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Journal articles on the topic 'Nepali language'
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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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Khatiwada, Rajesh. "Retroflexion in Nepali." Gipan 4 (December 31, 2019): 19–29. http://dx.doi.org/10.3126/gipan.v4i0.35453.
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Nepali, an Indo-Aryan language spoken in Nepal along with India and Bhutan, and some parts of Burma, possesses three coronal stops (2 plosives and 1 affricate). Retroflexion is traditionally considered as the distinctive feature between two different types of plosives. Though retroflexion in Nepali is considered- like in the case of other Indo-Aryan languages- a fundamental distinctive articulatory parameter (Bhat 1973, Ladefoged and Bhaskararao 1983, Ladefoged and Maddieson 1996), Pokharel (1989), however, claims that there is no retroflex category in Nepali, because the “so-called” (sic.) Nepali retroflex stops are not produced with the “tongue tip curling back” as it is described in the traditional grammar. In this work, I have tried to show that this claim is just one side of the story and that the “retroflex” as a phonetic and phonological category “does exist” in Nepali. Based on two different palatographic and linguographic studies (of 9 speakers – four females and five males- of Nepal) I have presented a different scenario than that of Pokharel, without completely denying his claim.
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Tumbahang, Mohan Kumar. "A Case of Lenition-Fortition and Honorific Asymmetry in Limbu Native's Nepali Speech." Dristikon: A Multidisciplinary Journal 12, no. 1 (July 5, 2022): 110–20. http://dx.doi.org/10.3126/dristikon.v12i1.46130.
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This article aims to observe why deviations occur in the Limbu natives' speech while speaking the Nepali language. The objective of the study is to find out the factors which are responsible for the distorted form of Nepali speech uttered by the Limbu natives. Basically, the analysis is based on the phonological and sociolinguistic theories. The phonological aspect is concerned with the sound system of both languages. From the sociolinguistic aspect, Nepali and Limbu languages have a sharp contrast in the use of honorific expressions. In the process of analysis, the study has revealed that the Limbu language has less number of sounds than the Nepali language. In addition, eight consonants play a crucial role to cause the deviation in Nepali speech uttered by the Limbu natives. The Nepali language exhibits the five-layered honorific pronominal subjects with parallel verb conjugations. In contrast, the Limbu does possess only one form. The article can be useful to create a way for interested individuals to deepen their understanding of the reasons behind the deviations committed by the native of one language-speaking another language.
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Singh, Karishma. "Grammatical Category of Nepali and Doteli Language." Academia Research Journal 2, no. 1 (February 13, 2023): 154–66. http://dx.doi.org/10.3126/academia.v2i1.52352.
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The problem statement of the study is to identify the grammatical categories (gender, person, aspect, voice, mood, case, respect, and tense) in Doteli and Nepali languages. On the basis of their similarity and difference, the purpose is to solve the possible problems in teaching and learning. This is a qualitative research design based on purposive sampling. The primary participants (A and B) of this study are two native speakers of Doteli who are from the Kailali district, Nepal. The interview was held based on structured questions. Further data was collected from books and other published resources. The collected data were analysed on the basis of similarities and differences between those two languages. It was concluded that there is a possible chance to commit errors Doteli first language speakers to learn Nepali as the second language. It is believed that this study will be useful to those who want to carry out study in grammatical categories.
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Gautam, Bhim Lal. "Language politics in Nepal: A socio-historical overview." Journal of World Languages 7, no. 2 (August 1, 2021): 355–74. http://dx.doi.org/10.1515/jwl-2021-0010.
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Abstract This paper aims to outline the language politics in Nepal by focusing on the influences and expansions shifted from Global North to the Global South. Based on a small-scale case study of interviews and various political movements and legislative documents, this paper discusses linguistic diversity and multilingualism, globalization, and their impacts on Nepal’s linguistic landscapes. It finds that the language politics in Nepal has been shifted and changed throughout history because of different governmental and political changes. Different ideas have emerged because of globalization and neoliberal impacts which are responsible for language contact, shift, and change in Nepalese society. It concludes that the diversified politics and multilingualism in Nepal have been functioning as a double-edged sword, which on the one hand promotes and preserves linguistic and cultural diversity and on the other hand squeezes the size of diversity by vitalizing the Nepali and English languages through contact and globalization.
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Sharma, Meena. "The Changing Dynamics of Nationalism: A Reading of Select Fiction from Nepal." Southeast Asian Review of English 60, no. 1 (July 16, 2023): 151–70. http://dx.doi.org/10.22452/sare.vol60no1.9.
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The monarchy, Nepali language, and Hinduism have been instrumental in the development of Nepali nationalism, and issues related to ethnicity, language, race, and region have been systematically ignored in the formation of the Nepali state. Likewise, the national literature of Nepal until the 1990s was dominated by writers from the Hindu upper caste who spoke primarily of and for the ruling class, often undermining the diversity of an otherwise heterogeneous nation. However, the political upheavals witnessed by Nepal in the 21st century have led to an upsurge of groups searching for ‘national identities’ on ethnic and regional grounds. This has also brought key changes to the literary landscape of Nepal, and contemporary writers have been increasingly drawn to the emerging new voices and identity movements aimed at questioning the prevalent notion of ‘inclusive nationalism’ with its central axis on the monarchical base and Parbatiya supremacy. Against the backdrop of a renewed debate on nationalism and the structure of the state in Nepal, this paper seeks to examine the changing dynamics of Nepali nationalism as encapsulated in contemporary fiction from Nepal. The paper examines the rising ethnocultural and regional nationalism in Nepal in two contemporary novels, Karnali Blues (2010) and The Wayward Daughter (2018), by two prominent Nepali writers, Buddhisagar Chapain and Shradha Ghale, respectively. Karnali Blues has been hailed as a pioneering work in introducing ‘new regionalism’ in the context of Nepali literature. It narrates the story of mid- and far-western Nepal and aptly captures the lives of groups belonging to the margins. Shradhe Ghale’s The Wayward Daughter focuses on a Janajati family and portrays a rich cross-section of Nepali society influenced by the lived realities of class and caste. The paper explores the diversity of life, region, and population in Nepal as depicted in both novels, thereby validating the necessity to understand Nepali nationalism in terms of region, class, religion, and ethnicity. This is also reflective of the changing narrative of Nepali nationalism.
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Baral, Elina, and Sagar Shrestha. "Large Vocabulary Continuous Speech Recognition for Nepali Language." International Journal of Signal Processing Systems 8, no. 4 (December 2020): 68–73. http://dx.doi.org/10.18178/ijsps.8.4.68-73.
