Dr. Pramod K. Sah
Positions
Postdoctoral Associate
Werklund School of Education, Specialization, Language and Literacy
Contact information
Location
Office: EDT946
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Research partners
Background
Educational Background
PhD Language and Literacy Education , University of British Columbia, 2022
MA TESOL with Applied Linguistics , University of Central Lancashire, United Kingdom ,
M.Ed. English Language Education , Tribhuvan University, Nepal,
Biography
Dr. Pramod Sah is a Postdoctoral Research Associate at the University of Calgary’s Werklund School of Education. After completing his Ph.D. in language and literacy education from the University of British Columbia, where he was also a Killam Laureate and Sessional Lecturer, he briefly worked as a Postdoctoral Research Associate at the Open University, United Kingdom. Prior to beginning his research career, Dr. Sah lived and taught in both elementary and secondary schools in Nepal for about five years. His primary research focuses on the issues of language policy, language ideology, multilingual/translingual practices, epistemic injustice, and ethnic/racial discourses in the context of English as a medium of instruction (EMI) in both K-12 and higher education. One of his current research projects, funded by the British Council London, looks at the intersection of "gender" and "English-medium education" in low and middle-income countries. 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. His research has appeared in international journals such as Applied Linguistics Review, Journal of Multilingual and Multicultural Development, International Multilingual Research Journal, Ethnicities, International Journal of Bilingual Education and Bilingualism, RELC Journal, and Asian Englishes. In addition, he has co-edited a special issue on “translanguaging in language teaching and learning” for RELC journal, and his two co-edited volumes on EMI in Asian universities are forthcoming with Routledge.
Research
Areas of Research
- English as a Medium of Instruction (EMI)
- Language Planning and Policy
- Multilingualism
- Translanguaging
- Race and Language
- Language Ideology
- Teacher Education
Projects
- Principal Investigator: Prof. Kristina Hultgren, The Open University, United Kingdom
- Co-Principal Investigator: Dr. Pramod K. Sah
- Funding Agency: British Council
- Total Award: GBP 100,000.00
- (2022-2023)
- Principal Investigator: Professor Rahat Zaidi
- Co-Investigator: Dr. Pramod K. Sah
- Co-Investigator: Michelle Veroba
- (2022-2023)
Awards
- Killam Doctoral Fellowship, The University of British Columbia, Canada . 2018
- Mary Ashworth Scholarship , BC TEAL, Canada . 2018
- Joseph Katz Memorial Scholarship , The University of British Columbia, Canada . 2018
- Dean of Education Scholarship , The University of British Columbia, Canada. 2019
- Mary Elizabeth Simpson Scholarship , The University of British Columbia, Canada . 2021
- Mary Ashworth Memorial Graduate Scholarship , The University of British Columbia, Canada. 2021
- President’s Academic Excellence , The University of British Columbia . 2021
Publications
- Epistemic injustice and neoliberal imaginations in English as a medium of instruction (EMI) policy. Phyak, P., & Sah, P. K. . Applied Linguistics Review. (2022)
- Unbiased but ideologically unclear: Teacher beliefs about language practices of emergent bilingual students in the U.S. Sah, P. K. & Uysal, H.. Linguistics and Education. 1-10. (2022)
- Teacher agency in creating a translingual space in Nepal’s multilingual schools.. Phyak, P., Sah, P. K., Ghimire, N. B., Lama, A. . RELC Journal. (2022)
- Towards critical translanguaging: A review of literature on English as a medium of instruction in South Asia’s school education. Sah, P. K., & Kubota, R. . Asian Englishes. (2022)
- A research agenda for English-medium instruction: Conversation with scholars at the research fronts. Sah, P. K. . Journal of English-Medium Instruction,. 124-136. (2022)
- Translanguaging or unequal languaging? Unfolding the plurilingual discourse of English medium instruction policy in Nepal’s public schools. Sah, P. K., & Li, G. . International Journal of Bilingual Education and Bilingualism. 2075-2094. (2022)
- English medium instruction in South Asia’s multilingual schools: Unpacking the dynamics of ideological orientations, policy/practices, and democratic questions. Sah, P. K. . International Journal of Bilingual Education and Bilingualism. 742-755. (2022)
- Translanguaging in language teaching and learning: Current practices and future directions. Fang, F., Lawrence, Z., & Sah, P. K. . RELC Journal. 305-312. (2022)
- “Your English is so good”: Linguistic experiences of racialized students and instructors of a Canadian university. Kubota, R., Corella, M., Lim, K., Sah, P. K. . Ethnicities. (2021)
- Teacher preparation for primary English education in Nepal: Missing agenda of diversity and inclusion. Sah, P. K. English Teaching & Learning.. (2021)
- Reproduction of nationalist and neoliberal ideologies in Nepal’s language and literacy policies. Sah, P. K. . Asia Pacific Journal of Education. 238-252. (2021)
- Elite appropriation of English as a medium of instruction policy and epistemic inequalities in Himalayan schools. Sah, P. K., & Karki, J. . Journal of Multilingual and Multicultural Development. (2020)
- Academic discourse socialization, scaler politics of English, and racialization in study abroad: A critical autoethnography. Sah, P. K. . The Qualitative Report. 174-192. (2019)
- English medium instruction (EMI) as linguistic capital in Nepal: Promises and realities.. Sah, P. K., & Li, G. . International Multilingual Research Journal. 109-123. (2018)
- Policies, politics, and ideologies of English medium instruction in Asian universities: Unsettling its critical edges.. Sah, P. K., & Fang, F.. Routledge . (2023)
- English-Medium Instruction Pedagogies in Multilingual Universities in Asia. Fang, F., & Sah, P. K.. Routledge. (2023)
- 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 . Sah, P. K. . Bloomsbury. 71-83. (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 in. Sah, P. K. . Routledge. 50-68. (2022)
- 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 . Sah, P. K., & Phyak, P. . Routledge. 289-296. (2021)
- Critical pedagogy for preservice teacher education: An agenda for a plurilingual reality. In S. Steinberg, & B. Down (eds.), The Sage handbook of critical pedagogies . Li, G., & Sah, P. K. . Sage Publications. 884-898. (2020)
- 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 . Li, G., & Sah, P. K. . Routledge. 325-338. (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. . Upadhaya, A., & Sah, P. K. . British Council . 105- 114. (2019)
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