. Reading Berkshire: Education Development Trust.
Glasser, W. (1999). Choice theory: A new psychology of personal freedom. New York: HarperPerennial.
Handayani, S., Setyarini, S., & Rinekso, A. B. (2022). Exploring the typology, teachers’ perceptions, and challenges of EMI implementation at a private primary school. JET (Journal of English Teaching) Adi Buana, 7(01), 1-16. https://doi.org/10.36456/jet.v7.n01.2022.4544
Hornberger, N. H. (2003). Multilingual language policies and the continua of biliteracy: An ecological approach. In N. H. Hornberger (Ed.), Continua of biliteracy: An ecological framework for educational policy, research, and practice in multilingual settings (pp. 315-339). Clevedon: Multilingual Matters.
Karpicke, J. D., & Grimaldi, P. J. (2012). Retrieval-based learning: A perspective for enhancing meaningful learning. Educational Psychology Review, 24(3), 401-418. https://doi.org/10.1007/s10648-012-9202-2
Khatri, K. K., & Regmi, B. P. (2022). Rethinking English as a medium of instruction policy in multilingual classrooms. Journal of NELTA Gandaki, 5(1-2), 30-42. https://doi.org/10.3126/jong.v5i1-2.49278
Khatri, K.K. (2019). Teachers’ attitudes towards English as a medium of instruction. Journal of NELTA Gandaki, 2, 43-54. https://doi.org/10.3126/jong.v2i0.26602
Macaro, E. (2017). English medium instruction: Global views and countries in focus: Introduction to the symposium held at the Department of Education, University of Oxford on Wednesday 4 November 2015. Language Teaching 1–18. https://doi.org/10.1017/S0261444816000380
National Statistics Office. (2023). National population and housing census 2021, 12th population census. https://microdata.nsonepal.gov.np/index.php/catalog/124#:~:text=The%20total%20population%20of%20Nepal,is%200.92%20percent%20in%202021.
Ojha, L.P. (2018). Shifting the medium of instruction to English in community schools: Policies, practices and challenges in Nepal. In D. Hayes (ed.), English language teaching in Nepal: Research, reflection and practice (pp. 189-198). Kathmandu: British Council.
Paulsrud, B. Y. (2016). English-medium instruction in Sweden: Perspectives and practices in two upper secondary schools. Journal of Immersion and Content-Based Language Education, 4(1), 108-128. https://doi.org/10.1075/jicb.4.1.05pau
Phu, H. B. (2019). Meaningful learning and its implications for language education in Vietnam. Journal of Language and Education, 5(1), 98-102. http://dx.doi.org/10.17323/2411-7390-2019-5-1-98-102
Phyak, P. (2014). Language ideologies and local languages as the medium-of-instruction policy: A critical ethnography of a multilingual school in Nepal. In M. Hamid, H. Nguyen, & R. Baldauf (Eds.), Language planning for medium of instruction in Asia. London: Routledge. https://doi.org/10.4324/9781315779560
Phyak, P. (2016). Local-global tension in the ideological construction of English language education policy in Nepal. In R. Kirkpatrick (Eds.), English language education policy in Asia (pp. 199-217). Cham: Springer. http://dx.doi.org/10.1007/978-3-319-22464-0_9
Phyak, P., & Sah, P. K. (2022). Epistemic injustice and neoliberal imaginations in English as a medium of instruction (EMI) policy. Applied Linguistics Review, 15(4), 1321-1343. https://doi.org/10.1515/applirev-2022-0070
Phyak, P., & Sharma, B. K. (2021). Regimes of linguistic entrepreneurship: Neoliberalism, the entanglement of language ideologies and affective regime in language education policy. Multilingua, 40(2), 199-224. http://dx.doi.org/10.1515/multi-2020-0031
Phyak, P., Rawal, H., & De Costa, P. I. (2021). Dialogue as a decolonial effort: Nepali youth transforming monolingual ideologies and reclaiming multilingual citizenship. In K. Heugh, C. Stroud, K. Taylor-Leech, & P. I. De Costa (Eds.), A sociolinguistics of the South (pp. 155-170). New York: Routledge. https://doi.org/10.4324/9781315208916
Phyak, P., Sah, P. K., Ghimire, N. B., & Lama, A. (2022). Teacher agency in creating a translingual space in Nepal’s multilingual English-Medium schools. RELC Journal, 53(2), 431-451. https://doi.org/10.1177/00336882221113950
Poudel, P. P., & Choi, T. H. (2021). Policymakers’ agency and the structure: The case of medium of instruction policy in multilingual Nepal. Current Issues in Language Planning, 22(1-2), 79-98. https://doi.org/10.1080/14664208.2020.1741235
Prasad, P. P. (2019). The medium of instruction policy in Nepal: Towards critical engagement on the ideological and pedagogical debate. Journal of Language and Education, 5(3), 102-110. https://doi.org/10.17323/jle.2019.8995
Rai, N. (2021 June 22). Samudayik bidhalayama naya vidyarthi bharna badhyo (New students enrolment increased in public schools). Retrieved from https://www.onlinekhabar.com/2021/06/972694
Rescher, N. (1969). Introduction to value theory. Englewood Cliffs: Prentice-Hall.
