It was in the past when English was just the language of BANA countries. Now, it has crossed the border and the term ‘English’ is shifting to ‘Englishes’ since the circle of English users is expanding. The Expansion of English in Bharat Khanda goes back to business relationship of Portuguese and East India Company when they started business in Goa of India (Sailaja, 2009). Being a subordinate of Britishers, Portuguese tried to imperialize with language and Christianity. English language entered Nepal when King Pratap Malla made business relationship with East India Company (Giri, 2015). This evidence can be known from the recorded history of Pratap Malla who used to speak fifteen languages. Slowly, seeds of English got further fostered when Prithvi Narayan Shah attacked Kathmandu valley.
Realizing the power of the British rules and English language, Rana prime minister Jung Bahadur, after visiting London, felt English as the language of elites. His return from London brought English in Nepal with the establishment of Durbar school which was primarily meant for educating Rana children in English (Poudel, 2016). Earlier, English did not have the scope that it has at present. It means, English was in use earlier but not in all sectors. Now, Nepal has exceeded the restricted use of the language. It has bridged the gap of socio, economic, political, tourism and education related setbacks.
However, still behind in the process of documenting of English in Nepal though, it is thriving pragmatically. Considering this aspect, NELTA ELT forum team, in this issue, brings this especial discourse entitled ‘English in Nepal: Where do we Stand?’ This is the interview with the linguists and researchers, Dr. Tika Ram Poudel and Dr. Prem Bahadur Phyak. We have tried to tap for the critical insight on status and prospects of English. Further, we have included write ups of Mr. Kumar Narayan Shrestha, Ms. Sikha Gurung and Ms. Manuka Adhikari.
Kumar Narayan Shrestha, in ‘English in Nepal: A Guest Language to the Best Language’ presents demographic information of language spoken in Nepal and presents different developmental periods of English in Nepal. Sikha Gurung, in her article ‘Where do they Sit? Use of Preposition by Nepalese Learners’ examines the use of preposition, challenges Nepalese English speakers or learners face along with solutions. Manuka Adhikari, in her article ‘English in Nepal: Phonology of Nepali English’ writes vividly on pronunciation as an aspect of spoken English.
For your ease,we have hyperlinked each entry:
- English in Nepal: Where do we Stand? By Dr. Tika Ram Poudel and Dr. Prem Bahadur Phyak
- English in Nepal: A Guest Language to the Best Language by Kumar Narayan Shrestha
- Where do they Sit? Use of Preposition by Nepalese Learners by Shikha Gurung
- English in Nepal: Phonology of Nepali English by Manuka Adhikari
We would appreciate your valued comments as usual.
Happy Reading !
DN Joshi, Komila Tangirova & Sagun Shrestha
August Issue Editors
NELTA ELT Forum
Educated in India, Nepal and Germany, Dr. Tikaram Poudel currently teaches at School of Education Kathmandu University. Dr Poudel is well-known for his studies on morpho-syntax and semantics of case, tense, aspect and field linguistics of South Asian languages. His studies on the interface between ergativity and individual level predication, cumulative and separative morphology and affix suspension have been well received. Recently, Dr Poudel has been concentrating on the socio-cultural impact of English on contemporary Nepalese society.
Dr. Prem Phyak pursued his PhD in Second Language Studies from the University of Hawai’i at Manoa, USA. Currently, he is an assistant professor of English education at the Central Department of Education, Tribhuvan University. His areas of interest include English in multilingual contexts, language policy and planning, youth engagement in language practices, critical pedagogy, language ideology, language and public space, and culturally sustaining pedagogies and qualitative research. Dr. Phyak has a MA in TESOL from the Institute of Education (IOE), University College London (UCL), UK and M.Ed. in English Education from Tribhuvan University, Nepal. His publication includes Engaged Language Policy and Practices (with Kathryn A. Davis) from Routledge. In addition, his publications have appeared in journals such as Language Policy, Language in Society, Critical Inquiry in Language Studies, and Current Issues in Language Planning.
(Following is the interview that one of the editors of NELTA ELT Forum, DN Joshi had with the researcher and linguists Dr. Paudel and Dr. Phyak)
1. NELTA ELT Forum would like to welcome you both in August issue. How is your life going?
Dr. Poudel: Thank you DN ji. It’s going on well. I have been enjoying semester break of the University.
Dr. Phyak: Thank you DN Ji! I have been involved in different language policy related programs. Doing well.
2. Are we in the position to call Nenglish, the English used in Nepal? What is your take on it?
Dr. Poudel: Its really a great question DN Ji. I don’t think, linguistically, we are in the position to call Nenglish, though we use English to a greater extent than in the past. We have not been able to codify it properly. We need a proper reference grammar of English that we use here. There should be proper research on phonological process, morphology, syntax and even in discourse. Still we have a long way to go working on phonology, morphology and syntax.
