Ram Ashish Giri is an academic at Monash College/ Monash University English Language Centre, Melbourne. He teaches and researches issues related to ELICOS courses, TESOL, language testing, and language (education) policy. He has published articles, book chapters and edited books. His recent co-edited book entitled Functional Variations in English: Theoretical Concerns and Practical Challenges was published by Springer in 2020. His co-edited book English as a Medium of Instruction in South Asia, was published by Routledge in 2024. He is currently Editor-in-chief of the Journal of NELTA, Co-editor of TESL-EJ and a Member of the Editorial Board of ASIA TEFL.Laxman Gnawali is a Professor and leads English language teacher education programmes at Kathmandu University, Nepal. With his first masters from Nepal, he taught English at primary, secondary and tertiary levels in rural and urban parts of Nepal for 15 years. After his second masters from the UK as a Hornby Scholar, he entered the field of teacher education. He contributed to the ELT Survey of Nepal, the Examination Reform Project, English Language Course Development for Teachers in South and East Asia and several other projects. He has published research papers and books/book chapters in the areas of language pedagogy, exploratory action research, ICT integration in Education, teacher professional development among others. Founding Editor of Journal of Education and Research published by Kathmandu University, currently he is Deputy Editor-in-Chief of the Journal of NELTA. Laxman travels delivering sessions at ELT conferences, inspiring teachers for professional development through publications and network building.

• 1. English Language Education in Nepal: Theoretical considerations and practical challenges (Introduction chapter) PART I: PERSPECTIVES ON ELE HISTORY, POLITICS AND POLICY 2. The Ideological Foundation of English Language Education in Nepal 3. History Of (English) Language Education Policy in Nepal 4. English language politics in Nepal: A socio-historical Perspective 5. Language Policies and Practices in ELT Classrooms: A Critical Ethnography of Basic Schools at Local Government 6. The English Language in The Nepali Linguistic Landscape 7. Formative Assessment in English Language Teaching: An Advocacy for Consensual Peer-Observation PART II: PERSPECTIVES ON ENGLISH, MULTILINGUALISM, AND LINGUISTIC ECOLOGY 8. Toward an Enrooted Pedagogy: Exploration into the Ecology of English Language Teaching in Nepal 9. Midway Approach to English Language (Education) and Literature in Nepal: A Decolonial Need 10. The Emergence of Nepali English: Agency, Appropriation, and Assessment 11. Fostering Language Proficiency through Literature: Navigating Challenges and Opportunities in Multilingual and Multicultural Classrooms 12. Role and Status of English in The Multilingual Situation of Nepal 13. Commonalities in Genocide and Linguicide in Nepal, Afghanistan and Turkey PART III: PERSPECTIVES ON EQUITY, DIVERSITY AND INCLUSION (EDI) IN ELE 14. Languishing Voices: Indigenous Views on Nepali and English Language Dominance 15. Raising Critical Intercultural Awareness in Prospective Teachers Through Literature: A Reference of English Language Education at Universities in Nepal PART IV: PERSPECTIVES OF RESEARCH, TECHNOLOGY, AND TEACHER EDUCATION 16. Decolonizing English Language Teaching Curricula in Nepal’s Teacher Education: A Critical Exploration 17. Teaching ESL/EFL/ESOL Students Through Universal Design for Learning (UDL) 18. Technology and English Language Education (ELE) Trends in Higher Education in Nepal 19. ICT use in English language classrooms in Nepalese schools 20. Afterword

Ram Ashish Giri is an academic at Monash College/ Monash University English Language Centre, Melbourne. He teaches and researches issues related to ELICOS courses, TESOL, language testing, and language (education) policy. He has published articles, book chapters and edited books. His recent co-edited book entitled Functional Variations in English: Theoretical Concerns and Practical Challenges was published by Springer in 2020. His co-edited book English as a Medium of Instruction in South Asia, was published by Routledge in 2024. He is currently Editor-in-chief of the Journal of NELTA, Co-editor of TESL-EJ and a Member of the Editorial Board of ASIA TEFL.Laxman Gnawali is a Professor and leads English language teacher education programmes at Kathmandu University, Nepal. With his first masters from Nepal, he taught English at primary, secondary and tertiary levels in rural and urban parts of Nepal for 15 years. After his second masters from the UK as a Hornby Scholar, he entered the field of teacher education. He contributed to the ELT Survey of Nepal, the Examination Reform Project, English Language Course Development for Teachers in South and East Asia and several other projects. He has published research papers and books/book chapters in the areas of language pedagogy, exploratory action research, ICT integration in Education, teacher professional development among others. Founding Editor of Journal of Education and Research published by Kathmandu University, currently he is Deputy Editor-in-Chief of the Journal of NELTA. Laxman travels delivering sessions at ELT conferences, inspiring teachers for professional development through publications and network building.

