Relevant bibliographies by topics / Nepali language

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Nepali language'

Author: Grafiati
Published: 4 June 2021
Last updated: 30 July 2024

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Journal articles on the topic "Nepali language"

1

Hildebrandt, Kristine A., and Jessica S. Krim. "Minority language education in Nepal." Language Problems and Language Planning 42, no. 1 (April 24, 2018): 16–44. http://dx.doi.org/10.1075/lplp.00003.hil.

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Abstract This article, a case study in one group of communities of Nepal, considers minority language education in the face of increasing encroachment of the dominant and national language Nepali. Our over-arching research question asks, in the context of local education, what we can observe about the perceived value, use of, and competition between two local languages (Gurung, Gyalsumdo) and also between these languages and Nepali (the national language of Nepal) in the Manang District. We find persistent divisions amongst residents and educators about the current and future role of local languages.
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शेर्पा Sherpa, दावा Dawa. "नेपालको सन्दर्भमा प्रयुक्त बहुभाषिक कक्षा शिक्षण सम्भाव्यताको अध्ययन {Feasibility Study of Multilingual Class Teaching in Nepalese Context}." Bikasko Nimti Shiksha (विकासको निम्ति शिक्षा) 27, no. 1 (July 18, 2024): 91–102. http://dx.doi.org/10.3126/bns.v27i1.66453.

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प्रस्तुत लेख उद्देश्यमूलक गुणात्मक अध्ययन ढाँचामा तयार गरिएको छ । भाषा प्रयोक्ताका दृष्टिले नेपाल बहुभाषिक राष्ट्र हो । नेपालमा बोलिने १२४ वटा मातृभाषामध्ये एक लाखभन्दा बढी वक्ताहरूले बोल्ने एक्काइसवटा भाषाहरूमा कोशी प्रदेशका १०९ मातृभाषीमा क्रमश: नेपाली, मैथिली र लिम्बू, मदेस प्रदेशका ६२ मातृभाषीमा मैथिली, भोजपुरी र बज्जिका, वागमती प्रदेशका १०९ मातृभाषीमा नेपाली, तामाङ र नेपाल भाषा, गण्डकी प्रदेशका ७४ मातृभाषीमा क्रमश: नेपाली, मगर र गुरुङ, लुम्बिनी प्रदेशका ६८ मातृभाषीमा नेपाली, अवधि र थारू, कर्णाली प्रदेशका ४९ मातृभाषीमा नेपाली, खस र मगर र सुदूरपश्चिम प्रदेशका ७४ मातृभाषीमा नेपाली, डोटेली र थारू मातृभाषी वक्ताहरू पाइएका छन् । कोशी प्रदेशका १०५ दोस्रो भाषीमा नेपाली, मैथिली र बान्तवा, मदेस प्रदेशका ६८ दोस्रो भाषीमा नेपाली, मैथिली र भोजपुरी, बागमती प्रदेशका १०० दोस्रो भाषीमा नेपाली, तामाङ र नेपाल भाषा, गण्डकी प्रदेशका ७२ दोस्रो भाषीमा क्रमश: नेपाली, तामाङ र मगर, लुम्बिनी प्रदेशका ६४ दोस्रो भाषीमा नेपाली, अवधि र थारू कर्णाली प्रदेशका ३८ दोस्रो भाषीमा नेपाली, मगर र उर्दू र सुदूरपश्चिम प्रदेशका ५० दोस्रो भाषीमा नेपाली, डोटेली र थारू दोस्रो भाषी वक्ताहरू पाइएका छन् । बहुभाषिक कक्षाका शिक्षणका लागि मैथिली, भोजपुरी, अवधी, लिम्बू, मगर र नेवारी मातृभाषीका कक्षा १ देखि १२ सम्मका पाठ्यक्रम तयार भएका छन् । यी मातृभाषी र दोस्रो भाषी वक्ताहरूले प्रदेशगत रूपमा आफ्नो मातृभाषा र दोस्रो भाषा नेपाली तथा उच्च शिक्षा अध्ययनको माध्यम अङ्ग्रेजी भाषासमेतको गर्दा नेपालको भाषानीति बहुभाषिक हुनु आवश्यक छ । {The present article has been prepared in a purposive qualitative study design. Nepal is a multilingual country in terms of language users. Of the 124 mother tongues spoken in Nepal, twenty-one languages are spoken by more than one lakh speakers. Among the 109 mother tongues spoken in Kosi Province, Nepali, Maithili and Limbu are the languages spoken by more than one lakh speakers; among the 62 mother tongues spoken in Madhes Province, the languages spoken by more than one lakh speakers are Maithili, Bhojpuri and Bajjika. Similarly, among 109 languages spoken in Bagmati Province Nepali, Tamang, and Nepal Bhasa; among 74 mother tongues spoken in Gandaki Province, Nepali, Magar, and Gurung; among 68 mother tongues spoken in Lumbini Province, Nepali, and Tharu; out of 49 mother tongues spoken in Karnali Province, Nepali; Khas and Magar; and out of 74 mother tongues spoken in Sudurpashchim Province, Nepali, Doteli and Tharu are the languages spoken by more than one lakh speakers. Similarly, Nepali, Maithili, and Bantwa are found to be spoken as second languages in Koshi Province; Nepali, Maithili, and Bhojpuri in Madhesh Province; Nepali, Tamang, and Nepal Bhasha in Bagmati Province; Nepali, Tamang, and Magar in Gandaki Province; Nepali, Awadhi, and Tharu in Lumbini Province; Nepali, Magar, and Urdu in Karnali Province; and Nepali, Doteli, and Tharu are found to be spoken as second languages in Sudurpashchim Province. Maithili, Bhojpuri, Awadhi, Limbu, Magar, and Newari mother tongues have been prepared for classes 1 to 12 for teaching in multilingual classes. Since the mother tongue of these native and second language speakers is Nepali and the second language as well as the medium of higher education is English, there is a need to make Nepal's language policy multilingual.}
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Khanal, Govinda Prasad. "English Language Education in Nepal: Need or Hegemony?" Marsyangdi Journal 3, no. 1 (September 2, 2022): 58–63. http://dx.doi.org/10.3126/mj.v3i1.47947.

