Diversity, Multilingualism and Democratic Practices in Nepal

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.

Multilingualism and Language Contact in Maithili: Trends, Traits and Impact in Sociolinguistic Spaces

“…Binita's comment here indicates that how people speaking diverse mother tongues shift to other dominant languages not because they dislike their mother tongues, but because of the limited opportunities they have had in using and exposing themselves with their mother tongues. This also resonates the claims made by Gautam & Poudel (2022) allow freedom to individuals to make decisions regarding their language use (including their mother tongue). For the speakers of minority language backgrounds, shifts to dominant languages have been essential due to the changing social and linguistic contexts that provide stronger rationale to dominant languages and their use.…”

“…Despite their higher motivation to use Maithili in the educational and social spaces, they could not do so because the other dominant languages had formed the dominant spaces that marginalized many of the minority languages including Maithili. However, it is not only the Maithili speakers as illustrated in this case, but this kind of domination has also been a global phenomenon and a point to be worried from the sociolinguistic perspective (Blommaert 2010;Gautam & Poudel 2022). As the data demonstrate, the use of mother tongues is more concentrated to household and the immediate surrounding in religious and cultural activities, these are the consequences of the language ideologies in the Nepali society.…”

Positionality of Native People of Nepal from Indigeneity to Modernity

“…MLE programs in Nepal focus on teaching indigenous children in their mother tongue, helping to bridge the gap between their cultural backgrounds and formal education. These programs recognize that learning in one's own language enhances comprehension and cultural preservation [23].…”

“…Efforts have been made to train teachers in indigenous communities to integrate traditional knowledge into their teaching methodologies. Equipped with both modern pedagogies and indigenous insights, teachers can create culturally relevant learning experiences [23].…”

“…Intergenerational knowledge transfer empowers young people to engage with their cultural heritage and actively participate in the preservation of their identity. Youth involvement in traditional activities fosters a sense of pride and ownership [23].…”