Dr SAH, Pramod
Assistant Professor
- +852 2948 7377
- B4-2/F-21
- pramodsah@eduhk.hk
- https://pramodsah.com/
Journal Publications
| 27. | 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. (in press). English-medium education and the perpetuation of girls’ disadvantage: Parental investment and gendered aspirations in Nepal. English Today, 1–6. https://doi.org/10.1017/S0266078424000075 (SSCI, Q1 in Linguistics and Language, impact factor: 1.2) |
| 26. | Sah, P. K. (2024) The politics of distraction in planning English-medium education policy in schools. Current Issues in Language Planning https://doi.org/10.1080/14664208.2024.2358278 (Invitation to Special Issue— “English language education policy distraction: A search for more impactful language teaching and learning,” edited by Osman Z. Barnawi and Hamza R’boul) (SSCI, Q1 in Education and Linguistics and Language, impact factor: 2.4) |
| 25. | Sah, P. K., & Li, G. (2024). Toward linguistic justice and inclusion for multilingual learners: Implications of selective translanguaging in content-based English-medium instruction classrooms. Learning and Instruction, 92, Article 101904. https://doi.org/10.1016/j.learninstruc.2024.101904 (Invitation to Special Issue--“The role of multilingualism in content and language integrated learning classroom context,” edited by Kevin W. H. Tai, Li Wei, & Elizabeth Ka Yee Loh). (SSCI, Q1 in Education, impact factor: 6.2) |
| 24. | Uysal, H., & Sah, P. K. (2024). Language ideologies and language teaching in the global world: An introduction to the special issue. International Journal of Bilingualism.https://doi.org/10.1177/13670069241240964 |
| 23. | Sah, P. K. (2024) Teachers’ beliefs and reproduction of language ideologies in English-medium instruction programs in Nepal. International Journal of Bilingualism. https://doi.org/10.1177/13670069241236701 (SSCI, Q1 in Education and Linguistics and Language, impact factor: 1.5) |
| 22. | Sah, P. K., & Fang, F. (2024). Decolonizing English-medium instruction in the Global South. TESOL Quarterly. https://doi.org/10.1002/tesq.3307 (SSCI, Q1 in Education and Linguistics and Language, impact factor: 5.1) |
| 21. | Zaidi, R., & Sah, P. K. (2024). Multilingual and multimodal literacy interventions to explore youth’s intersectional identities and racialized experiences: A scoping review. SAGE Open, 14(1), 1-17. https://doi.org/10.1177/21582440241228122 (SSCI, Q2 in Arts and Humanities, impact factor: 2.0) |
| 20. | Mendoza, A., Hamman-Ortiz, L., Rajendram, S., Tian, Z., Tai, K., Ho, J., & Sah, P. K. (2024). Sustaining critical approaches to translanguaging in education: A Contextual Framework. TESOL Quarterly, 58(2), 664-692. https://doi.org/10.1002/tesq.3240 (SSCI, Q1 in Education and Linguistics and Language, impact factor: 5.1) |
| 19. | 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), 607–620. https://doi.org/10.1080/09571736.2023.2243954. (Invitation to Special Issue – “Emotion and creativity in language learning research and teaching,” edited by Simon Coffey and Peter De Costa) (SSCI, Q1 in Education and Linguistics and Language, impact factor: 2.0) |
| 18. | Kubota, R., Corella, M., Lim, K., Sah, P. K. (2023). “Your English is so good”: Linguistic experiences of racialized students and instructors of a Canadian university. Ethnicities, 23(5), 758–778. https://doi.org/10.1177/14687968211055808 (Special Issue – “Linguistic racism: Language, race(ism) and (in)equality,” edited by Stephen May) (SSCI, Q1 in Arts and Humanities, impact factor: 1.3) |