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English language teaching (ELT) has become much pervasive in Nepal in the recent decades since its entry in the mid nineteenth century. Recently, the trend of converting government aided community schools into English medium has become a common phenomenon throughout Nepal. This paper intends to explore the hegemonial nature of English language education in Nepal, which has pressurised several local languages including Nepali, the official language of Nepal. I have reviewed some documents to establish how expansion of English has pressurised the growth of indigenous languages including Nepali, with the possibility of the loss of indigenous properties including languages, cultures and values. It pictures out the possibility of hybridity in language and culture in the new generations of youths and children if undue priority to ELT continues in the academia.
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Khatiwada, Rajesh. "Nepali." Journal of the International Phonetic Association 39, no. 3 (November 12, 2009): 373–80. http://dx.doi.org/10.1017/s0025100309990181.

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Nepali, a language of the Indo-Aryan family, is the official language of Nepal. According to the 2001 population census of Nepal, more than 11 million Nepalese (48.61% of the total population) claim this language as their mother tongue. It is also spoken in other countries of South Asia, such as India and Bhutan, as well as by members of the Nepalese Diaspora around the world. The population census of India of 1991 reported that more than two million Indians use Nepali as their mother tongue. Within Nepal, Nepali shows some dialectal variation mainly linked to geographical and socio-cultural factors. Nevertheless, the dialect called the ‘eastern’ dialect spoken by a majority of Nepali speakers shows rather little variation (Bandhu et al. 1971).
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Rai, Ichchha Purna. "Attitudes towards Belhare, Nepali and English." Language Ecology 3, no. 2 (December 31, 2019): 209–17. http://dx.doi.org/10.1075/le.00003.rai.

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Abstract This paper reports on a sociolinguistic study of the Belhare speech community which is a part of the Belhare language documentation project funded by the Language Commission of the government of Nepal in 2018. This article presents sociolinguistic information on Belhare, a lesser known speech community originally settled in Dhankuta, east Nepal. The main contribution of this paper is to examine domains of language use, language use among generations, attitude towards Belhare, Nepali and English, Belhare speakers as multilingual speakers, languages resources and language proficiency among children.
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शेर्पा Sherpa, दावा Dawa. "दोस्रो भाषाका रूपमा नेपाली शिक्षण {Teaching Nepali as a Second Language}." Sotang, Yearly Peer Reviewed Journal 1, no. 1 (August 1, 2019): 26–31. http://dx.doi.org/10.3126/sotang.v1i1.45837.

