Beyond Bilingual Education: Multilingual Language Education in Nepal

  • Shelley K. Taylor The University of Western Ontario
Keywords: multilingual language education, MLE, indigenous minorities, Nepal, MLE framework, linguistic human rights


the purpose of this paper is to describe the framework for implementing multilingual language education (MLE) countrywide in Nepal. I outline key tenets of MLE, explain the rationale for implementing it in the Nepali context, and describe the MLE framework that formed the basis of trainer workshops. The framework is divided into 7 topics: 4 of which are specific to MLE, and therefore not discussed in this paper. I argue that MLE should be implemented in other countries for both educational and socio-political reasons relating to the educational well-being of lingusitic minority children.


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Author Biography

Shelley K. Taylor, The University of Western Ontario

earned her PhD at the University of Toronto. An English/French/Danish trilingual herself, her research interests include hoe to adapt the Europena Language Portfolio to languages of schooling and multilingual student populations, and child bi-/multilingual developemnt in different models of bilingual education programs (including MLE). She has guest edited special issues of The International Journal of Bilingual Education & Bilingualism and TESOL Quarterly, is currently guest editing a special issue of Writing and Pedagogy with Jim Cummins, and has published in the Canadian Modern Language Review, as well as Race, Ethnicity & Education, and Copenhagen Studies in Bilingualism.

How to Cite
Taylor, S. K. (2010). Beyond Bilingual Education: Multilingual Language Education in Nepal. GIST – Education and Learning Research Journal, (4), 138 - 154. Retrieved from
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