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Speech Recognition is a widely studied topic for high-resource languages like English and Mandarin. A plethora of publications exist that study the performance of several recognition methods for these languages. However differences in phonetics, accent, language model, etc between any two different languages demand for a study of speech recognition methodologies and components separately for each language. In this paper, we present a comparative study of popular speech recognition methods for Nepali, a low-resource Indo-Aryan language. We describe our approach to building the phonetic dictionary and present our findings for DNN and GMM based techniques with speaker adaptation on 50K vocabulary speech recognition task.
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Dangol, Dinesh, Rupesh Dahi Shrestha, and Arun Timalsina. "Automated News Classification using N-gram Model and Key Features of Nepali Language." SCITECH Nepal 13, no. 1 (September 30, 2018): 64–69. http://dx.doi.org/10.3126/scitech.v13i1.23504.
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With an increasing trend of publishing news online on website, automatic text processing becomes more and more important. Automatic text classification has been a focus of many researchers in different languages for decades. There is a huge amount of research repository on features of English language and their uses on automated text processing. This research implements Nepali language key features for automatic text classification of Nepali news. In particular, the study on impact of Nepali language based features, which are extremely different than English language is more challenging because of the higher level of complexity to be resolved. The research experiment using vector space model, n-gram model and key feature based processing specific to Nepali language shows promising result compared to bag-of-words model for the task of automated Nepali news classification.
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Acharya, Jaya Raj. "An Intellectual in the Corridors of Power." Journal of Foreign Affairs 1, no. 1 (April 2, 2021): 207–17. http://dx.doi.org/10.3126/jofa.v1i1.36258.
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Introduction: A reviewer of my book Yadu Nath Khanal: Jivani ra Vichar (Yadu Nath Khanal: Life and Thoughts) wrote: “Prithvi Narayan Shah unified Nepal, Bhanubhakta Acharya standardised Nepali language and Yadu Nath Khanal intellectualised Nepal’s foreign policy”. Indeed Professor Yadu Nath Khanal made outstanding contributions in explaining Nepal’s foreign policy to the international community in modern terminology. His thoughts on Nepal, Nepali literature and Nepal’s foreign policy are compiled in a book Nepal’s Non-Isolationist Foreign Policy (Kathmandu: Satyal Prakashan, 2000) that has 100 articles divided into five sections. Professor Khanal was a scholar, literary critic and successful practitioner as well as a thinker of Nepal’s foreign policy. But above all, he was an intellectual par excellence. I will begin this biographical sketch of Professor Khanal with his birth and academic career and conclude it with an extract from Professor Kamal P. Malla (1936-2018), himself a great scholar, who described Professor Khanal as “an intellectual in the corridors of power”.
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Hoffmann-Dilloway, Erika. "Lending a hand: Competence through cooperation in Nepal's Deaf associations." Language in Society 40, no. 3 (May 24, 2011): 285–306. http://dx.doi.org/10.1017/s0047404511000194.
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AbstractSince forming contacts with international Deaf associations promoting an ethnolinguistic model of Deafness, members of Nepal's Deaf associations define Deafness by competence in Nepali Sign Language rather than audiological status. By analyzing the ideological and interactional processes through which homesigners are incorporated into Nepali Deaf social life, this article explores the effects of local beliefs about the nature of language, personhood, and competence on this model of Deafness. Due to former linguistic isolation, many homesigners are constrained in their ability to acquire Nepali Sign Language and, in social contexts where ideological conceptions of language use highlight individual competencies, would not be included in a Deaf social category. However, Nepali conceptions of socially distributed personhood contribute to a focus on the dialogically emergent dimensions of semiosis. As a result, recognition as a competent signer in this context can depend less on individual cognitive ability than on social collaboration. (d/Deaf, sign language, competence, language ideologies)*
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Chaudhary, Ram Bahadur, and Laxmi Bahadur Maharjan. "A Comparative Study in Progressive Aspect of Verbal Affixes of Dangha Tharu Dialect with Nepali and English Languages." Journal of Advanced Academic Research 6, no. 1 (February 28, 2019): 58–64. http://dx.doi.org/10.3126/jaar.v6i1.35335.
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Dangha is one of the dialects of Tharu language. The alternate names of Dangha language are Dangaura, Dangali, Dangauli, Dangora and Dangura. The population of Dangaura language was 500000 in Nepal in 2003. And the number is increasing. Dangaura language is located in Raptizone-Dang, Bheri-Bardiya, Banke and Surkhet districts, Seti zone- Kailali district, Mahakali zone Kanchanpur district, Lumbini zone- Rupandehi and Kapilvastu districts. The status of the variety isthat it is a recognized indigenous national language in Nepal. That is why it is important to study on the verbal affixes of it. The objective of this study is to find out the similarities and differences of verbal affixes of Dangha with Nepali and English languages. The study has applied qualitative method. Questionnaire and interview were used for primary data collection. The researcher used non random and purposive sampling design to select the samples from the population. He used Eugene A. Nida's six principles for verb analysis. -a, -i and -ti suffixes are used to mark progressive aspect in Dangha dialect. -a and -i suffixes are used to mark point in time whereas -ti suffix is used to mark period of time. In the same way, suffix -ti is used to mark period of time and point in time in future tense. In Nepali language -tai/dai oreko/eki/eka suffixes are used to indicate progressive aspect while English using suffix to show progressive aspect. Tharu and English have separate progressive aspect marker for point in time or period of time but Nepali progressive marker can be used for both times simultaneously.
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Grossman-Thompson, Barbara. "Gendered Narratives of Mobility." Sociology of Development 2, no. 4 (2016): 323–41. http://dx.doi.org/10.1525/sod.2016.2.4.323.
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In the last 30 years women have been making significant inroads into Nepal's public sphere, troubling long-held normative assumptions about women's place in modern Nepal. In this article I examine the discursive strategies that working-class Nepali women employ to justify and legitimate their presence in Nepal's urban public spaces and simultaneously claim an identity as a modern Nepali woman. Drawing on an ethnographic case study of one group of publicly visible women, female trekking guides, I provide a close analysis of how spatial language is leveraged by both state actors and informants to articulate multiple, sometimes conflicting, messages about Nepali women's “place” in contemporary society. In particular, I focus on the use of spatial metaphors, showing how informants use terms such as inside, outside, forward, and backward to locate themselves within narratives of modernity, development, and national progress. I conclude by showing that unlike women in other examples from the global South, who have framed their emergent presence in the public sphere as an extension of a traditionally feminine and domestic role, informants in the present case study appropriate a masculine language of overt publicness and mobility to justify their visibility. In so doing, informants author themselves as agents of modernity rather than objects of the state's development efforts.