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मातृभाषापछि बालकले सिकेको जुनसुकै भाषा भएता पनि त्यो दोस्रो भाषा हो । पहिलो भाषा स्वतः प्राप्त हुन्छभने दोस्रो भाषा सिकिन्छ । नेपालमा दोस्रो भाषाका रूपमा नेपाली मातृभाषी बाहेकका अन्य सम्पूर्ण १२२भाषाभाषी बालकहरूले नेपाली भाषालाई दोस्रो भाषाका रूपमा सिक्नुपर्ने अवस्था रहेको छ । नेपाली भाषासरकारी कामकाजको भाषा र शिक्षाको माध्यम भाषा भएकोले यो सबै नेपालीले अनिवार्य रूपमा सिक्नुपर्दछ । दोस्रो भाषा शिक्षणमा नेपाली शुद्धसँग लेख्न र बोल्नका लागि सुनाइ, बोलाइ, पढाइ र लेखाइमा सक्षमबनाउनु हो । दोस्रो भाषा शिक्षण त्रुटिरहति र स्तरीय नेपाली भाषाका दृष्टिले हुने उच्चारण, वाक्यगठन,शब्दभण्डार, लिखित रचना र वर्णविन्यास आदिमा हुने विभिन्न त्रुटिहरू पहिचान गरी शिक्षार्थीमा भएकोपहिलो मातृभाषाको प्रभाव र बानीले गर्दा दोस्रो भाषामा हुने त्रुटि हटाउन शिक्षकले पहल गर्नुपर्छ । दोस्रो भाषाशिक्षणमा निम्नानुसारका शिक्षण विधिहरू अपनाई नेपाली भाषा शिक्षण गर्न सकिन्छ । जसमा साहित्यिकपाठ्यक्रम विधि, व्याकरण अनुवाद विधि, श्रवणभाषा शिक्षण विधि, पत्यक्ष विधि, भाषाशास्त्रीय विधि,भाषिक अनुभव पद्धति र वैयक्तिक प्रशिक्षण पद्धतिका आधारमा दोस्रो भाषा शिक्षण गरी पहिलो मातृभाषामादक्षता बनाउन नेपाली भाषा शिक्षण गर्नु नै दोस्रो भाषा शिक्षण हो । {After the mother tongue, whatever language the child learns, it is a second language. The first language is obtained automatically and the second language is learned. As a second language in Nepal, all 122 language children except Nepali mother tongue have to learn Nepali as a second language. As Nepali is the official language and medium of instruction, all Nepalis must learn it. The second language teaching is to enable listening, speaking, reading and writing to write and speak Nepali fluently. The teacher should take initiative to eliminate the errors in the second language due to the influence and habit of the first mother tongue in the learner by identifying the errors in the pronunciation, syntax, vocabulary, written composition and spelling etc. of the second language teaching error and standard Nepali language. In the second language teaching, Nepali language can be taught by adopting the following teaching methods. Including literary curriculum method, grammar translation method, auditory language teaching method, direct method, linguistic method, linguistic experience method and individual Teaching Nepali language to make the first mother tongue proficient by teaching second language on the basis of training method is second language teaching.}
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Bhandari, Indra Bahadur. "Use of Proverb in Nepali Language Teaching." Academia Research Journal 2, no. 2 (July 27, 2023): 151–58. http://dx.doi.org/10.3126/academia.v2i2.56994.

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Language is not only a means of human exchange of ideas, but is a gift of nature for humans only. Along with the development of language, people are advancing in the world by raising many horizons of development. The more the development of language, the more people is limiting the world within a narrow circle. Every dynamic language in the world is developing new methods and methods for its development. Similarly, among the dynamic languages, Nepali is also a dynamic and developing language. The Nepali language, developed from the Sanskrit language, has spread its influence in various countries besides Nepal. Modern linguistics recognizes language teaching as an important means of language development. Language teaching is to emphasize the specific use and development of the language while developing the listening, speaking, reading and writing of the language. Even within the same language, there are many differences, even the linguistic differences up to the language of the individual; many linguistic errors are seen in the standard use of the language. Since Nepal is a multi-lingual country, many problems have been observed in teaching language to students from different linguistic communities in the same class. It is necessary to choose appropriate linguistic materials to make language learning effective in bilingual classes. Therefore, proverbs can become very useful linguistic materials for teaching Nepali language and when using proverbs, students learn the specific use of the language on the one hand, and on the other hand, they can use the moral education given by the proverbs collected by the folk society for centuries in their daily life.
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Hutt, Michael. "Revealing What Is Dear: The Post-Earthquake Iconization of the Dharahara, Kathmandu." Journal of Asian Studies 78, no. 03 (June 24, 2019): 549–76. http://dx.doi.org/10.1017/s0021911819000172.

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On April 25, 2015, central Nepal was struck by a magnitude 7.8 earthquake that killed over 9,000 people and displaced 2.8 million. The image of the Dharahara, a nineteenth-century minaret that collapsed during the quake, quickly became for many Nepalis an iconic representation not only of the disaster but also of a national determination to recover and rebuild. Drawing upon media and literary discourse in the Nepali language, this article asks why the Dharahara tower, rather than the country's severely damaged World Heritage sites, loomed so large in the Nepali imagination in the immediate aftermath of the April 2015 earthquake, and why it became a rallying point for a resurgence of Nepali hill nationalism.
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Subedi, Nabaraj, Nirajan Paudel, Manish Chhetri, Sudarshan Acharya, and Nabin Lamichhane. "Nepali Image Captioning: Generating Coherent Paragraph-Length Descriptions Using Transformer." March 2024 6, no. 1 (March 2024): 70–84. http://dx.doi.org/10.36548/jscp.2024.1.006.

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The advent of deep neural networks has made the image captioning task more feasible. It is a method of generating text by analyzing the different parts of an image. A lot of tasks related to this have been done in the English language, while very little effort is put into this task in other languages, particularly the Nepali language. It is an even harder task to carry out research in the Nepali language because of its difficult grammatical structure and vast language domain. Further, the little work done in the Nepali language is done to generate only a single sentence, but the proposed work emphasizes generating paragraph-long coherent sentences. The Stanford human genome dataset, which was translated into Nepali language using the Google Translate API is used in the proposed work. Along with this, a manually curated dataset consisting of 800 images of the cultural sites of Nepal, along with their Nepali captions, was also used. These two datasets were combined to train the deep learning model. The task involved working with transformer architecture. In this setup, image features were extracted using a pretrained Inception V3 model. These features were then inputted into the encoder segment after position encoding. Simultaneously, embedded tokens from captions were fed into the decoder segment. The resulting captions were assessed using BLEU scores, revealing higher accuracy and BLEU scores for the test images.
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Dhakal, Tika Prasad. "The Intersection of ‘Hindu’, ‘Independence,’ and ‘Sovereignty’ in the Nepali Public Discourse of the 1920s." Journal of Productive Discourse 2, no. 1 (May 11, 2024): 137–54. http://dx.doi.org/10.3126/prod.v2i1.65732.

