Retention of English language tension in multilingual communities of Nepal: A review of teachers’ narratives

  • Karna Rana
Keywords: English language, multilingual community, language policy, school education

Abstract

This article discusses the voices of teachers about shifting from Nepali to English medium in community schools in Nepal and suggests ways to solve some of the problems of the English language in schools of multilingual communities. The article is based on previously published teachers’ narratives in several issues of ELT Choutari web magazine in the past ten years. The teachers’ narratives, which are discussed in this article, focused on English language teaching pedagogies in Nepali government schools. The article analyses the problems, which several teachers raised in their narrative articles, and offers some suggestions to overcome them. The article begins with a discussion about the multilingual context of Nepal, language policy and the English language in schools. Moreover, the article discusses community schools’ interest in the English language, teachers’ perceptions of English as a medium of instruction and schools’ expectations of improving educational quality.

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Author Biography

Karna Rana

Karna Rana has recently completed his PhD from the University of Canterbury, New Zealand in the field of Nepal’s rural primary teachers’ ICT practice in the classroom. After his Masters in English Education (MEd) from Nepal, he has done his second Masters in Education (MA) from the University of Bedfordshire, England. He has taught English language and Linguistics in Nepal for about 20 years.

Published
2018-12-31
How to Cite
Rana, K. (2018). Retention of English language tension in multilingual communities of Nepal: A review of teachers’ narratives. Journal of NELTA, 23(1-2), 40-53. https://doi.org/10.3126/nelta.v23i1-2.23347
Section
Articles