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Bhandary, Shital, Kedar Prasad Baral, and Rajesh Nath Gongal. "Validation of mental agility test and personal qualities assessment tools for selecting medical students in Nepal." Journal of Patan Academy of Health Sciences 9, no. 2 (August 30, 2022): 95–101. http://dx.doi.org/10.3126/jpahs.v9i2.47985.
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Introduction: Patan Academy of Health Sciences (PAHS) decided to test mental agility and personal qualities to select undergraduate medical students, which was different than the conventional approach used in other health science universities in Nepal. PAHS emphasized testing cognitive and non-cognitive abilities than physic, chemistry and biology contents and this study shows how it was done for selecting medical students in Nepal.
Method: Personal Qualities Assessment (PQA) test batteries used to select medical students in twelve different countries were pilot tested with 10+2 non-science, 10+2 science and 10+3 health science students. PQA tools were forward translated in Nepali and back translated in English by bilingual experts independently. Face and content validity of these tools in Nepali language were established through discussions and consensus with the PAHS Admission team and PQA team in Australia.
Result: PQA tools assessing non-cognitive qualities in Nepali language were found to be internally consistent in the first pre-test with science and non-science students. PQA tool assessing mental agility in English language showed acceptable internal consistency in the second pre-test with science and health science students.
Conclusion: Mental agility test in English language is found to be suitable cognitive test for selecting medical students. Non-cognitive tests in Nepali language are found to be reliable and valid to identify applicants with unusual personal traits thereby leading to deselection. These tests can be considered for selecting undergraduate medical students at institute/university level or national level common entrance test in Nepal and beyond.
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Niroula, Yagyeswara. "नेपाली शब्दकोशको परम्परामा प्रज्ञा नेपाली बृहत् शब्दकोश {Nepali Dictionary Tradition in Prajya Nepali Brihat Shabda Kosh}." Nepalese Culture 16, no. 1 (May 11, 2023): 53–64. http://dx.doi.org/10.3126/nc.v16i1.54127.
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मानव जीवनको सम्पूर्ण क्रियाकलाप, चिन्तनमनन तथा अभिव्यक्तिहरूको सबैभन्दा सशक्त माध्यम भाषा हो । भाव तथा विचारको प्रस्फुटन एवम् सञ्चारका क्रममा भाषाले सामाजिक जीवनलाई गतिशील बनाउनुका साथै साहित्य तथा साहित्येतर ज्ञानविज्ञानको उचाइसम्म पु¥याउँने भाषाको अभिव्यक्ति क्षमता शब्दभण्डारको क्षमतामा निर्भर गर्छ । भाषामा भिजेका, खेलेका र रत्तिएका शब्दहरूकै समष्टि शब्दभण्डार हो । भाषाको सञ्चार सामथ्र्यको मापन गर्ने मूल आधार पनि शब्दभण्डार नै हो । शब्द सम्पन्नता र अर्थ वहन गर्ने क्षमताले भाषालाई जीवन्त तुल्याउँछ । शब्दकोश भाषाको शब्दभण्डारको सूचक भएकाले हरेक समृद्ध भाषामा शब्दकोश निर्माण गरिएका हुन्छन् । शब्दकोश भाषा सम्पन्नताको द्योतक पनि हो । आर. एल. टर्नरले नेपाली शब्द प्रविष्टि र अङ्ग्रेजी भाषामा अर्थ लेखिएको ‘नेपाली भाषाको तुलनात्मक तथा व्युत्पत्तिमूलक शब्दकोश’ सन् १९३१ मा प्रकाशन गरे । नेपाली भाषाको शब्दकोश लेख्ने पहिलो नेपाली विद्वान् पुष्कर शमशेर हुन् र उनको ‘अङ्ग्रेजी–नेपाली कोश’ प्रकाशित छ । चक्रपाणि चालिसेका ‘बगली कोश’ र ‘पर्यायवाची कोश’, हृदयचन्द्र सिंह प्रधानको ‘चिह्न परिचय’ र ‘शब्दशुद्धि विचार’, रामचन्द्र ढुङ्गानाको ‘नेपाली कोश’ आदिको प्रकाशनले नेपाली शब्दकोश निर्माणको पद्धति विकास हुँदै गयो । यसै परम्परामा वि.सं. २०१९ मा प्रकाशित बालचन्द्र शर्माको ‘नेपाली शब्दकोश’ को पृष्ठभूमिमा २०४० सालमा नेपाल राजकीय प्रज्ञा–प्रतिष्ठानबाट ‘नेपाली बृहत् शब्दकोश’ प्रकाशन भयो । यसपछि प्रकाशित नेपाली भाषामा ठुला आकारका अरू शब्दकोश वसन्तकुमार शम्र्मा नेपालको ‘नेपाली शब्दसागर’, आर.डी. प्रभास चटौतको ‘डोट्याली बृहत् शब्दकोश’, हेमाङ्गराज अधिकारी र बद्रीविशाल भट्टराईको ‘प्रयोगात्मक नेपाली शब्दकोश’, चूडामणि गौतमको ‘बृहत्तर नेपाली शब्दकोश’ र नेपाल प्रज्ञा–प्रतिष्ठानबाट प्रकाशित ‘प्रज्ञा नेपाली बृहत् शब्दकोश’ उल्लेखनीय छन् । यस अनुसन्धानात्मक लेखमा पुस्तकालयीय पद्धतिबाट हालसम्मकै बृहत् आकारमा रहेको ‘प्रज्ञा नेपाली बृहत् शब्दकोश’लाई प्राथमिक सामग्रीका रूपमा उपयोग गरिएको छ र कोशविज्ञानको सैद्धान्तिक पर्याधारमा {Language is the most powerful medium for human activities, expression of thoughts and deep contemplation. To make the social life dynamic, more expressive and meaningful, as well as to extend the horizon of literature and non- literary knowledge in its peak, the storage capability of vocabulary becomes the determinant factor. Lacking of it, lacks what is intended. Vocabulary itself examines communication skill. It is the integrated from of comprehended, played and used words. The efficiency and sufficiency of the word that carries the intended or denoted meaning makes the language alive. As dictionary is the indicator to show the storage of vocabulary, in each rich and rigorous languages dictionary are developed. R.L Turner published a comparative and etymological dictionary of the Nepali language in 1931 with Nepali word entries and English meanings. Puskar Shamsher is the first person who published Nepali- English dictionary. The publication of Chakrapani Chalise's 'Bagali Kosh' and Prayavachi Kosh, Hridaya Singh Pradhan's ‘Chinha Prichaya' and 'Shabdashuddi Bichar', Ramchandra Dhungana's ‘Nepali Kosh, etc., laid the milestones for the system of developing Nepali dictionary. Followed by the tradition mentioned above, and ‘Nepali Shabdakosh’ published by Balchandra Sharma in 2019, Nepal Royal Academy published ‘Nepali Brihat Sabdakosh in 2040 B.S. Then, the other remarkable dictionaries in Nepali language are: Basant Kumar Sharma's 'Nepali Shabdsagar', RD Chataut's 'Dotyali Comprehensive Dictionary', Hemangraj Adhikari and Badribishal Bhattarai's 'Prayogatmak Nepali Shabdakosh', Chudamani Gautam's 'Brihat Nepali Dictionary', and 'Pragy Nepali Brihat Shabdakosh' published by Nepal Academy. In this research article, 'Pragya -Nepali Brihat Shabdakosh ', which is the largest ever, has been used as primary source from the library. And its strong and weak aspects of this dictionary have been analyzed. Lastly, the conclusions have been drawn based on the theoretical framework}.