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This study analyzes the public discourse on Nepal around the 1923 treaty which rested on its central theme of reassuring Nepal’s independence and sovereignty in the comity of nation-states, studying Nepali national imaginative elements of statehood that unravels intricacies of history for the present discourse of Nepali state in a substantial way. The aim is to unpack the treaty’s reception and assess its consequences in shaping Nepali ‘state’ discourse, shedding fresh light on a historical event that has remained largely understudied. Once a treaty is signed, it becomes public property, capable of igniting change in the behavior of the signing nations or the lives of their citizens, or both. Examining how such changes manifested in the public discourse in Nepal and beyond after the 1923 treaty provides valuable insights into the formative democratic space in the country. For this, it employs a triangulation of primary sources from Nepal's domestic discourse as chronicled in the Gorkhapatra. The second set of data is drawn from the sporadic and emergent Nepali media landscape of the 1920s, primarily based in India. Furthermore, a third set of sources is assembled from English-language newspapers from India and the United Kingdom that reported on the 1923 treaty as it unfolded. This approach, hitherto unapplied in the study of this treaty, provides a comprehensive understanding of the public discourse surrounding it.
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Dissertations / Theses on the topic "Nepali language"

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Chalmers, Rhoderick Alasdair MacDonald. "'We Nepalis' : language, literature and the formation of a Nepali public sphere in India, 1914-1940." Thesis, SOAS, University of London, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.405875.

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Bhattrai, Anju. "A contrastive analysis of the English and Nepali past tenses and an error analysis of Nepali learners' use of the English past tenses." Virtual Press, 1999. http://liblink.bsu.edu/uhtbin/catkey/1159139.

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This dissertation has two main purposes: (a) to provide an analysis of the past tenses in Nepali and compare them with those of English from a discourse pragmatic perspective; and (b) to investigate how Nepali learners of English use the English past tenses in terms of forms, meanings, and functions.A major claim of the dissertation is that tenses and aspects play various discourse functions in Nepali. Although Nepali has various past tenses as in English, their actual use is different from those of English. A significant difference between the use of the past tenses in English and Nepali is revealed in the use of the past perfect tense. In Nepali, unlike in English, the past perfect does not always require the existence of the past reference point between the event time and the speech time. Although used in similar as well as different contexts, the past perfect in both languages is found to express background information. In the analysis of the Nepali past tenses, one of the major arguments is that the traditionally termed `unknown past' does not have `past' as part of its basic meaning. The main function of this verb form is to express the speaker's unawareness of a situation at the time of its happening, whether in the past or the future.After the discussion of the Nepali past tenses in comparison with the English past tenses and aspects, an error analysis of Nepali EFL learners' use of the English past tenses in written essays is carried out. It was hypothesized that Nepali learners would make a wide variety of errors in the use of the English past tenses. Because of differences in the use of the past perfect and the past tense in the habitual sense between Nepali and English, it was expected that Nepali ESL learners would make errors in those areas. However, overgeneralization due to difference in the use was found only in a very few cases. Most of these errors cannot be traced to Nepali influence. One area, however, where Nepali has a clear effect on the students' use of English is in indirect speech. I argue that Nepali speakers do not change tenses in English indirect speech appropriately because verb tenses in Nepali are not changed from direct speech to indirect speech as in English.It is hoped that this dissertation will enhance the understanding of grammatical categories such as tense and aspect in general and of Nepali tense and aspect systems in particular. In general, this dissertation showed contribute to several areas of study in discourse analysis, second language acquisition, language transfer and contrastive analysis. A major significance of this dissertation is its demonstration of the role of tense and aspect in Nepali in the expression of various discourse functions.
Department of English
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Shrestha, Uma. "Social networks and code-switching in the Newar community of Kathmandu City." Virtual Press, 1990. http://liblink.bsu.edu/uhtbin/catkey/720143.