| 17. | Sah, P. K. (2023). Emotion and imagination in English-medium instruction programs: Illuminating its dark side through Nepali students’ narratives. Linguistics and Education, 75, Article 101150. https://doi.org/10.1016/j.linged.2023.101150 (Invitation to Special Issue – “The emotional landscape of English medium instruction (EMI) in higher education,” edited by Sara Hillman, Wendy Li, Curtis Green-Eneix, and Peter I. De Costa) (SSCI, Q1 in Education and Linguistics and Language, impact factor: 1.6) |
| 16. | Hillman, S., Li, W., Şahan, O., Sahan, K., Liyanage, I., Zhang, T., Yuan, R., Hopkyns, S., Gkonou, C., & Sah, P. K. (2023). Forum on “The emotional landscape of English medium instruction (EMI) in higher education." Linguistics and Education, 75, Article 101181. https://doi.org/10.1016/j.linged.2023.101181 (SSCI, Q1 in Education and Linguistics and Language, impact factor: 1.6) |
| 15. | 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(SSCI, Q1 in Education, Linguistics and Language, and Cultural Studies, impact factor: 2.3) |
| 14. | Sah, P. K. & Uysal, H. (2022). Unbiased but ideologically unclear: Teacher beliefs about language practices of emergent bilingual students in the U.S. Linguistics and Education, 72, Article 101126. https://doi.org/10.1016/j.linged.2022.101126 (SSCI, Q1 in Education and Linguistics and Language, impact factor: 1.6) |
| 13. | Fang, F., Lawrence, Z., & Sah, P. K. (2022). Translanguaging in language teaching and learning: Current practices and future directions. RELC Journal, 53(2), 305-312. https://doi.org/10.1177/00336882221114478 (SSCI, Q1 in Education and Linguistics and Language, impact factor: 3.0) |
| 12. | 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 (Invitation to Special Issue – “English language education: A critical global Englishes perspective,” edited by Fan Fang, Handoyo Puji Widodo and Tariq Elyas) (SSCI, Q1 in Linguistics and Language, impact factor: 1.6) |
| 11. | Sah, P. K. (2022). Teacher preparation for primary English education in Nepal: Missing agenda of diversity and inclusion. English Teaching & Learning, 46(2), 373 – 393. https://doi.org/10.1007/s42321-021-00100-7 (Listed in Springer’s SDG 4 Quality Education Collection) (SSCI, Q1 in Education and Linguistics and Language, impact factor: 1.6) |
| 10. | 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 (SSCI, Q1 in Education and Linguistics and Language, impact factor: 3.0) |
| 9. | 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 (Invitation to Special Issue – “Reflection and reform of applied linguistics from the Global South: Power and inequality in English users from the Global South,” edited by Fang Fang and Sender Dovchin) (SSCI, Q1 in Linguistics and Language, impact factor: 2.6) |
| 8. | Sah, P. K. (2022). A research agenda for English-medium instruction: Conversation with scholars at the research fronts. Journal of English-Medium Instruction, 1(1), 124-136. https://doi.org/10.1075/jemi.21022.sah (Invitation from the journal editors) |
| 7. | 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 (SSCI, Q1 in Education and Linguistics and Language, impact factor: 2.8) |
| 6. | 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 (SSCI, Q1 in Education and Linguistics and Language, impact factor: 2.8) |
| 5. | Sah, P. K. (2021). Reproduction of nationalist and neoliberal ideologies in Nepal’s language and literacy policies. Asia Pacific Journal of Education. 41(2), 238-252. https://doi.org/10.1080/02188791.2020.1751063. (SSCI, Q2 in Education, impact factor: 1.7) |
| 4. | Sah, P. K. (2019). Academic discourse socialization, scaler politics of English, and racialization in study abroad: A critical autoethnography. The Qualitative Report, 24(1), 174-192. https://doi.org/10.46743/2160-3715/2019.2948 (SSCI, Q1 in Education and Cultural Studies, impact factor: 1.1) |
