Problems Indigenous Students Facing in Multilingual EFL Classroom: A Critical

Study

Baburam Shrestha (MPhil Scholar KU)

Abstract

The main purpose of this paper is to find out the English as a foreign language (EFL)

classroom situation in community schools and investigate problems faced by indigenous

students while learning English. In order to accomplish the study, an interpretative

methodology was used. The researcher distributed questionnaires to sixteen students and four

teachers. The meaning was generated from the information gathered from questionnaires,

class observation, focus group discussions, and interviews. The study revealed that

indigenous students, exhibiting mother tongue interference, are facing numerous problems

and challenges due to the overuse of English-Nepali monolingual/bilingual medium of

instruction. Students’ performance can further be attributed to the lack of multilingual

textbooks, subject teachers/experts, and parent education. Students reported to have been

facing pronunciation problems, content delivery problems, and comprehension-related

problems because of their different mother tongue backgrounds. Only those who are Nepali

speakers seem to have better achievements in learning English. Neither teachers nor students

seem to be satisfied with the use of English-Nepali as a medium of instruction. If English

language teaching is positioned in a multilingual setting, that would be more effective and the

problems could be sorted out.

Keywords: multilingual class, multilingual education, medium of instruction,

constitution, bilingual
 Introduction

Sindhuli district, with an area of 2491 km2, is located in Janakpur zone of Bagmati

Province. The main languages spoken here are Nepali, Mager, Tamang, Chepang, and

Newari. The dominant castes are Bramin, Chettri, Sarki, Magar, Newar, Rai, Danuwar. Out

of 62 castes, Tamang is the largest with a population of 79,590 (26.8%) out of a total

population of 296,192 (Sindhuli District Profile 2071, p. 11) and 77063 people speak the

Tamang language as their mother tongue. Similarly, other minorities such as Magar and

Majhji use their own tongue to communicate with their family and community. Most of the

Tamang, Magar, Majhi, Rai and Danuwar people are engaged in agriculture producing the

seasonal crops like millet, maize, paddy, wheat, etc. Mother tongue education has been

implemented in one Primary school of 396 primary schools in Sindhuli (District office of

Sindhuli).

Constitutional of Nepal 2072 has guaranteed the fundamental right of the individual to

receive primary education in their mother tongue. This policy has not been implemented in

the Sindhuli district because of a lack of guardians’ interest, trained teachers to teach

multilingual students (District education office), and the opportunity to pursue careers

through the dominant language. Despite compositing indigenous as a community and a major

population, the Nepali language has been hegemonic over other languages because it is the

national language, official languand age, the mother tongue of so-called high-class people

and it is the medium of instruction in schools. As a result of this, indigenous people speaking

their language as their mother tongue have difficulty in speaking and understanding the

Nepali language and learning through it. Most of the teachers use Nepali as a medium of

instruction to teach indigenous students but learners do not seem to speak the Nepali

language as well as their mother tongue. Students feel difficulty understanding English while

teachers use English-Nepali monolingual/bilingual in the EFL class. Teachers use different
styles in teaching English but problem is that children can better understand their own

language. Teachers teach children by word-to-word translation into Nepali and force them to

swallow down all the exercises and encourage them to vomit during the terminal

examinations but teachers do not seem to use students’ mother tongue to clarify the text. In

the context of Nepal, English teachers usually use only the English-to-English method or

English to Nepali Method When they teach, those who do not even know the Nepali

language, they feel it difficult to understand the subject matter. Therefore, if the mother

tongue becomes the means of instruction in the classroom it would help the students to learn

more easily.

Similarly, children learn faster and better in their mother tongue. They will be

interested to learn if they are taught in the language they speak at home. But if they are taught

in a language that is completely different from their mother tongue, they are likely to

understand less than usual. It is generally accepted that language is an important marker of

identity in the classroom; especially indigenous students have the right to use their mother

tongue which encourages them to learn more. Most of the government schools have started

teaching in the English medium which is against the children’s rights and their wants at the

primary level that is not fair for them because it misleads the fundamental right of the

children and it kills the children’s creativity and originality (The constitution,1990).