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The present study seeks to investigate the linguistic behavior of two Newari high castes, called Shresthas and Udas, living in Kathmandu, the capital city of Nepal, in their use of Newari, the ethnic language, and Nepali, the national language. Specifically, the study attempts to explain the hypothesis that the Hindu (Shrestha) Newars are becoming monolingual in Nepali while the Buddhist (Udas) Newars are maintaining their bilingualism in Nepali and Newari. To do so, a questionnaire was distributed to a total of 96 subjects, selected through quota sampling procedures. The questionnaire not only elicits information about the situational and societal variation in the subjects' use of Newari and Nepali but also reveals their attitudes and opinions about the differential use of these languages. Also, the participant observation method was employed to supplement and validate the responses derived from the questionnaire survey.The results from this study suggest a diglossic behavior in the Udas' use of Newari and Nepali, which, however, is remarkably different from those found in classic diglossic settings. This, in turn, leads to a reexamination of Ferguson's concept of diglossia. The Shresthas, on the other hand, frequently alternate between Newari and Nepali regardless of situation. Such linguistic differences between these two groups are related to their varied social networks and relationships; the Udas Newars' greater use of Newari is due to their closed social networks while the Shresthas' greater use of Nepali is due to their open social networks.The data on the analysis of the subjects' attitudes and opinions toward Nepali and Newari indicate that the Udas Newars are positive and favorable toward Newari while the Shresthas are ambivalent in their opinions toward these languages. This study, therefore, emphasizes a strong need for bilingual education in the country.The results of the present study show that the Udas' use of Newari exclusively at home and with children is a major factor in its retention. Among the Shresthas, it is rapidly losing ground to Nepali. Newari then is gradually dying away among the Shresthas, and will continually do so in the absence of institutional support.
Department of English
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Lee, Kit-shan. "Analyzing unrepaired cleft palate speech in Nepali testing the eurocleft model /." Click to view the E-thesis via HKUTO, 2001. http://sunzi.lib.hku.hk/hkuto/record/B36207949.

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Thesis (B.Sc)--University of Hong Kong, 2001.
"A dissertation submitted in partial fulfilment of the requirements for the Bachelor of Science (Speech and Hearing Sciences), The University of Hong Kong, May 4, 2001." Also available in print.
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Woolford, Ellen. "Aspect splits and parasitic marking." Universität Potsdam, 2009. http://opus.kobv.de/ubp/volltexte/2009/3223/.

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Aspect splits can affect agreement, Case, and even preposition insertion. This paper discusses the functional ‘why’ and the theoretical ‘how’ of aspect splits. Aspect splits are an economical way to mark aspect by preserving or suppressing some independent element in one aspect. In formal terms, they are produced in the same way as coda conditions in phonology, with positional/contextual faithfulness.This approach captures the additive effects of cross-cutting splits. Aspect splits are analyzed here from Hindi, Nepali, Yucatec Maya, Chontal, and Palauan.
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Sharma, Narayan Prasad. "Morphosyntax of Puma, a Tibeto-Burman language of Nepal." Thesis, SOAS, University of London, 2014. http://eprints.soas.ac.uk/18554/.

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Puma is an endangered Tibeto-Burman language of the Kiranti subgroup spoken by approximately 4,000 people in eastern Nepal. This dissertation investigates the phonology and morphosyntax of Puma. Data are presented and analysed from a crosslinguistic typological perspective where possible. The analysis is based mainly on annotated texts from a substantial corpus of spoken Puma, and from informally collected data and direct elicitation to supplement the corpus. Puma is a polysynthetic and complex pronominalised language where words can consist of a series of morphemes. Verbal agreement, where verbs agree with subjects and objects, is very complex, and differs strikingly from the case-marking system used with independent noun phrases. Case-marking of nouns and pronouns is split between nominative-accusative and ergative-absolutive-dative. Intransitive subjects also exhibit characteristics of a split-S pattern: some intransitive subjects display grammatical properties similar to those of transitive objects, while others do not. In contrast to Dryer's (1986, 2007) typology of primary object type and direct object type languages, Puma is neither a fully primary object nor a fully direct object language. Transitive verbs can be detransitivised with a kha- prefix or with zero, which is typologically more common (Bickel et al. 2007). For kha-detransitivisation the affected entity must be human; this is typologically unusual, but characteristic of the Kiranti subgroup. The syntactic pivot for both inter-clausal and intra-clausal syntax is 'subject', comprising the single argument of intransitive verbs and the agent-like argument of transitive verbs. Interestingly, the morphology does not treat these in a consistent way but the syntax does. Verbs fall into classes that show distinct syntactic behaviours in different constructions. Compound verbs, which are an areal feature of South Asian languages (Masica 1976), comprise verbal, nominal and lexical types. Different nominalisation and relativisation strategies exist for S human and non-human, A and P arguments. The dissertation aims to provide a comprehensive description of Puma and includes hundreds of examples drawn from the corpus, plus Appendices of sample verb paradigms and texts, and names of contributors.
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Owen-Smith, Thomas. "Grammatical relations in Tamang, a Tibeto-Burman language of Nepal." Thesis, SOAS, University of London, 2015. http://eprints.soas.ac.uk/23664/.