Dr. Phyak: This largely depends on how you perceive the use of language. If you perceive language from a linguistic perspective, language needs to have standard normative rules that speakers are expected to follow. If we see language not as a standardized entity but as a spoken practices, we clearly see that there is no normative uniformity in the use of English. So, it is important to see English from a sociolinguistic and speakers’ point of view. Regarding the question of standard language, I don’t believe that there is a ‘standard language’;it is just an ideology;it is a myth and constructed. It is necessary to become more adaptive when we talk about use of English in multilingual contexts. Whether you call Nenglish or Nepalese English, there is use of English. For me, it is not linguists who decide what language is standard. It’s users of language that matters. But of course, developing a corpus is necessary to understand practices of English in Nepal. Continue reading →
*Kumar Narayan Shrestha
The history of English in Nepal was first recorded in the seventeenth century.Although English was adopted as a foreign language in Nepal in the past, it has gained multi-dimensional status such as an additional language, second language and even primary language. At present English language is indispensable part of Nepalese life as it has impinged on all the spheres of their lives. Currently a number of scholars have argued that a distinctive variety of English has grown in Nepal with its own unique features at all language levels because of its long tradition and wider use. This paper begins with demographic information of languages spoken in Nepal and subsumes different historical eras of English in Nepal.
Key words: Nepalese English, Nenglish, Standard English,
Nepal is a multiethnic, multilingual, multi-religious and multicultural country. The last census 2011 revealed that there are 123 languages and 125 castes and ethnic groups (CBS, 2014).However, Lewis (2009) and Yonjan-Tamang (2005) claim that there are 144 languages are spoken within the territory of Nepal (as cited in Rai, Rai, Phyak & Rai, 2011). Although, languages are sources of knowledge and icon of identity, the majority of indigenous languages spoken in Nepal are endangered due to various reasons.
According to the last Census 2011(CBS, 2014), the total population of Nepal is 26.5 million with annual growth rate of 1.35per annum. There are 84.56 percent males and 51.43 percent females. The literacy rate of male and female are 75.1 and 57.4 percent respectively giving on average of 69.9 percent.
There are recorded ten different religions, namely, Hindu, Bouddha, Islam, Kirat, Christian, Prakriti, Bon, Jain, Bahai and Sikha. Similarly, there are four language families/genetic: Tibeto-burman, Indio-Aryan, Austro-Asiatic/Munda, Dravidian (Kansakar, 1996, p.1). But Rai (2016) says there are five families (Kusunda no family yet), fourteen scripts.Among them, Nepali stands as the official language of the country.
According to census 2011 (CBS, 2014) top ten mother tongue speakers are as follow: Nepali (44.6%), Maithali (11.67%), Bhojpuri (5.98), Taru (5.77%), Tamang (5.11%), Newar (3.20%), Bajjika (2.99%), Magar (2.98%), Doteli (2.97%), Urdu (2.61%). There are 19 ‘major’ languages (having 100,000 speakers) according to last census. English lies in the 76th position having 2,032 (0.01%) speakers in Nepal. Similarly, 81, 447 (0.30%) Nepalese speak English as second language.
English language in Nepal
The current decade has witnessed an unprecedented spread of English worldwide. This massive spread of English can be attributed to the various historical, political, cultural, economic and technological factors. It has led to the emergence of new varieties of English all over the world. Kachru (1988 as cited in Crystal, 2003) suggests that “spread of English around the world as three concentric circles, representing different ways in which the language has been acquired and is currently used” (p. 69). He has classified different Englishes as those used in the ‘inner circle’, the ‘outer circle’, and the ‘expanding circle’ where English language is used as ‘native language’, ‘second language’ and ‘foreign language’ respectively. Moreover, it has blurred the constructs like native speakers, non-native speakers, and Standard English and so on since non-native language speakers have outnumbered the native speakers. Continue reading →
The use of prepositionsby English language learners of Nepal is quite interesting. Therefore, this research paper examines the use of prepositions, particularly focusing on the challenges,its causes and the solutions.This study aims to fulfil its purpose of uncovering the issues of English Language Teaching in Nepal.
It is guided by Skinner’s theory of language acquisition, which talks about ‘operant conditioning’ in which children while learning a language goes through trial-and-learn, that is they try and fail to use the correct language unless they become proficient in it. It is qualitative research paper based on the methods like observation, analysis and interpretation of written and verbal communication of the students of English at eighth standard. The study came up with the findings that there are varieties of challenges that the learners face during the process of learning prepositions, there are some causes and solutions too. The implications of this research is relevant for English language classrooms of Nepal. Its findings can add to the existing literature of English language teaching in multilingual context and be applied to the language classrooms of Nepal to understand ELT and make it a better one.
Keywords: English, language, preposition, learners
This academic paper explores the use of English prepositions by the non-native learners of Nepal by examining the written and verbal use of the school level students through observation and interpretation. After finding out how they use the prepositions in their verbal and written discourse, it will explore the challenges the learners face while learning them.Then finally it will dig out the causes and solutions of the challenges that the learners face while learning prepositions.
What is a Preposition?
In English language, prepositions are the words which indicate the location of the nouns or pronouns. They show relationship between entities and the phenomena: they indicate a relationship in space(between one object and another), and/or a relationship in time(between events), in addition to other relationships such as instrument and cause.The classification of the prepositionsare done on the basis ofform, function and meaning. Further, the form is divided assimple (one-word preposition) andcomplex (also called two- word, three-word, or compound prepositions) (Celce-Murcia, & Larsen-Freeman, 1999 as cited in Delija&Koruti, 2013, p.125).Simple prepositions are closed class from which we cannot invent new single word prepositions. However, complex prepositions are open class because new combinations can be invented (Yates, 1991as cited in Delija&Koruti, 2013, p.125). Moreover, in English language, there are approximately seventy simple prepositions. The most frequently used prepositions are: at, by, for, from, in,of, on, to and with (Grubic, 2004, as cited in Delija&Koruti, 2013, p. 125). Continue reading →