Nepal is a multilingual and multiethnic and multicultural country. Nepal represents a

complex linguistic society. According to the national census (CBS, 2011), there are 123

languages spoken in Nepand al and later, Awasthi (2020) mentions that number of languages

spoken in Nepal has reached 129. So, it can be assumed that Nepal is the Mecca of linguists

(Giri, 2009) for all those who are interested in linguistics.

The curriculum development center has developed textbooks in 24 different languages

for mother-tongue education. The government of Nepal has issued the Multilingual Education
Directory 2010 which has endorsed a policy for recruiting a native-speaker teacher of the

local language in each school (MOE, 2010). From the pedagogical perspective, it has been

challenging both for the teacher and learner in the school.  Different researchers had carried

out their research on multilingualism and monolinguals but I did not notice any research

study that discussed teaching English in a multilingual context as a foreign language. Thus, I

decided to go with the study of teaching English in a multilingual EFL classroom.

Literature Review

Review of Theoretical Literature

Multilingual Education in Nepal

Multilingualism refers to the ability to master more than two languages either by an

individual or by a community of speakers. It is a form of contact language. In other words,

people who have the ability to use multiple languages normally refer to as multilinguals. But

Multilingual and Multilingualism are more or less used as inter-changeable words in

academia. In simple words, multilingualism is the ability of an individual to speak multiple

languages. Clyne (2003) opines:

“The term multilingualism can refer to either the language use or the competence of

an individual, or to the language situation in an entire nation or society, which means

the use of more than one language or to have competence in more than one language”

(p. 301).

During the ancient period, three different religion-based education systems existed.

Out of these three practices (Sanskrit education, Buddhist education, and Madarasa

education), Sanskrit education was dominant due to the fact that it was the tradition of the

elite class and power holders. Although there were many languages spoken within Hindu

culture, other languages (except Nepali) were dominated. In the Buddhist education system,

the Pali language was used to teach Buddhism. In the Madarasa education system, Urdu-
Arabic language was used to teach Koran and Muslim culture. Other languages were limited

within their tribes and cultures. During the Lichhabi period, the Sanskrit language was highly

prioritized. During the Malla period, various languages seemed to be practiced. King Pratap

Malla himself knew 15 languages. No language and culture seemed to be ignored. However,

there was no policy to promote languages. Newari language is believed to have come into

practice in the Kirat period. But, this language is found to have developed to an advanced

state during the Malla period. Especially, the Newari language got significance from the

regime of King Jayasthiti Malla. At that time, the Newari language was respected all over the

country by the name of Nepal Bhasa. Language Policies during Rana Regime, Education was

limited to Sanskrit, Nepali, English, and Tibetian languages. Aksharanka Education is the

first textbook in the Nepali language written by Jaya P. B. Singh. Shikshya Istihar 1996 is the

first written education policy in Nepal.

All the policies and practices after this were mainly centered on Hindu culture. Other

languages were indirectly ignored. Gurung (2006) claims that with the implementation Hindu

legal code of the Muluki Ain, in 1854 a draconian law, ‘Hinduization’ became the raison

d’etre of the state with its national identity rooted in the image of Parbate (Hill) castes and

their mother tongue (p.11). Severe penal measures were meted out to non-Hindus under it.

For example, possession of Limbu texts was made a criminal offense (Davids & Driem,

1985, p. 119) and use of the Newari script was made illegal (Shrestha, 2007). Nepal’s literacy

rate stood at just 2% (Eagle, 2010, p. 284). 

During the 8 years of the democratic experiment, the Ministry of Education (MOE)

was first established in Nepal. In 1952, a 20-member National Education Board was formed.

In 1954 Dr. Hugh B. Wood was appointed by the board as an expert advisor to the National

Education Planning Commission. The Wood Commission, as it became known, was a

landmark in Nepalese history, because, for the first time a policy had been formulated to
systematize education. The commission not only universalized primary education but it also

set up a strong basis for the subsequent development of educational language policies (Phyak

2011, p. 270). However, though Nepal had finally built the capacity to draft education

policy, it was rigidly monolingual and assimilation in tone (Awasthi 2004, p.76).