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This thesis investigates grammatical relations in Tamang, a (Tibeto-Burman) Sino-Tibetan language with roughly one million mother-tongue speakers, who live predominantly in the central hills of Nepal. Sino-Tibetan languages are known for their diversity of morphosyntactic profiles for expressing predicate-participant relations, which range from fully syntactic grammatical functions (eg. in Kham, Kiranti languages) to non-syntactic systems which encode semantic and pragmatic information about elements of the clause (eg. in Meithei, Chinese). Tamang represents an intermediate type, displaying a mixture of non-syntactic and syntactic patterns. This mixed profile is evident in intra-clausal relations in main and dependent clauses, where assignment of case morphemes encoding a mixture of semantic, pragmatic and syntactic information interacts with other strategies such as manipulation of word order and omission of clause participants. Inter-clausal relations are also unevenly syntacticized, some being based on syntactic pivots which privilege particular arguments, and some not. The research presented here is based on a corpus of field data from the Tamang dialect spoken in the villages of Lekharka and Bhote Namlang in the valley of the Indrawati River (Sindhupalchok District). Following a discussion on theoretical approaches to the analysis of clause participants and a grammatical overview of this dialect (which includes a detailed description of the verbal system), the thesis presents the morphosyntactic means by which grammatical relations are expressed, and the relations which hold between predicates and their participants in all types of main clause. Lastly, it examines grammatical relations in dependent clauses and structures of clause linkage, and explores links between grammatical relations and other domains of the language such as information structure, pragmatics and the lexicon. Phenomena observed in Tamang are considered in the context of typological literature on grammatical relations and alignment and, where possible, comparisons are drawn with patterns noted in other Sino-Tibetan and Tibeto-Burman languages.
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Daurio, Corrie Maya. "Exploring perspectives on landscape and language among Kaike speakers in Dolpa, Nepal." Diss., [Missoula, Mont.] : The University of Montana, 2009. http://etd.lib.umt.edu/theses/available/etd-06162009-101407.

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Pradhan, Uma. "Ethnicity, equality, and education : a study of multilingual education in Nepal." Thesis, University of Oxford, 2016. https://ora.ox.ac.uk/objects/uuid:e51ff352-41ff-456f-90dc-533e745fdab2.

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This thesis explores the issue of ethno-linguistic identity through an examination of everyday practices in two mother-tongue schools in Nepal. While language and ethnicity have remained highly politicised subject in Nepal, the everyday cultural politics of language use inside minority language school has received very limited academic attention. In this thesis, I focus on the ways in which different people understand, experience, and interpret mother-tongue education in their everyday life. Drawing on Bourdieu's notion of social field, I argue that mother-tongue instruction not only concerns the introduction of minority languages in education, but also constitutes an 'arena of struggle', where the idea of an 'educated person' is (re)imagined, and the social positions of ethno-linguistic groups are negotiated. To explain this further, I show that minority language education function as a subfield within the larger social field of national education. On the one hand, everyday language practices in the schools display inward-looking characteristics through the everyday use of mother tongue and the construction of unified ethnic identity within the subfield of minority language education. On the other hand, there were outward-looking dynamics of actively engaging with the national education system. The salience of these processes is the simultaneous membership to multiple groups, claims over public spaces and in the spaces of nationalism, hitherto associated with Nepali. Using the idea of 'simultaneity', I show that social actors in minority language education might not necessarily select between subfield and social field, but instead thrive in their tense intersection. In this process, ethno-linguistic groups are able to construct their own subjectivities by negotiating what it means to be educated in a minority language. This emerging narrative of minority language education may help us to understand the issues of language and ethnicity in a more open-ended way and appreciate the multiple scales in which identities are expressed.
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Georg, Stefan. "Marphatan Thakali Untersuchungen zur Sprache des Dorfes Marpha im Oberen Kāli-Gaṇḍaki-Tal, Nepal /." München : LINCOM Europa, 1996. http://catalog.hathitrust.org/api/volumes/oclc/36293175.html.

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Books on the topic "Nepali language"

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India), Salesian College (Darjeeling, ed. Nepāli bhāshikā khela =: Nepali language games. Maisūra: Kendrīya Bhāratīya Bhāshā Saṃsthāna āṇi Salesiyana Kaleja, Dārjīliṅa, 2010.

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A, Raj Prakash. Nepali practical dictionary: Nepali-English, English-Nepali. New York: Hippocrene Books, Inc., 2013.

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A, Raj Prakash. Nepali-English, English-Nepali dictionary. Kathmandu: Nabeen Publications, 1992.

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A, Raj Prakash. Nepali-English, English-Nepali dictionary. Kathmandu: Nabeen Publications, 1992.

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Pradhan, Babulall. Pradhan's Nepali-English-Nepali dictionary. Darjeeling: Sahitya Pustak Prakashan, 2000.

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Pradhan, Babulall. Ratna's Nepali English Nepali dictionary. Varanasi: Trimurti Prakashan, 1997.

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Hutt, Michael. Nepali. London: Hodder Headline Plc., 1999.

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Nandana, Upādhyāya Yadu. Kānunī Nepālī: Legal Nepali. Kāṭhamāḍauṃ: Nārāyaṇa Prasāda Ḍhakāla, 2013.

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O'Rourke, Mary-Jo. Nepali phrasebook. 2nd ed. Hawthorn, Vic: Lonely Planet Publications, 1992.

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O'Rourke, Mary-Jo. Nepali phrasebook. 3rd ed. Hawthorn, Vic., Australia: Lonely Planet Publications, 1996.