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Timalsina, Dhurba Prasad. "Techniques Adopted in Literary Translation of Prose: A Study of “Palpasa Café” from the Perspective of Equivalence Relation." Southwestern Research Journal 1, no. 1 (December 31, 2023): 33–38. http://dx.doi.org/10.3126/srj.v1i1.62262.
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Purpose: This study aims to see the ‘equivalence relation’ between the source text and the target text in relation to ‘paragraph equivalence’ while translating a prose text from the source language into target language.
Methodology: The methodology of this study is document analysis. The texts are translated from Nepali into English. Nepali language is known as source language and English language is known as target language in this study. The words and sentences are counted and the difference is found in terms of percentage of the selected paragraphs; Nepali as source language and English as the target language.
Originality: This study maintains originality as a text of translation requires originality in the field of syntactic, semantic, stylistic and pragmatic aspects.
Practical Implications: This study has practical value because the work of translation transfers languages, among people as well as culture and civilization. In reality, translation has played such type of role that people have the idea of knowledge and civilization through translation.
Limitations: This research work is limited to the technique of translation from Nepali into English to show equivalence relation. The texts used are from the Narayan Wagle’s novel, “Palpasa Café” originally written into Nepali language and its translation into English language by ……?
Findings: The findings of this study show that translation techniques are main sources of education from time immemorial. The ancient Vedic, Greek and Roman civilization, which are as sources of knowledge and education, have spread from place to place through the work of translation, if it had not been so, people would remain in their primitive situation in the field of knowledge. We would not read about Homer, Plato, Kalidas and many other writers today if their works were not translated from their source / native languages into other languages such as English/ Nepali/ Hindi. However, there is no exact one-to-one limitation while translating a text from its source language to another target language.
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Sharma, Yam Prasad. "Nepali Art: Thoughts & Musings by Madan Chitrakar Review." SIRJANĀ – A Journal on Arts and Art Education 8, no. 1 (July 13, 2022): 100–107. http://dx.doi.org/10.3126/sirjana.v8i1.46663.
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Madan Chitrakar's Nepali Art: Thoughts & Musings presents a mosaic of Nepali art including research articles on Nepali paintings, sculptures and architecture. He has traced the native cultural roots and myths in the artworks including the connection of traditionand modernity. Thematic undercurrents along with stylistic innovation have been presented in flowing language of the veteran art writer and critic. The work points out the different dimensions of Nepali aesthetics. The essays are representative of certain genres, forms and issues. To have the view of holistic picture of Nepal art, more explorations in the uncovered issues are expected from the author.
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Poudel, Tikaram. "The Semantics of the Ergative in Nepali." Gipan 3, no. 2 (November 1, 2017): 61–86. http://dx.doi.org/10.3126/gipan.v3i2.48900.
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The semantics of the ergative in Nepali, a modern Indo-Aryan language spoken in Nepal, Bhutan and in some states of India, differs from other New Indo-Aryan languages of the region. In the Western and Central New Indo-Aryan languages (e.g., Hindi-Urdu, Panjabi, etc.), aspectual split determines the ergative system (Beames 1872-79, Kellogg 1893, Hook 1992, Dixon 1994, Peterson 1998, Bynon 2005, Butt 2006). In these languages such as Hindi-Urdu, the (agentive) subject in the perfective transitive clauses gets ergative marking and the verb agrees with the object. However, Nepali defies these prevalent trends of ergative marking of New Indo-Aryan languages. In several contexts, the Nepali ergative is typologically unexpected, for example, arguments of participialized clauses or nominalizations. Unlike its sister languages, in some contexts, the subjects of transitive clauses in non-past tenses get ergative marking whereas, in some other contexts, they are marked with nominative case. This split ergative system in non-past tenses can be explained in terms of semantic notions of individual-level and stage-level predications.
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Rana, Karna. "Retention of English language tension in multilingual communities of Nepal: A review of teachers’ narratives." Journal of NELTA 23, no. 1-2 (December 31, 2018): 40–53. http://dx.doi.org/10.3126/nelta.v23i1-2.23347.
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This article discusses the voices of teachers about shifting from Nepali to English medium in community schools in Nepal and suggests ways to solve some of the problems of the English language in schools of multilingual communities. The article is based on previously published teachers’ narratives in several issues of ELT Choutari web magazine in the past ten years. The teachers’ narratives, which are discussed in this article, focused on English language teaching pedagogies in Nepali government schools. The article analyses the problems, which several teachers raised in their narrative articles, and offers some suggestions to overcome them. The article begins with a discussion about the multilingual context of Nepal, language policy and the English language in schools. Moreover, the article discusses community schools’ interest in the English language, teachers’ perceptions of English as a medium of instruction and schools’ expectations of improving educational quality.
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Gautam, Bhim Lal, and Prem Prasad Poudel. "Diversity, Multilingualism and Democratic Practices in Nepal." Bandung 9, no. 1-2 (February 24, 2022): 80–102. http://dx.doi.org/10.1163/21983534-09010004.
