Rethinking Writing in Nepal’s Secondary English Curriculum: A Multimodal Perspective

Abstract

This study examines how writing is conceptualized in Nepal’s Grade 11 and Grade 12 English curriculum through a multimodal perspective. Although global scholarship in multimodality and multiliteracies emphasizes on meaning-making that occurs through linguistic, visual, spatial, digital, and audio modes, writing instructions in Nepal’s curriculum remain largely print-centric. Addressing this issue, the study employs a qualitative document analysis of 40 units from the Grade 11 and 12 English textbooks. Using the theoretical lens of multimodality developed by New London Group, Cynthia Selfe, Jody Shipka, and iterative coding procedures informed by Johnny Saldaña’s framework, the analysis focuses on genre types, modes of composition, and instructional emphases embedded in the writing tasks. Findings reveal three central themes: writing is framed primarily as a print–based, alphabetic activity; writing is treated as a grammar-and structure-oriented practice; and multimodality appears as content to be interpreted rather than as a legitimate mode of composition. These patterns indicate a monomodal conception of writing that diverges from contemporary understandings of multimodal literacy. Finally, this study proposes an early interventionist approach at the pedagogical and evaluative levels to expand the definition of writing in secondary English education to include multimodal forms of expression.