Empirical Papers

Sah, P. K. (forthcoming, 2024). Language, schooling, and inequalities for ethnic minority children: An ethnography of medium of instruction policy in Nepal’s public school. In R. A. Giri, A. Padwar and M. M. N. Kabir (eds.), Equity, social justice, and English medium of instruction: Case studies from Asia. Springer.

Sah, P. K., and Li, G. (forthcoming, 2024). School as the agency of social reproduction: Medium of instruction policymaking in Nepali Schools. In Downes, P., Li, G., Praag, L. V., & Lamb, S. (eds.), Routledge handbook on promoting equity in education through inclusive systems and societies. Routledge

Hultgren, A. K., Upadhaya, A., O’Hagan, L., Wingrove, P., Adamu, A., Greenfield, M., Lombardozzi, L., Sah, P. K., Tsiga, I. A., Umar, A., & Wolfenden, F. (2023). Educación en inglés y la perpetuación de la desigualdad de las niñas inversión parental y aspiraciones de género en Nepal [English-medium education and the perpetuation of girls’ disadvantage: Parental investment and gendered aspirations in Nepal]. Cuadernos de Pedagogia, 543, https://dialnet.unirioja.es/servlet/articulo?codigo=9021887#

Sah, P. K. (2023). Emotions as entanglements: Unpacking teachers’ emotion management and policy negotiation in English-medium instruction programmes. The Language Learning Journal, 51(5) https://doi.org/10.1080/09571736.2023.2243954.

Phyak, P., & Sah, P. K. (2022). Epistemic injustice and neoliberal imaginations in English as a medium of instruction (EMI) policy. Applied Linguistics Review. https://doi.org/10.1515/applirev-2022-0070

Phyak, P., Sah, P. K., Ghimire, N. B., Lama, A. (2022). Teacher agency in creating a translingual space in Nepal’s multilingual schools. RELC Journal, 53(2), 431-451. https://doi.org/10.1177/00336882221113950

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.

Sah, P. K. (2022). English as a medium of instruction, social stratification, and symbolic violence in Nepali schools: Untold stories of Madhesi children.In L. Adinolfi, U. Bhattacharya, & P. Phyak (eds.), Multilingual education in South Asia: At the intersection between policy and practice (pp. 50-68). Routledge. https://doi.org/10.4324/9781003158660-4

Sah, P. K., & Karki, J. (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), 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. https://doi.org/10.1080/19313152.2017.1401448.

Conceptual/Review Papers

Sah, P. K., & Kubota, R. (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), 132-146. https://doi.org/10.1080/13488678.2022.2056796

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