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Faculty of Humanities
Department of English Language Education
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Department of English Language Education

Dr SAH, Pramod

Dr SAH, Pramod

Assistant Professor
Personal InformationQualificationsTeaching InterestsResearch InterestsSelected Publications Edited Journal IssuesAwardsProjectsEditorship

Monograph

 

1. Sah, P. K. (forthcoming). Politics and ideologies of English-medium instruction in schools. Cambridge University Press.

Edited Volume

 

7. Sah, P. K. (Eds.) (under contract). Emotions as entanglements in English and bi/multilingual education. Multilingual Matters.

 

6. Montgomery, P., De Costa, P., Sah, P. K., & Bernstein, K. (Eds.) (under contract). The Bloomsbury handbook of language ideologies. Bloomsbury.

 

5. Sah, P.K., & Uysal, H. (Eds.) (under contract). Care, innovation, and sustainability in English language teaching: Selected proceedings of the 23rd AsiaTEFL international conference 2025. Springer.

 

4. Sultana, S., & Sah, P. K. (Eds.) (in press). Translingual practices in English language education in South Asia: Inclusivity and equity. Multilingual Matters.

 

3. Pun, J., Curle, S., & Sah, P. K. (Eds.) (2025). Assessment, testing, and evaluation in English-medium education from a global perspective. Multilingual Matters.

 

2. Fang, F., & Sah, P. K. (Eds.) (2024). Pedagogies of English-medium instruction programs in Asian universities. Routledge. https://doi.org/10.4324/9781003173137

 

1. 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

Journal Publications

 

32. Sah, P. K., & Uysal, H. (2025). Language ideologies and racial (In)equity in urban multilingual education. Urban Education. https://doi.org/10.1177/00420859251331549 (SSCI, Q1 in Education and Educational Research, impact factor: 2.8)

 

31. Zaidi, R., & Sah, P. K. (2025). “Just make them feel welcomed”: Examining newcomer ESL students’ intersectional nature of racism in Canadian schools. International Multilingual Research Journal, 19(2), 173-190. https://doi.org/10.1080/19313152.2025.2476838  (SSCI, Q1 in Education and Linguistics and Language, impact factor: 2.1)

 

30. Sah, P. K., KC, M., & De Costa. (2025). Considering emotions as entanglements in applied linguistics. International Journal of Applied Linguistics. https://doi.org/10.1111/ijal.12720  (SSCI, Q1 in Education and Linguistics and Language, impact factor: 1.5)

 

29. Sah, P. K., & Zaidi, R. (2025). Disrupting intersectional inequalities for English language learners in Canadian schools. International Multilingual Research Journal, 19(2), 91-98.  https://doi.org/10.1080/19313152.2025.2473173  (SSCI, Q1 in Education and Linguistics and Language, impact factor: 2.1)

 

28. Sah, P. K., & Fang, F. (2025). Decolonizing English-medium instruction in the Global South. TESOL Quarterly, 59(1), 565-579. https://doi.org/10.1002/tesq.3307 (SSCI, Q1 in Education and Linguistics and Language, impact factor: 5.1)

 

27. Sah, P. K. (2025). The politics of distraction in planning English-medium education policy in schools. Current Issues in Language Planning, 26(3), 308-2239.  https://doi.org/10.1080/14664208.2024.2358278  (SSCI, Q1 in Education and Linguistics and Language, impact factor: 2.4)

 

26. 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   (SSCI, Q1 in Education, impact factor: 6.2)

 

25. 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, 28(4), 611-617. https://doi.org/10.1177/13670069241240964 (SSCI, Q1 in Education and Linguistics and Language, impact factor:1.5)

 

24. Phyak. P., & Sah, P. K. (2024). Epistemic injustice and neoliberal imaginations in English as a medium of instruction (EMI) policy. Applied Linguistics Review, 15(4), 1321-1343. https://doi.org/10.1515/applirev-2022-0070

 

23. Sah, P. K. (2024). Teachers’ beliefs and reproduction of language ideologies in English-medium instruction programs in Nepal. International Journal of Bilingualism, 28(4), 710-718. https://doi.org/10.1177/13670069241236701  (SSCI, Q1 in Education and Linguistics and Language, impact factor:  1.5)

 

22. 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. (2024). English-medium education and the perpetuation of girls’ disadvantage: Parental investment and gendered aspirations in Nepal. English Today, 40(3), 219-225. https://doi.org/10.1017/S0266078424000075 (SSCI, Q1 in Linguistics and Language, impact factor: 1.2)

 

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. (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 (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 (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  (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. 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

 

17. Green-Eneix, C., & Sah, P. K. (forthcoming). Language ideologies in language teaching: current issues, practices, and future directions. In Selvi, A. F. (ed.), The handbook of critical applied linguistics and language education. Palgrave Macmillan.

 

16. Sah, P. K., & Li, G.  (Accepted). Multilingual English language education in South Asia: A historical and future perspective. In Chi-Kin John Lee (ed.), Handbook of Asian educational innovation towards the futures of education. Springer Nature.

 

15. Sah, P. K. (In press). School administrators’ agency in planning language of instruction: But for whom? In S. A. Manan & A. Hajar (eds.), Agency in multilingual education policy and planning in Asia. Routledge.

 

14. 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.

 

13. Anbreen, T., & Sah, P. K. (In press). Translanguaging and assessment in English language learning in Pakistan: exploring the affordances and challenges. In S. Sultana & P. K. Sah (eds), Translingual practices in English language education in South Asia: Inclusivity and equity. Multilingual Matters.

 

12. Rana, K., & Sah, P. K. (2025). University teachers’ experiences of online testing in English-medium instruction programmes in Nepal. In Pun, J., Curle, S., & Sah, P. K. (Eds.), Assessment, testing, and evaluation in English-medium education from a global perspective (pp. 52-67). Multilingual Matters.

 

11. Sah, P. K. (2025). Foreword. In X. Qiu & R. Yuan (eds.), English-medium instruction (EMI) pedagogy in disciplinary classrooms: Voices from the ground (pp. 1-4). Routledge.  https://doi.org/10.4324/9781003432500-1

 

10. Mendoza, A., Sah, P. K., & Rajendram, S. (2025). English as a lingua franca and world Englishes in English language teaching. In N. Nazari (ed.), Empowering the English language teachers in a multipolar environment. Springer. https://link.springer.com/book/9789819648382

 

9. Sah, P. K. (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 (pp. 96-106) Springer. https://doi.org/10.1007/978-981-97-8321-2_5

 

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.