• 1. English Language Education in Nepal: Theoretical considerations and practical challenges (Introduction chapter) PART I: PERSPECTIVES ON ELE HISTORY, POLITICS AND POLICY 2. The Ideological Foundation of English Language Education in Nepal 3. History Of (English) Language Education Policy in Nepal 4. English language politics in Nepal: A socio-historical Perspective 5. Language Policies and Practices in ELT Classrooms: A Critical Ethnography of Basic Schools at Local Government 6. The English Language in The Nepali Linguistic Landscape 7. Formative Assessment in English Language Teaching: An Advocacy for Consensual Peer-Observation PART II: PERSPECTIVES ON ENGLISH, MULTILINGUALISM, AND LINGUISTIC ECOLOGY 8. Toward an Enrooted Pedagogy: Exploration into the Ecology of English Language Teaching in Nepal 9. Midway Approach to English Language (Education) and Literature in Nepal: A Decolonial Need 10. The Emergence of Nepali English: Agency, Appropriation, and Assessment 11. Fostering Language Proficiency through Literature: Navigating Challenges and Opportunities in Multilingual and Multicultural Classrooms 12. Role and Status of English in The Multilingual Situation of Nepal 13. Commonalities in Genocide and Linguicide in Nepal, Afghanistan and Turkey PART III: PERSPECTIVES ON EQUITY, DIVERSITY AND INCLUSION (EDI) IN ELE 14. Languishing Voices: Indigenous Views on Nepali and English Language Dominance 15. Raising Critical Intercultural Awareness in Prospective Teachers Through Literature: A Reference of English Language Education at Universities in Nepal PART IV: PERSPECTIVES OF RESEARCH, TECHNOLOGY, AND TEACHER EDUCATION 16. Decolonizing English Language Teaching Curricula in Nepal’s Teacher Education: A Critical Exploration 17. Teaching ESL/EFL/ESOL Students Through Universal Design for Learning (UDL) 18. Technology and English Language Education (ELE) Trends in Higher Education in Nepal 19. ICT use in English language classrooms in Nepalese schools 20. Afterword

Ram Ashish Giri is an academic at Monash College/ Monash University English Language Centre, Melbourne. He teaches and researches issues related to ELICOS courses, TESOL, language testing, and language (education) policy. He has published articles, book chapters and edited books. His recent co-edited book entitled Functional Variations in English: Theoretical Concerns and Practical Challenges was published by Springer in 2020. His co-edited book English as a Medium of Instruction in South Asia, was published by Routledge in 2024. He is currently Editor-in-chief of the Journal of NELTA, Co-editor of TESL-EJ and a Member of the Editorial Board of ASIA TEFL.Laxman Gnawali is a Professor and leads English language teacher education programmes at Kathmandu University, Nepal. With his first masters from Nepal, he taught English at primary, secondary and tertiary levels in rural and urban parts of Nepal for 15 years. After his second masters from the UK as a Hornby Scholar, he entered the field of teacher education. He contributed to the ELT Survey of Nepal, the Examination Reform Project, English Language Course Development for Teachers in South and East Asia and several other projects. He has published research papers and books/book chapters in the areas of language pedagogy, exploratory action research, ICT integration in Education, teacher professional development among others. Founding Editor of Journal of Education and Research published by Kathmandu University, currently he is Deputy Editor-in-Chief of the Journal of NELTA. Laxman travels delivering sessions at ELT conferences, inspiring teachers for professional development through publications and network building.

• 1. English Language Education in Nepal: Theoretical considerations and practical challenges (Introduction chapter) PART I: PERSPECTIVES ON ELE HISTORY, POLITICS AND POLICY 2. The Ideological Foundation of English Language Education in Nepal 3. History Of (English) Language Education Policy in Nepal 4. English language politics in Nepal: A socio-historical Perspective 5. Language Policies and Practices in ELT Classrooms: A Critical Ethnography of Basic Schools at Local Government 6. The English Language in The Nepali Linguistic Landscape 7. Formative Assessment in English Language Teaching: An Advocacy for Consensual Peer-Observation PART II: PERSPECTIVES ON ENGLISH, MULTILINGUALISM, AND LINGUISTIC ECOLOGY 8. Toward an Enrooted Pedagogy: Exploration into the Ecology of English Language Teaching in Nepal 9. Midway Approach to English Language (Education) and Literature in Nepal: A Decolonial Need 10. The Emergence of Nepali English: Agency, Appropriation, and Assessment 11. Fostering Language Proficiency through Literature: Navigating Challenges and Opportunities in Multilingual and Multicultural Classrooms 12. Role and Status of English in The Multilingual Situation of Nepal 13. Commonalities in Genocide and Linguicide in Nepal, Afghanistan and Turkey PART III: PERSPECTIVES ON EQUITY, DIVERSITY AND INCLUSION (EDI) IN ELE 14. Languishing Voices: Indigenous Views on Nepali and English Language Dominance 15. Raising Critical Intercultural Awareness in Prospective Teachers Through Literature: A Reference of English Language Education at Universities in Nepal PART IV: PERSPECTIVES OF RESEARCH, TECHNOLOGY, AND TEACHER EDUCATION 16. Decolonizing English Language Teaching Curricula in Nepal’s Teacher Education: A Critical Exploration 17. Teaching ESL/EFL/ESOL Students Through Universal Design for Learning (UDL) 18. Technology and English Language Education (ELE) Trends in Higher Education in Nepal 19. ICT use in English language classrooms in Nepalese schools 20. Afterword