Resourcing linguistic diversity in the classroom: multilingual educational language policy entangled in monolingual ideologies in Nepal

Mother tongue-based multilingual education (MTB-MLE) envisions equitable education appreciating linguistic diversity and multilingualism. This paper explores how the local actors – local government, teachers and students – navigate linguistic diversity and multilingualism in Nepalese classrooms. Based on critical ethnography, the analysis of data derived from interviews, focus group discussions, reflective discussions and observation at a community-based school reveals: (1) education policies are hugely influenced by monolingual ideologies, even though they highlight MTB-MLE; (2) teachers are reluctant to use students’ mother tongue as a resource since they are hugely predisposed to monolingual ideologies; and (3) a multilingual classroom becomes a complex site when teachers are not trained and prepared well for using linguistic diversity and multilingualism as learning resources. This research suggests that educational language policies should challenge monolingual ideologies, and promote MTB-MLE through teacher preparation, material development, and the use of linguistic diversity and multilingualism as ‘resources’ in the classroom.