Currently browsing: Items authored or edited by Pramod Sah https://orcid.org/0000-0002-6200-8898

Sah, Pramod K. and Karki, Jeevan (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) pp. 20–34.

Hultgren, Anna Kristina; Upadhaya, Anu; O'Hagan, Lauren Alex; Wingrove, Peter; Adamu, Amina; Greenfield, Anne-Mari; Lombardozzi, Lorena; Sah, Pramod; Tsiga, Ismaila; Umar, Aishat and Wolfenden, Freda (2023). Educación en inglés y la perpetuación de la desigualdad de las niñas: inversión parental y aspiraciones de género en Nepal
[English education and the perpetuation of girls' inequality: parental investment and gender aspirations in Nepal]. Cuadernos de pedagogía, 2023(543)

Sah, Pramod K. (2022). Teacher Preparation for Primary English Education in Nepal: Missing Agendas of Diversity and Inclusion. English Teaching & Learning, 46(4) pp. 373–393.

Sah, Pramod K. and Li, Guofang (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) pp. 2075–2094.

Phyak, Prem; Sah, Pramod K; Ghimire, Nani Babu and Lama, Anju (2022). Teacher Agency in Creating a Translingual Space in Nepal’s Multilingual English-Medium Schools. RELC Journal, 53(2) pp. 431–451.

Sah, Pramod K. (2022). English as a medium of instruction, social stratification, and symbolic violence in Nepali schools: Untold stories of Madhesi children. In: Adinolfi, Lina; Bhattacharya, Usree and Phyak, Prem eds. Multilingual Education in South Asia: At the Intersection of Policy and Practice. Routledge Series in Language and Content Integrated Teaching & Plurilingual Education. London: Routledge, pp. 50–68.

Sah, Pramod and Kubota, Ryuko (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) pp. 132–146.

Sah, Pramod K. (2022). A research agenda for English-medium instruction: Conversations with scholars at the research fronts. Journal of English-Medium Instruction, 1(1) pp. 124–136.

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Sah, Pramod 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) pp. 742–755.

Kubota, Ryuko; Corella, Meghan; Lim, Kyuyun and Sah, Pramod K. (2022). “Your English is so good”: Linguistic experiences of racialized students and instructors of a Canadian university. Ethnicities (Early Access).

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Sah, Pramod K. and Phyak, Prem (2022). Critical Literacies in South Asia. In: Pandya, Jessica Zacher; Mora, Raúl Alberto; Alford, Jennifer Helen; Golden, Noah Asher and de Roock, Roberto Santiago eds. The Handbook of Critical Literacies. New York: Routledge, pp. 289–296.

Phyak, Prem and Sah, Pramod K. (2022). Epistemic injustice and neoliberal imaginations in English as a medium of instruction (EMI) policy. Applied Linguistics Review (Early Access).

Fang, Fan; Zhang, Lawrence Jun and Sah, Pramod K (2022). Translanguaging in Language Teaching and Learning: Current Practices and Future Directions. RELC Journal, 53(2) pp. 305–312.

Sah, Pramod K. (2021). Reproduction of nationalist and neoliberal ideologies in Nepal’s language and literacy policies. Asia Pacific Journal of Education, 41(2) pp. 238–252.

Li, Guofang and Sah, Pramod K. (2020). Critical Pedagogy for Preservice Teacher Education in the US: An Agenda for a Plurilingual Reality of Superdiversity. In: Steinberg, Shirley R. and Down, Barry eds. The SAGE Handbook of Critical Pedagogies, Volume 3. London: SAGE Publications Ltd., pp. 884–898.

Sah, Pramod K. (2019). Academic Discourse Socialization, Scaler Politics of English, and Racialization in Study Abroad: A Critical Autoethnography. The Qualitative Report, 24(1) pp. 174–192.

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Sah, Pramod Kumar and Li, Guofang (2018). English Medium Instruction (EMI) as Linguistic Capital in Nepal: Promises and Realities. International Multilingual Research Journal, 12(2) pp. 109–123.

Sah, Pramod Kumar (2017). Using the First Language (L1) as a Resource in EFL Classrooms: Nepalese University Teachers’ and Students’ Perspectives. Journal of NELTA, 22(1-2) pp. 26–38.

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