This paper presents the use of translanguaging in the assessment of content subjects in the context of Nepal's higher education. Since its proposition in the 1990s, translanguaging has been receiving much scholarly attention in multilingual educational contexts. In such contexts, individuals' language practices show a shift from the understanding…

This article aims to identify the ideologies of school-head teachers towards a mother tongue-based multilingual education (MTB-MLE) policy and analyse how these ideologies influence the implementation of MTB-MLE policy in schools in the context of Nepal. Adopting qualitative ethnographic research, two school-level policy arbiters (head teachers)…

This paper focuses on teacher agency in creating a 'translanguaging space' in Nepal's multilingual public schools. Drawing on the ethnographic data from two public schools, we discuss how teachers can resist a monolingual ideology of an English as a medium of instruction policy to ensure students' participation in classroom activities. The…

Diversity--social, cultural, linguistic and ethnic--poses a challenge to all educational systems. Some authorities, schools and teachers look upon it as a problem, an obstacle to the achievement of national educational goals, while for others it offers new opportunities. Successive PISA reports have laid bare the relative lack of success in…