Beyond the façade of language planning for Nepalese primary education: monolingual hangover, elitism and displacement of local languages?

Abstract

The recent political transformation of Nepal from a constitutional monarchy to a federal democratic republic and from a Hindu polity to a secular country has brought about some crucial changes in language planning. The Interim Constitution of Nepal has not only recognized the multilingual and multicultural reality of the country but has also enshrined a historic legal provision by guaranteeing basic education in one’s first language. To translate this provision into practice, the Ministry of Education (MOE) has already piloted a first-language-based multilingual education (MLE) program and has prepared a national framework to implement the program as an integral part of the national education system. As per the policy, non-Nepali speaking children are taught in their first languages up to Grade 3 while simultaneously studying Nepali and English as subjects. At the same time, the MOE has given greater emphasis to English by allowing private and community-managed schools to introduce English as the medium of instruction and English as a subject from the early grades. That practice contradicts the MOE's most recent MLE policy for non-Nepali speaking children at the primary level. This article discusses the various contradictions and tries to unpack the motives behind present language planning for Nepalese primary schools.