| 3. | 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 (SSCI, Q1 in Education and Linguistics and Language, impact factor: 2.1) |
| 2. | Sah, P. K. (2017). Using the first language (L1) as a resource in EFL classrooms: Nepalese university teachers’ and students’ perspectives. NELTA Journal, 22(1), 26-38. https://doi.org/10.3126/nelta.v22i1-2.20039 |
| 1. | Sah, P. K., & Upadhaya, A. (2016). Establishing the localization and indigenization of Indian English: A case study. Journal of English as an International Language, 11 (2), 39-49. |
Book Chapters
| 11. | Sah, P. K. (accepted). 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. |
| 10. | Mendoza, A., Sah, P. K., & Rajendram, S. (accepted). English as a lingua franca and world Englishes in English language teaching. In N. Nazari (ed.), Empowering the ELT teacher in a multipolar environment. Springer. |
| 9. | Sharma, B. K., & Sah, P. K. (in press). Language shaming on social media. K. Giaxoglou & C. Tagg (eds.), Routledge handbook of language and social media. Routledge. |
| 8. | Sah, P. K., & Li, G. (2024). School as the agency of social reproduction: A case of medium of instruction policymaking for quasi-privatization in Nepal. In Downes, P., Li, G., Van Praag, L., & Lamb, S. (eds.), The Routledge international handbook of equity and inclusion in education (pp 219-231). Routledge. https://doi.org/10.4324/9781003282921-16 |
| 7. | Rana, K., Sah, P. K. (2023). Policy development for English medium instruction at a Nepali University: Unpacking hidden motivations and agendas. In P. K. Sah & F. Fang (eds.), Policies, politics, and ideologies of English-medium instruction in Asian universities: Unsettling critical edges (pp. 48-62). Routledge. http://dx.doi.org/10.4324/9781003173120-5 |
| 6. | Sah, P. K. (2022). English medium instruction as neoliberalism endowment in Nepal’s higher education: Policy-shaping practices. In J. McKinley & N. Galloway (eds.), English-medium instruction practices in higher education: International perspectives (pp. 71-83). Bloomsbury. https://doi.org/10.5040/9781350167889.ch-006 |
| 5. | 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 |
| 4. | Sah, P. K., & Phyak, P. (2021). Critical literacies in South Asia. In J. Z. Pandya, R. A. Mora, J. H. Alford, N. A. Golden, & R. S. de Roock (eds.), The handbook of critical literacies (pp. 289-296). Routledge. https://doi.org/10.4324/9781003023425-33 |
| 3. | Li, G., & Sah, P. K. (2020). Critical pedagogy for preservice teacher education in the US: An agenda for a plurilingual reality of superdiversity. In S. Steinberg, & B. Down (eds.), The Sage Handbook of critical pedagogies (pp. 884-898). Sage Publications. http://dx.doi.org/10.4135/9781526486455.n82 |
| 2. | Li, G., & Sah, P. K. (2019). Immigrant and refugee language policies, programs, and practices in an era of change: Promises, contradictions, and possibilities. In S. J. Gold & S. J. Nawyn (2nd ed.), The Routledge international handbook of migration studies (pp. 325-338). Rutledge. https://doi.org/10.4324/9781315458298 |
| 1. | Upadhaya, A., & Sah, P. K. (2019). Education, English language, and girls’ development: Exploring gender-responsive policies and practices in Nepal. In S. Douglas, P. Kennett, R. Ingram, P. Dexter & Y. Hutchinson (eds.), Creating an inclusive school environment. British Council (pp. 105- 114). British Council. |
Scholarly Books
- Sah, P. K., & Fang, F. (Eds.). (2023). Policies, politics, and ideologies of English-medium instruction in Asian universities: Unsettling critical edges. Routledge. https://doi.org/10.4324/9781003173120
- Fang, F., & Sah, P. K. (Eds.) (2023). Pedagogies of English-medium instruction programs in Asian universities. Routledge. https://doi.org/10.4324/9781003173137