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Book chapters on the topic "Nepali language"

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Sapkota, Kanchan, Santosh Khandal, Sailesh Rana, Yugaraj Tamang, and Pankaj Sharma. "Dynamic Nepali Sign Language Recognition." In Advanced Computer Science Applications, 201–8. New York: Apple Academic Press, 2023. http://dx.doi.org/10.1201/9781003369066-17.

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Thapa, Vivek, Jhuma Sunuwar, and Ratika Pradhan. "Finger Spelling Recognition for Nepali Sign Language." In Advances in Intelligent Systems and Computing, 219–27. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-13-1280-9_22.

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Bhutia, Pema Yangzom, Samarjeet Borah, and Debahuti Mishra. "Morph Analyzer of Verbs in Nepali Language." In Smart Innovation, Systems and Technologies, 609–22. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-6202-0_62.

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Yajnik, Archit, Furkim Bhutia, and Samarjeet Borah. "Parsing in Nepali Language Using Linear Programming Problem." In Advances in Intelligent Systems and Computing, 229–47. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-13-1280-9_23.

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Sapkota, Kanchan, Sailesh Rana, Santosh Khandal, Yugaraj Tamang, and Pankaj Sharma. "Descriptive Review on a Nepali Sign Language Recognition System." In Advanced Computer Science Applications, 135–44. New York: Apple Academic Press, 2023. http://dx.doi.org/10.1201/9781003369066-12.

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Sharma, Bal Krishna. "Economic Markets, Elite Multilingualism, and Language Policy in Nepali Schools." In Global Perspectives on Language Education Policies, 84–94. New York ; London : Routledge, 2018. | Series: Global Research on Teaching and Learning English Series: Routledge, 2018. http://dx.doi.org/10.4324/9781315108421-7.

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Sharma, Sital, Kalpana Sharma, and Biswaraj Sen. "A Comprehensive Study on Natural Language Processing, It’s Techniques and Advancements in Nepali Language." In Lecture Notes in Networks and Systems, 157–75. Singapore: Springer Nature Singapore, 2023. http://dx.doi.org/10.1007/978-981-99-4284-8_13.

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Rai, Sushma. "Origin and Growth of Nepali Language in India: An Exploratory Survey." In Darjeeling, 279–302. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003362791-21.

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Upadhyaya, Biraj, Kalpana Sharma, and Sandeep Gurung. "A Survey on Various Stemming Techniques for Hindi and Nepali Language." In Advances in Communication, Devices and Networking, 137–42. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-16-2911-2_14.

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Park, Koeun, and Verónica E. Valdez. "3. Translanguaging Pedagogy to Support the Language Learning of Older Nepali-Bhutanese Adults." In Educating Refugee-background Students, edited by Shawna Shapiro and Raichle Farrelly, 49–65. Bristol, Blue Ridge Summit: Multilingual Matters, 2018. http://dx.doi.org/10.21832/9781783099986-008.

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Conference papers on the topic "Nepali language"

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Shrestha, Ingroj, and Shreeya Singh Dhakal. "A new stemmer for Nepali language." In 2016 2nd International Conference on Advances in Computing, Communication, & Automation (ICACCA) (Fall). IEEE, 2016. http://dx.doi.org/10.1109/icaccaf.2016.7749008.

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Dhungana, Udaya Raj, and Subarna Shakya. "Word sense disambiguation in Nepali language." In 2014 Fourth International Conference on Digital Information and Communication Technology and its Applications (DICTAP). IEEE, 2014. http://dx.doi.org/10.1109/dictap.2014.6821655.

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Singh, Oyesh Mann, Ankur Padia, and Anupam Joshi. "Named Entity Recognition for Nepali Language." In 2019 IEEE 5th International Conference on Collaboration and Internet Computing (CIC). IEEE, 2019. http://dx.doi.org/10.1109/cic48465.2019.00031.

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Bhusal, Dinesh, and Daya Sagar Baral. "Sentence-Level Nepali Sign Language Recognition." In 2024 International Conference on Inventive Computation Technologies (ICICT). IEEE, 2024. http://dx.doi.org/10.1109/icict60155.2024.10544519.

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Niraula, Nobal B., Saurab Dulal, and Diwa Koirala. "Offensive Language Detection in Nepali Social Media." In Proceedings of the 5th Workshop on Online Abuse and Harms (WOAH 2021). Stroudsburg, PA, USA: Association for Computational Linguistics, 2021. http://dx.doi.org/10.18653/v1/2021.woah-1.7.

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Subedi, Bipesh, and Prakash Poudyal. "Word Embedding in Nepali Language using Word2Vec." In NLPIR 2022: 2022 6th International Conference on Natural Language Processing and Information Retrieval. New York, NY, USA: ACM, 2022. http://dx.doi.org/10.1145/3582768.3582799.

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Allwood, Jens, Bhim Narayan Regmi, Sagun Dhakhwa, and Ram Kisun Uranw. "An activity based spoken language corpus of Nepali." In 2012 Oriental COCOSDA 2012 - International Conference on Speech Database and Assessments. IEEE, 2012. http://dx.doi.org/10.1109/icsda.2012.6422472.