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Abstract This paper presents the relationship among Nepal’s linguistic diversity, multilingualism, and democratic practices by bringing into ideas from the global north and global south. The guiding question for exploring this relationship is, “why is Nepal’s linguistic diversity being squeezed despite the formulation of democratic and inclusive language policies that intended to promote multilingualism?”. To investigate this concern, qualitative data were obtained from semi-structured interviews with two purposively selected high-profile people working in the capacity of language policymaking in the state agencies. In Nepal, although democracy promoted awareness towards the issue of language rights and the need of preservation and promotion of minority languages, the narrowing of multilingual diversity continued in practice. This study concluded that democracy allowed neoliberal ideologies to penetrate sociolinguistic spaces and put greater emphasis on English and Nepali. While there is an intertwined relationship between linguistic diversity, democracy, and multilingualism, the ongoing democratic practices have become counterproductive in maintaining the linguistic diversity leading to the marginalization of minority and lesser-known languages. Also, despite ample literature documenting linguistic diversity as a resource and opportunity, the notions of ‘linguistic diversity’ and ‘multilingualism’ were utilized merely as political agendas and issues of critical discourses which have left negligible impact on changing the conventionalized practices of linguistic domination of Nepali and English. Therefore, we question the co-existence of diversity and democracy and claim that democracy alone does not necessarily contribute to the protection of linguistic diversity. In line with this concept, democratic practices could even be counterproductive in the promotion and protection of linguistic diversity. Our findings suggest future interventions about essentializing the use of minority languages in education and governance, alongside democracy providing the fertile grounds for policy pitches to address micro problems in maintaining multilingualism within a democracy.
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Gautam, Bhim Lal, and Manju Adhikari. "Bi/Multilingualism and Language Shift in Chhantyal." Nepalese Linguistics 37, no. 1 (November 20, 2023): 41–50. http://dx.doi.org/10.3126/nl.v37i1.60009.
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This paper outlines various aspects of bi/multilingualism and language shift in Chhantyal, a minority language community in Nepal. The main objective is to find the domains of language use and the causes of language shift among the migrated Chhantyal in Kathmandu valley. This research is based on mixed methodology of socio-ethnographic survey data where the data were collected with the help of survey questionnaire, key informants interviews (KIIs) and informal discussions and narratives with Chhantyal people based on Gautam (2021).The findings indicate that there is continuous shifts towards Nepali, English and Hindi languages among the speakers influenced by market multilingualism, globalization, migration, travel and tourism.
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Shrestha, Susmita, Yogendra Amatya, and Anup Ghimire. "Attitudes towards disabled persons scale in Nepali: development and validation." International Journal of Otorhinolaryngology and Head and Neck Surgery 7, no. 2 (January 25, 2021): 234. http://dx.doi.org/10.18203/issn.2454-5929.ijohns20210064.
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<p class="abstract"><strong>Background:</strong> Continuous advocacy regarding the attitudes of individuals towards individuals with disabilities in the United States, public awareness is still mostly negative. For Persons with disabilities, research has highlighted the fact that these negative attitudes do interfere with their work environment, affecting their self-esteem and health care. Attitude of general population towards person with disability has not been studied. There is hardly any literature regarding the attitude of common people towards person with disability in Nepal. The objective was to translate and validate attitudes towards disabled persons (ATDP) scale into Nepali language. In addition, it was also attempted to compare the attitudes towards persons with disability across gender.</p><p class="abstract"><strong>Methods:</strong> A survey method using questionnaire was conducted and administered on people of Nepal. Attitudes toward disabled persons scale were first translated into Nepali language as per the guidelines by WHO. The translated scale was administered on 114 native Nepali speakers for validation. Internal consistency and gender differences in ATDP scores were calculated. </p><p class="abstract"><strong>Results:</strong> The results of the study showed that the questionnaire had good internal consistency. There was no significant difference in scores across gender. ATDP scores obtained from Nepali population were lower than the scores from other developed countries.</p><p class="abstract"><strong>Conclusions:</strong> The present study indicates that the translated and validated version of ATDP scale in Nepali language can be used as a standard tool in assessing attitudes towards person with disability in Nepal.</p>
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Lamichhane, Bhogendra. "Lived Experiences of English Teachers who were Initially Taught English in Nepali: Implications for Professional Development Programmes." Innovative Research Journal 3, no. 2 (December 31, 2023): 72–86. http://dx.doi.org/10.3126/irj.v3i2.61801.
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This research explores the perspectives of current English teachers in Nepal who were initially taught English in Nepali. The study adopts a qualitative approach, utilizing semi-structured interviews and thematic analysis to uncover key factors influencing their preferences and challenges in English language instruction. The research reveals the impact of traditional teaching methods, such as rote learning, on their language proficiency, but also highlights teachers who embrace interactive and student-centered approaches. Challenges in conveying idiomatic expressions and cultural nuances are evident, influenced by prior knowledge of Nepali language structures. The teachers' adaptations include differentiated instruction and experiential learning, emphasizing the importance of continuing professional development. The findings contribute to the development of targeted professional development programmes to enhance English education in Nepal and create a supportive learning environment.
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Paudel, Rajendra. "Multilingualism in Nepal: Challenges and Opportunities." Journal of Tilottama 1, no. 1 (December 31, 2023): 100–113. http://dx.doi.org/10.3126/jtilottama.v1i1.64559.
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This paper attempts to examine the challenges and opportunities of multilingualism in Nepal, focusing on interpretive and qualitative perspectives with a particular focus on the role of language policy and planning in promoting linguistic diversity and ensuring language rights. Nepal is a linguistically diverse country with over 123 languages spoken as mother tongues. Despite this linguistic richness, Nepali society faces significant challenges in terms of language use and communication. The findings reveal that multilingualism in Nepal is a complex phenomenon that requires careful attention to linguistic diversity, cultural sensitivity, and social equity. The study offers recommendations and implications for future research on multilingualism, language policy, and planning, and contributes to the understanding of the significance of linguistic diversity in promoting social and cultural integration. It emphasizes the importance of multilingualism in Nepal and calls for more inclusive and participatory approaches to language policy and planning.
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Shrestha, Suresh Man. "Transliteration System For Nepali Language." Journal on Geoinformatics, Nepal 11 (December 3, 2012): 37–41. http://dx.doi.org/10.3126/njg.v11i0.23114.
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Maps are one of the most popular and comprehensive documents in which people can see geographical names and are one of the most effective means to convey accurate place names. In absence of these names it would be very hard to relate the map with the ground. It is very important to standardize these names to get rid of confusion, inconsistency, uncertainty and misunderstanding the names presented in a map. It is rational to develop a Romanization (Transliteration) System for Nepali, not only to support the initiatives of United Nations Group of Experts on Geographical Names (UNGEGN) but also to standardize the way the Nepali geographical names are written especially in maps.
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Acharya, Devi Prasad. "Comparison of Rajvanshi and Nepali languages on the basis of sentences." Adhyayan Journal 10, no. 10 (August 8, 2023): 79–85. http://dx.doi.org/10.3126/aj.v10i10.57399.
