Pramod is an Honorary Norham Fellow in the Department of Education. Pramod is currently working as a Postdoctoral Research Associate at the University of Calgary’s Werklund School of Education. Pramod completed his PhD in Language and Literacy Education from the University of British Columbia, where he was also a Killam Laureate and Sessional Lecturer. Before beginning his research career, Pramod lived and taught in elementary and secondary schools in Nepal for about five years.
Pramod’s primary research focuses on the issues of English as a medium of instruction (EMI), language education policy, language ideology, multilingual/translingual practices, epistemic injustice, ethnic/racial discourses, and multilingual and multimodal literacies of youth. Pramod’s PhD research examined the development of EMI policies at different policy layers (e.g., federal, provincial, municipal, and school) and how the practice of EMI policies influenced access, quality, and equity for ethnolinguistic, class, caste, religion, and gender minoritized students in Southern part of Nepal.
One of his current research projects looks at how newcomer students construct, (re)negotiate, and resist their intersectional identities (the intersection of language, race/ethnicity, culture, and religion) in the process of learning the English language at a Canadian school. His research interests also include teacher education with a key focus on teacher agency and linguistic and cultural responsiveness in teacher preparation programs and policies.
Pramod is also an Editor-in-Chief of the Journal of Education, Language, and Ideology. He has edited two books of EMI in Asian universities and published many articles in international journals.
Publications
Sah, P. K., & Fang, F. (eds.). (2023, in press). Policies, politics, and ideologies of English-medium instruction in Asian universities: Unsettling critical edges. Routledge.
Fang, F., & Sah, P. K. (eds.) (2023, in press). Pedagogies of English-medium instruction programs in Asian universities. Routledge.
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
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. https://doi.org/10.1016/j.linged.2022.101126
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). 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
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
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
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
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 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
Sah, P. K. (2022). English medium instruction as neoliberalism endowment in Nepal’s higher education: Policy-shaping practices. In N. Galloway & J. McKinley (eds.), English-medium instruction practices in higher education: International perspectives (pp. 71-83). Bloomsbury. https://doi.org/10.5040/9781350167889.ch-006
Sah, P. K. (2022). Language ideologies, symbolic power, and social stratification: An ethnographic exploration of English medium instruction policy in Nepal’s public schools. 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
Kubota, R., Corella, M., Lim, K., Sah, P. K. (2021). “Your English is so good”: Linguistic experiences of racialized students and instructors of a Canadian university. Ethnicities. https://doi.org/10.1177/14687968211055808
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.
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
Sah, P. K., & Karki, J. (2020). Elite appropriation of English as a medium of instruction policy and epistemic inequalities in Himalayan schools. Journal of Multilingual and Multicultural Development. https://doi.org/10.1080/01434632.2020.1789154
Li, G., & Sah, P. K. (2020). Critical pedagogy for preservice teacher education: An agenda for a plurilingual reality. 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
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
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
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. London: British Council (pp. 105- 114). British Council.
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