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Shrestha, Niraj, Patrick A. V. Hall, and Sanat K. BISTA. "Resources for Nepali Word Sense Disambiguation." In 2008 International Conference on Natural Language Processing and Knowledge Engineering (NLP-KE). IEEE, 2008. http://dx.doi.org/10.1109/nlpke.2008.4906758.

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Regmi, Bhim Narayan, and Jens Allwood. "Own communication management in Nepali." In 2013 International Conference Oriental COCOSDA held jointly with 2013 Conference on Asian Spoken Language Research and Evaluation (O-COCOSDA/CASLRE). IEEE, 2013. http://dx.doi.org/10.1109/icsda.2013.6709896.

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Sharma, Manish K., and Bidhan Bhattarai. "Optical Character Recognition System for Nepali Language Using ConvNet." In ICMLC 2017: 2017 the 9th International Conference on Machine Learning and Computing. New York, NY, USA: ACM, 2017. http://dx.doi.org/10.1145/3055635.3056635.

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Reports on the topic "Nepali language"

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Atuhurra, Julius, Rastee Chaudhry, Tahrima Hossain, and Michelle Kaffenberger. Instructional Alignment in Nepal Using the Surveys of Enacted Curriculum. Research on Improving Systems of Education (RISE), March 2023. http://dx.doi.org/10.35489/bsg-rise-ri_2023/057.

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The content coverage of the Integrated Curriculum (IC) for Nepali Language Arts and Reading is broad, but some topics, including foundational reading and writing skills, are emphasised more than others. The IC generally emphasises middle levels of cognitive demand. IC content is highly aligned across Grades 1-3. Grade 1 teachers cover IC topics more broadly, and typically at lower cognitive demand levels, than the curriculum prescribes. The Classroom-Based Early Grade Reading Assessment (CB-EGRA) focuses on a narrower set of skills than either the curriculum or instruction, and typically at higher cognitive demand levels. Student performance on the CB-EGRA is low, suggesting the need for greater support on specific topics and at more basic skill levels so students have a stronger foundation for future progress.
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Karki, Shanta. Applying the River of Life Method to Support Reflection and Learning in Terre des hommes Nepal. Institute of Development Studies, September 2023. http://dx.doi.org/10.19088/clarissa.2023.005.

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The RoL method is a visual narrative method that helps people tell stories of the past, present, and future. Individuals can use this method to introduce themselves in a fun and descriptive way. A group can use it to understand and reflect on the past and imagine the future of a project. Besides, it can also be used to build a shared view of a process over time while acknowledging different and perhaps contradictory perspectives. The method uses drawings rather than text, making it useful in groups that do not share a common language. Metaphors from a river are used to explore aspects of a story – such as whirlpools depicting challenges or lakes suggesting a sense of calm etc. When used in a group, it is an active method, engaging people in the process of storytelling and listening through visualising their experiences and using metaphors to explore in depth. In CLARISSA, we adapted the RoL method to document our collective understanding of the story of implementation of the programme as part of the programme’s monitoring, evaluation and learning component. The purpose was to surface the details of our process of the systemic Action Research that we are undertaking with children in the worst forms of child labour and business owners. We used the same river metaphors as is often applied when the method is used with individuals.
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Gurung, M. B., Uma Pratap, N. C. T. D. Shrestha, H. K. Sharma, N. Islam, and N. B. Tamang. Beekeeping Training for Farmers in Afghanistan: Resource Manual for Trainers [in Urdu]. International Centre for Integrated Mountain Development (ICIMOD), 2012. http://dx.doi.org/10.53055/icimod.564.

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Beekeeping contributes to rural development by supporting agricultural production through pollination and by providing honey, wax, and other products for home use and sale. It offers a good way for resource-poor farmers in the Hindu Kush Himalayas to obtain income, as it requires only a small start-up investment, can be carried out in a small space close to the home, and generally yields profits within a year of operation. A modern approach to bee management, using frame hives and focusing on high quality, will help farmers benefit most fully from beekeeping. This manual is designed to help provide beekeepers with the up-to-date training they need. It presents an inclusive curriculum developed through ICIMOD’s work with partner organizations in Bangladesh, Bhutan, India, and Nepal, supported by the Austrian Development Agency. A wide range of stakeholders – trainers, trainees, government and non-governmental organizations (NGOs), associations and federations, and private entrepreneurs – were engaged in the identification of curriculum needs and in development and testing of the curriculum. The manual covers the full range of beekeeping-related topics, including the use of bees for crop pollination; production of honey, wax and other hive products; honey quality standards; and using value chain and market management to increase beekeepers’ benefits. It also includes emerging issues and innovations regarding such subjects as indigenous honeybees, gender and equity, integrated pest management, and bee-related policy. The focus is on participatory hands-on training, with clear explanations in simple language and many illustrations. The manual provides a basic resource for trainers and field extension workers in government and NGOs, universities, vocational training institutes, and private sector organizations, and for local trainers in beekeeping groups, beekeeping resource centres, cooperatives, and associations, for use in training Himalayan farmers. Individual ICIMOD regional member countries are planning local language editions adapted for their countries’ specific conditions.
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