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In this research article, the sentence structure of the Rajvanshi language is compared to that of the Nepali language, and their similarities and differences are examined. This article is based on qualitative field and library research. This article's information was gathered from both primary and secondary sources. For this purpose, primary data was gathered from Rajwansi native speakers in three distinct Jhapa district locations, and secondary data was gathered from Rajwansi and Nepali language grammar and language (especially Rajwansi language) writings. Thus, the available facts have been interpreted and analyzed using the descriptive method and comparative analysis as a theoretical foundation. The conclusion of this study is that the construction process (structural structure) of all sentence categories (simple sentences, complex sentences containing infinitive verbs, compound sentences, and mixed sentences) in the Rajwanshi and Nepali languages is identical.
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Dewan, Shankar. "Nepali English or Other Varieties of English: Perspectives from English Language Teachers in Nepal." Journal of NELTA 27, no. 1-2 (December 31, 2022): 106–23. http://dx.doi.org/10.3126/nelta.v27i1-2.53198.
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This qualitative content analysis article aims at exploring the perspectives of English language teachers on Nepali English (NE). I purposively selected six college level English language teachers from Sunsari and Morang districts and collected the required data through a semi-structured interview. The study reveals that NE has emerged in Nepal as a result of mother tongue influence, nativization of English to local contexts, and exposure from the non-native teachers during the second language acquisition process, and it is practically more appropriate than other varieties of English in Nepal. All the research participants favour NE as it is more intelligible and easier to teach and learn than the other varieties of English, promotes Nepali identity, boosts confidence, reduces anxiety, and helps to resist the hegemony of British English (BE) or American English (AE). They, however, believe that more research and discourse on NE, its codifi cation and standardization, and power (political, economic, and ideological) are necessary for bringing NE into concrete form. These perspectives from the English language teachers on NE pave the ground for appropriating English language policies, English language curriculum, textbooks, and pedagogy in Nepal, and rethinking the traditional treatment of errors.
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Kandel, Basanta. "Awareness and Initiatives on Language Policy in Local Governments." Journal of NELTA Gandaki 4, no. 1-2 (November 1, 2021): 1–18. http://dx.doi.org/10.3126/jong.v4i1-2.42637.
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In Nepal, the Constitution of Nepal 2015 has abolished the centralized ruling system and established federalism which has opened up new insights into language policy issues. The Constitution empowers local government for language policy and planning, protection, promotion and use of languages, and scripts. Applying the ethnographic observation of the qualitative method, this study explores the awareness and initiatives of Nepali policymakers and language policy arbiters for the creation of language policy in local governments. Using purposive sampling, the study situates in two local governments of Gandaki Province, Nepal. The information collected through unstructured interviews, ethnographic observation, and informal interaction with language policymakers and arbiters has been analyzed and interpreted employing multiple methods. The findings show that local policy makers and actors impose multiple ideologies, therefore, language policy has become a contested issue and created a new public debate in the changing political-social and multilingual context of Nepal. Gradually, there is an increasing awareness on creating language policy, and constructive initiatives have taken for preservation and promotion of languages which is a positive way forward in the local governments by policymakers and arbiters
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Pokhrel, Mohan Mani. "Responsive pedagogy for multi-lingual classroom." Sotang, Yearly Peer Reviewed Journal 2, no. 1 (December 31, 2020): 144–55. http://dx.doi.org/10.3126/sotang.v2i1.47608.
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In this paper I explore the concept of diversity in the classroom. Diversity means difference in terms of race, language, age, faith, culture, ethnicity, and in other aspects. Nepal is a multicultural and multi lingual country. Where more than 123 languages are spoken. Such as Nepali, Maithili, Bhojpuri, Tharu, Newari, Abadhi etc National language is Nepali in Nepal. Social structure is also different from society to society. There are racially different people. The main are Bramhin, Chhettri, Rai, Gurung,Tamang, Magar, Tharu, Newar and others who caste live here. There are mainly ten types of religious categories reported in the census 2011 A. D. The large number of people are followed by Hindu. Whereas Hinduism is followed by (81.3%), Buddhism (9%), Islam (4.4%) and so on. Nepal has been diversified in terms of ethnicity, religion, traditions and culture. People respect the national feeling of unity in diversity. Nepal is multi-cultural, multi-ethnic and multi-lingual society so there are diversity in the classroom. In this paper I explore the diversity in the classroom and students' achievement. In this paper I have introduced multicultural education, cultural responsive pedagogy and student achievement. The conclusion of this study is responsive pedagogy address and support to the student's achievement in diverse classroom.
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Regmi, Bhim Narayan. "Multilanguage Orthography for the Languages of Nepal." Gipan 3, no. 2 (November 1, 2017): 157–74. http://dx.doi.org/10.3126/gipan.v3i2.48920.
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The earliest evidence of writing in Nepal is about 250 BC in Brahmi script and almost all the scripts used in present day Nepal—as many as fifteen—are the descendants of Brahmi which are built on the same formative principles of 'syllabic alphabet'. The existence of multilanguage orthographies as well as multiscripts has been the regular phenomenon in Nepal—independent to languages and language families. In the complexity of language-ethnicity and language-script relations, Nepali and the Devanagari script have been bearing the role of linking people in this country resulting from and resulted into a medium of education, media, and wider communication. Many scholars, following UNESCO 1951 report, have suggested for a standard orthography for the languages of Nepal, however, there are other views as well. In this background a Devanagari based multilanguage orthography have been proposed. This will fulfill the need of interoperable standard orthography in Nepal and benefit various types of users belonging to different language communities. The orthography will be shift from syllabic alphabet to alphabet as its systemic shift.
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Aryal, Kundan. "Media Representation: Coverage of the Nepali Army's Rescue and Relief Operations." Unity Journal 4, no. 01 (February 15, 2023): 345–54. http://dx.doi.org/10.3126/unityj.v4i01.52250.
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This paper explores the media representation of the Nepali Army in its efforts of rescue and relief operations at home and abroad. In recent decades, the Nepali Army personnel have been directly involved in multiple public–welfare affairs along with their primary responsibilities of national security and territorial protection. Media representation of the Nepal Army has been examined from the perspective of Stuart Hall's classification of representation of meaning through language works. To unfold the media representation of the Nepali Army in its significant roles and core principles, I have taken a sample of the Nepali mass media content from the coverage of the Sankatmochan rescue and relief operations launched by the Nepal Army in two major national dailies, Kantipur and Nagarik in the aftermath of the 2015 Gorkha earthquake, for a period of a fortnight. The Nepali Army’s effective manoeuvre of the earthquake relief embodies the institution’s relevance in serving the cause of humanity along its core tasks of maintaining security, peace and order at home and abroad. In this paper, the coverage of different activities run by the Nepal Army is characterized as either reflective, intentional or constructionist. Moreover, the content concerning such rescue and relief operations has been contributing to shaping the image of the institution.
