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香港教育大学校徽
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人文学院
英语教育学系
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英语教育学系

SAHPramod博士

SAHPramod博士

助理教授
Personal InformationQualificationsTeaching InterestsResearch InterestsSelected Publications Edited Journal IssuesAwardsProjectsEditorship

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