Teachers' beliefs and reproduction of language ideologies in English-medium instruction programs in Nepal.

This study investigates the language ideologies held by content subject teachers in English-medium instruction (EMI) higher education programs in Nepal and how these beliefs shape language practices and reinforce social hierarchies. It finds that teachers prioritize English for its perceived global and socioeconomic capital, followed by Nepali as a national lingua franca, while local/Indigenous languages are marginalized and viewed as less suitable for academic use. Despite an ideological preference for English monolingual instruction, teachers often employ Nepali translanguaging to accommodate students' limited English proficiency, reflecting a pragmatic but hierarchical language ecology. The research highlights how these language ideologies perpetuate linguistic inequalities and social stratification, underscoring the need for inclusive language policies that recognize and support multilingualism and students' full linguistic repertoires in EMI settings.