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Shah, Krishna Bikram, Kiran Kumar Chaudhary, and Ashmita Ghimire. "Nepali Text to Speech Synthesis System using FreeTTS." SCITECH Nepal 13, no. 1 (December 31, 2018): 24–31. http://dx.doi.org/10.3126/scitech.v13i1.23498.
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This paper confers the tools and methodology used in developing a Nepali Text to Speech Synthesis System using FreeTTS and is entirely developed in Java and uses FreeTTS synthesize1: Vocalized form of human communication is Speech. Here the Nepali Language is Synthetized based on formant approach and the use of one of the popular generic frameworks FreeTTS that is available in public domain for the development of a TTS system. The Text To Speech Architecture has been developed putting more emphasis on the Natural Language Processing (NLP) component rather than Digital Signal Processing (DSP) component. Nepali language being mostly used language in Nepal and some parts of India and abroad, a text-to-speech (TTS} synthesizer for this language will prove to be a convenient tool and communication technology (JCT) based system to aid to those majorities of people who are illiterate and also to those who are physical impairments like visually handicapped and vocally disabled persons. This ability to convert text to voice may reduce the dependency, frustration, and sense of helplessness of these people. The system can be extended to include more features such as emotions, improved tokenization, interactive options and the use of minimal database.
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Chaulagain, Prem Prasad. "Contrastive analyses of the Nepali and Newari languages." Adhyayan Journal 10, no. 10 (August 8, 2023): 86–97. http://dx.doi.org/10.3126/aj.v10i10.57400.
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This article concentrates on analyzing the differences between Nepali and Newari using the method of contrastive analysis. Consequently, the conclusion reached by analyzing the differences between the phonological, grammatical, and semantic aspects of the Nepali and Newari languages is presented in this article using the comparative and analytic methods provided by the difference analysis method. When it is difficult for a native speaker to learn a second language, the difference between the two languages is greater, and when it is smaller, it is simpler for him to learn the difference. Based on this supposition, it appears difficult for a native Newari speaker to learn Nepali and a native Nepali speaker to learn Newari, as there are more differences than similarities between these two languages. By identifying the phonological, grammatical, and semantic differences between these two languages and by identifying the errors caused by these differences, as well as by implementing measures to correct the errors, it is very simple for Newari native speakers to learn Nepali and for Nepali native speakers to learn Newari.
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Ishraq, Mir Ragib, Nitesh Khadka, Asif Mohammed Samir, and M. Shahidur Rahman. "Towards Developing Uniform Lexicon Based Sorting Algorithm for Three Prominent Indo-Aryan Languages." ACM Transactions on Asian and Low-Resource Language Information Processing 21, no. 3 (May 31, 2022): 1–20. http://dx.doi.org/10.1145/3488371.
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Three different Indic/Indo-Aryan languages - Bengali, Hindi and Nepali have been explored here in character level to find out similarities and dissimilarities. Having shared the same root, the Sanskrit, Indic languages bear common characteristics. That is why computer and language scientists can take the opportunity to develop common Natural Language Processing (NLP) techniques or algorithms. Bearing the concept in mind, we compare and analyze these three languages character by character. As an application of the hypothesis, we also developed a uniform sorting algorithm in two steps, first for the Bengali and Nepali languages only and then extended it for Hindi in the second step. Our thorough investigation with more than 30,000 words from each language suggests that, the algorithm maintains total accuracy as set by the local language authorities of the respective languages and good efficiency.
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Pun, Min, and Kamal Gurung. "INDIGENOUS LANGUAGES OF NEPAL: A STUDY OF PREVENTION BARRIERS AND PRESERVATION STRATEGIES." Humanities & Social Sciences Reviews 8, no. 4 (August 29, 2020): 663–75. http://dx.doi.org/10.18510/hssr.2020.8466.
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Purpose of the study: In Nepal, indigenous languages are in danger of disappearing and if the situation does not improve, the dying trend will continue to increase in the future. Thus, this paper aims to explore barriers to indigenous language activities and strategies for revitalizing these dying languages of Nepal.
Methodology: To address this objective, the study adopted the qualitative research method, using the data collected from the Focus Group Discussion (FGD) and secondary sources such as the existing literature through print and online sources. The results were presented thematically and discussed for qualitative analysis.
Main findings: The overall results of the study indicated that an inclusive language policy should be adopted by the government to accommodate indigenous languages of Nepal, indigenous language communities should be encouraged by the government to insist on speaking their languages, and language communities are also required to collaborate with the government to address the issues related to improving the preservation and promotion of indigenous languages of Nepal.
Applications of this study: The outcome of this particular research can be a beneficial act for engaging indigenous communities of Nepal in language revival and protecting threatened languages from extinction. It is the responsibility of the researchers that are expected by each of various indigenous language communities in particular and the Nepali society at large.
Novelty/Originality of this Study: Indigenous languages are often considered by many as 'heritage languages' and are used to describe languages that are often in the endangered list. No studies are found on the use of indigenous languages and language revival efforts in the study area such as barriers that prevented indigenous language groups from participating in language activities and ways that can preserve and promote such dying languages in the study area.
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Regmi, Bhim Narayan. "Language distribution in Nepal and question on unit of additional official language." Gipan 4 (December 31, 2019): 117–41. http://dx.doi.org/10.3126/gipan.v4i0.35462.
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Nepal has 123 languages within six families of spoken languages and a sign language. She has federal administrative structure and three levels of government. There is no majority language at national level. Nepali is the only majority language at province level with majority in 4 among the 7 provinces, and 21 majority languages at local level. The distribution of languages in terms of mother tongue speakers varies considerably among the different levels – national, province and local – as well as among the different units of the same level – among the provinces and among the local levels. According to the provision in the prevalent constitution, one or more majority language(s) spoken as mother tongue in a province can be additional official language of the province provided by the particular province through province law. This paper looks at the language data at different levels and concludes that the province is not the appropriate unit for use of additional official language in terms of cost effectiveness and inclusiveness, instead local level is the appropriate unit. Thus it suggests to consider local level as the unit of implementation and include the languages above 25% mother tongue speakers in the local level for the additional official language.
