September 17, 2025IJIET (International Journal of Indonesian Education and Teaching)Open Access

Teachers’ Pedagogical Resistance of Emi Through Classroom Translanguaging in Nepalese Science Classrooms

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Teachers use translanguaging frequently in science classrooms, enhancing student engagement and comprehension.
In-depth interviews with two science teachers revealed intentional incorporation of students' home languages.
Phenomenological research design highlighted the role of teacher agency in challenging monolingual policies.
Multilingual strategies are shown to foster classroom inclusivity and reform educational policies at the micro level.

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Implication

This qualitative study analyzes how secondary science teachers use translanguaging and resist EMI policies in Nepalese classrooms, indicating the need for multilingual strategies.

Cite This Study

Rauteda et al. (2025) studied this question.

synapsesocial.com/papers/68d42f69713b0b5dfea70ec9 https://doi.org/10.24071/ijiet.v9i2.12043

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Implication

This qualitative study analyzes how secondary science teachers use translanguaging and resist EMI policies in Nepalese classrooms, indicating the need for multilingual strategies.

Teachers’ Pedagogical Resistance of Emi Through Classroom Translanguaging in Nepalese Science Classrooms

Key Points

Discussion

Implication

Cite This Study

Teachers’ Pedagogical Resistance of Emi Through Classroom Translanguaging in Nepalese Science Classrooms

Key Points

Discussion

Implication

Cite This Study