Sah, P. K. (2021). Reproduction of nationalist and neoliberal ideologies in Nepal’s language and literacy policies. Asia Pacific Journal of Education, 41(2), 238-252. http://dx.doi.org/10.1080/02188791.2020.1751063
Sah, P. K. (2022). English medium instruction in South Asia’s multilingual schools: unpacking the dynamics of ideological orientations, policy/practices, and democratic questions. International Journal of Bilingual Education and Bilingualism, 25(2), 742-755. https://doi.org/10.1080/13670050.2020.1718591
Sah, P. K. (2022). New hierarchies, new middle class: A critical ethnography of English as a medium of instruction policy in Nepal’s public schools (Doctoral dissertation, University of British Columbia).
Sah, P. K., & Karki, J. (2020). Elite appropriation of English as a medium of instruction policy and epistemic inequalities in Himalayan schools. Journal of Multilingual and Multicultural Development, 44(1), 20-34. https://doi.org/10.1080/01434632.2020.1789154
Sah, P. K., & Li, G. (2018). English medium instruction (EMI) as linguistic capital in Nepal: Promises and realities. International Multilingual Research Journal, 12(2), 109-123. http://dx.doi.org/10.1080/19313152.2017.1401448
Sah, P. K., & Li, G. (2020). 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(2), 1-20. http://dx.doi.org/10.1080/13670050.2020.1849011
Sah, P. K., & Li, G. (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), 2075-2094. https://doi.org/10.1080/13670050.2020.1849011
Saud, M.S. (2019). Linguistic diversity in the English-Medium Instruction classroom in Nepal: Challenge or chance. International Journal of English Language Education, 7(1), 70-83. http://dx.doi.org/10.5296/ijele.v7i1.14887
Saud, M.S. (2020). English medium public schools in Nepal: A new linguistic market in education. LLT Journal: A Journal on Language and Language Teaching, 23(2), 319-333. https://doi.org/10.24071/llt.v23i2.2571
Saunders, D. B. (2010). Neoliberal ideology and public higher education in the United States. Journal for Critical Education Policy Studies, 8(1), 41-77.
Sharan, Y. (2015). Meaningful learning in the cooperative classroom. Education 3-13, 43(1), 83-94. https://doi.org/10.1080/03004279.2015.961723
Subedi, K. R. (2021). Determining the sample in qualitative research. Online Submission, 4, 1-13. http://dx.doi.org/10.3126/scholars.v4i1.42457
Taguchi, N. (2014). English-medium education in the global society. International Review of Applied Linguistics in Language Teaching, 52(2), 89-98. http://dx.doi.org/10.1515/iral-2014-0004
Tollefson, J. W., & Tsui, A. B. M. (Eds.). (2004). Medium of instruction policies: Which agenda? Whose agenda? Mahwah, NJ: Lawrence Erlbaum Associates.
Vallori, A. B. (2014). Meaningful learning in practice. Journal of Education and Human Development, 3(4), 199-209. https://doi.org/10.15640/jehd.v3n4a18
Vargas-Hernández, J. G., & Vargas-González, O. C. (2022). Strategies for meaningful learning in higher education. Journal of Research in Instructional, 2(1), 47-64. http://dx.doi.org/10.30862/jri.v2i1.41
Watson, J. (1997). The theory of human caring: Retrospective and prospective. Nursing Science Quarterly, 10(1), 49-52. https://doi.org/10.1177/089431849701000114
Wijayatunga, A. (2018, September). English as a medium of instruction in secondary schools in Sri Lanka: Challenges. In Proceeding of the 4th International Conference on Education (Vol. 4, pp. 151-161). Coral Springs: TIIKM Publishing.
Wilson, M. A. F. (2017). Neoliberal ideology in a private Sudbury school. Policy Futures in Education, 15(2), 170-184. https://doi.org/10.1177/1478210315610256
Zacharias, N. T. (2013). Navigating through the English-medium-of-instruction policy: Voices from the field. Current Issues in Language Planning, 14(1), 93-108. http://dx.doi.org/10.1080/14664208.2013.782797
DOI: https://doi.org/10.24071/llt.v27i2.8129
Refbacks
- There are currently no refbacks.
Copyright (c) 2024 Mohan Singh Saud
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Indexed and abstracted in:
LLT Journal Sinta 2 Certificate (S2 = Level 2)
We would like to inform you that LLT Journal: A Journal on Language and Language Teaching has been nationally accredited Sinta 2 by the Ministry of Education, Culture, Research and Technology of the Republic of Indonesia based on the decree No. Surat Keputusan 158/E/KPT/2021. Validity for 5 years: Vol 23 No 1, 2020 till Vol 27 No 2, 2024
This work is licensed under CC BY-SA.
Creative Commons Attribution-ShareAlike 4.0 International License
LLT Journal: A Journal on Language and Language Teaching, DOI: https://doi.org/10.24071/llt, e-ISSN 2579-9533 and p-ISSN 1410-7201, is published twice a year, namely in April and October by the English Language Education Study Programme of Teacher Training and Education Faculty of Sanata Dharma University, Yogyakarta, Indonesia.