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Shrestha, Sagun. "Role and Status of English and Other Languages in Nepal." Journal of NELTA 21, no. 1-2 (December 1, 2016): 105–12. http://dx.doi.org/10.3126/nelta.v21i1-2.20206.
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This paper analyses the role and status of English and other languages in Nepal as well as talks about the attitude of several agents towards English and other languages when used in the domains such as education, media and business. Nepal is a culturally and linguistically diversified country and has undergone various socio-political changes in a very short span of time primarily beginning from 1950 as of now. These changes include abolition of Panchayat, a system in which the king ruled directly led to a democratic country and end of a decade long civil war as well as abolition of monarchy which led to a country as the federal republic. These socio-political changes have made a direct significant impact on language planning and policy. The official language, Nepali and the international language, English are the dominant languages in Nepal which in many cases overshadow the promotion of other vernacular languages. As a result, a majority of people opt for these dominant languages overlooking their own indigenous linguistic affluence. In this paper, as a conclusive remark, I also argue that some plans followed by pragmatic measures are needed to uplift the status of majority of other languages in Nepal. Journal of NELTA, Vol. 21, No. 1-2, 2016, Page:105-112
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Timalsina, Ramji. "Overcoming Intercultural Obstacles in Translation." Dristikon: A Multidisciplinary Journal 13, no. 1 (June 28, 2023): 156–70. http://dx.doi.org/10.3126/dristikon.v13i1.56096.
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One major obstacle in the process of translation is the transfer of culture from the source text to the translated one. The source text’s language naturally carries the culture where it is used both in life and writing. So is the case of the language used in the translated text. Here lies the problem of cultural transfer from the source to the translated text. This article deals with the same problem in general and the transfer of Nepali text into English in particular. Currently, available theories of translation and their focus in regard to the obstacles of transferring the culture through translation and their possible solutions have been reviewed as the theoretical support for the discussion. The examples have been supplied from different languages and their translation with a major focus on the translation of Nepali text into English and vice-versa. This article will be useful for the researchers of Nepali translation into English and other languages.
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Rai, Vishnu S. "Ecological Approach to the Second Language (L2) Teaching and Nepali English Teachers." Studies in ELT and Applied Linguistics 1, no. 1 (October 31, 2021): 71–78. http://dx.doi.org/10.3126/seltal.v1i1.40608.
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Ecological approach to L2 teaching is based on the concept of language ecology. In this ever changing world nothing is static. After so many approaches, methods, views, and ideas, ecological approach has made its appearance on the ELT stage. The approach is new to many Nepali English teachers who equate it with teaching ecology through the English language. The present paper explores the origin of the approach, shows differences between ecological approach to L2 (English) from teaching ecology through English, presents situation of language ecology, and ELT in Nepal, and suggests what could be possibly the best ways to teach English in Nepal.
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Berman, D., SB Adhikari, I. Bisha, S. Sharma, and B. Sharma. "Cross-Cultural Adaptation of “Healthy Habits” To Address Mental Health Needs." Journal of Psychiatrists' Association of Nepal 9, no. 2 (December 31, 2020): 77–81. http://dx.doi.org/10.3126/jpan.v9i2.36289.
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Introduction: Enhancing wellbeing and lessening emotional distress are especially important in developing nations like Nepal that have limited mental health resources or where there is resistance to formal treatment. This is even more so the case during times of crisis. The goal of this project was to create a cross-cultural adaptation of a psychoeducational instrument, Healthy Habits of Emotional Wellbeing.
Material and Method: Using World Health Organization guidelines for translations, we created a cross cultural adaptation of Healthy Habits of Emotional Wellbeing into the Nepali language. The instrument was translated from English to Nepali, extensively reviewed and modified by a bilingual panel, back-translated, and field testing with 10 Nepali citizens.
Results: The adaptation, as tested with individuals representing Nepal’s rural and urban settings, appears to be a culturally sensitive and linguistically appropriate psychoeducational tool that can be used in medical and social settings, widely disseminated, and posted online.
Conclusion: Psychoeducational self-help tools such as Healthy Habits may be especially helpful during times of crisis, when mental health resources are limited, not accessible, or not accessed due to prevailing stigma. It may also be appropriate for disaster preparedness, management, and recovery use in an effective and cost efficient manner.
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Bhandari, Ganga Laxmi. "Language hybridity among Nepali Twitter users: Trend and possible implications." Journal of NELTA 24, no. 1-2 (November 30, 2019): 149–61. http://dx.doi.org/10.3126/nelta.v24i1-2.27685.
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In Nepal, Twitter has recently been one of the fastest means of communication and information sharing app. This social networking site is used to express ideas, communicate messages, dispute opinions and expression of others and vent frustrations. What is striking is the use of hybridity or bilingualism in tweets in which Nepali and English are used freely and almost inseparably not just in chitchats but also in communicating information of public importance. Curious to see if such ybridity has the potential to contribute to changing perspectives on teaching and learning English, a brief study was undertaken in November-December 2018 as wells in June 2019. The study included selection of random tweets within the specific period of time and their analysis in terms of the currency and diversity of opinions expressed. The results show that hybridity is popular among Nepali tweeters not just in casual expressions, but also in serious communications, such as in formal complaints/notices, advertisements and commentaries on issues of public concern. The result also indicates that the ELT community cannot remain aloof of the language pattern.
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Panthee, Dinesh. "Language in Education Policy in Local Governments: A Case of Rupandehi District." Journal of NELTA Gandaki 4, no. 1-2 (November 1, 2021): 119–32. http://dx.doi.org/10.3126/jong.v4i1-2.42651.
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This paper analyses the position of languages in local education policy. The objectives of this paper were to explore the language in education policies in the local government of Nepal and to find the policymakers’ perception toward language in education policy in the local governments of Nepal. I prepared this paper in two ways; by reviewing the secondary documents in which I have gone through the relevant documents of language in the education policy of Nepal historically. It was a case study research design. For primary resources, I selected two local governments of the Rupandehi district as cases and reviewed their policies. For this study, I selected two policymakers of selected local governments of Rupandehi purposively who have been working in the area of local policy-making activity. I performed a depth interview with unstructured interviews based on the education and language policies they had prepared before. The findings of this study revealed that there was a gap between the policy and practice in relation to language in the education policy of local governments. Policies were formulated according to the spirit of the constitution of Nepal respecting all languages but there were lapses in practices focusing on English and Nepali Language. It was also found that policymakers were proactive to promote the local languages but negligence by the user and the policymakers were aware of addressing the linguistic diversity of their municipalities in education policy.