Language plays a crucial in education, especially in a country like Nepal where

children from different indigenous/tribal/minority (ITM) groups representing more than 123

languages (CBS, 2011) find it hard to understand the legitimized (MOI), Nepali, and English,

in school (UNESCO, 2011). Trudel’s (2016) research also has shown that mother tongue-

based schooling improves learning. The government of Nepal has made some significant

language policy efforts in terms of legal frameworks with the restoration of democracy in

1990. The constitution of 1990 has already issued a provision that each community shall have

the right to operate schools up to the primary level in its own mother tongue for imparting

education to their children. Nepal has already embarked on Education for All (EFA, 2003)

program with the goals of bringing all children (especially indigenous tribal minorities) to

school and enhancing the quality of school education by 2015 (UNSECO, 2011).

Factors that Contribute to Multilingualism.

There are so many factors that contribute to multilingualism. Among them, the birth

and growth of multilingualism can be the result of different factors. These factors could be

colonialism, imperialism, migration, increasing communication among countries around the

world, and the need to be competent in the language of wider communication. Others are

social and cultural interests for the maintenance and revival of minority languages, the

inclusion of foreign languages as a part of the curriculum in many countries, and religious

Durk et al. (2005) have enumerated the following as other factors:

Historical or political movements such as imperialism or colonialism: in this case, the

use of a language is spread to other countries, and this result in the coexistence of different
languages. Economic interests result in migration: the weak economy of some nations results

in the movement of the population to other countries thus, giving birth to the development of

multilingual and multicultural communities in the host countries. Increasing communication

among different parts of the world and the need to be competent in languages of wider

communication: this is the case with the development of new technology and science. English

is the language of wider communication and millions of people who use other languages use

English in a multilingual context as a link language. Social and cultural identity and the

desire for the maintenance and revival of minority languages: this interest creates situations

in which two or more languages co-exist and are essential in everyday communication.

Education: second and foreign languages are a part of the curriculum in many countries.

Religious movements result in people moving to new locations spreading and learning

languages.

Movements for First Language Education and Revitalization

The political turmoil of 1980 in Nepal included a demand for the language rights of

non-Nepali speakers. In particular, intellectuals, leftist writers, politicians, and journalists

argued for equal rights. Several organizations and journals were founded to express this

opinion and to state the resentment of these people toward the national government’s

language policy (Eagle, 2000). Malla (1989) says that three main ideas have emerged from

this movement. All languages are equal. No language should be given the privileged status of

national language at the cost of other languages. A contact language will be practiced and the

state should not interfere in order to promote any single language (as cited in Eagle, 2000).

In the ancient period people migrated to Nepal from different parts. The Kirat people

are indigenous ethnic groups of the Himalayas. They migrated from Assam, Barma, Tibet,

and Yunan to Nepal in ancient times. Rai is one of the indigenous ethnic groups. Tamang

migrated from Tibet and belong to Tibeto Barman ethnic group. They came from Himalayans
and migrate to India, Burma, and Nepal. Brahmin migrated to Nepal from India. Brahmin

people are a prominent community spread across the whole of India. Newer is the inhabitant

of the Kathmandu valley. It is an indigenous group. Chhetri is of Indo-Aryan origin. All are

Hindus. They were formerly known as Khas. The Chhetri first settled in Sinja Valley of

Karnali in Nepal.

Review of Related Policy Literature

The New Language Policy, 1990

The constitution of Nepal in 1990 guaranteed the fundamental right of the individual

to receive primary education in their native language. It has also guaranteed the fundamental

right to preserve and foster the growth of the language, script, and culture of a speech

community in Nepal. Following this constitutional change, the National Education

Commission Report in 1992 recognized the need for clear-cut policy and planning to

influence primary education through the medium of the first language (Eagle, 2000).

Although these new policies have resulted in a new awareness and appreciation of local

languages and cultures, nothing has been done to implement these policies. Only two L1

medium schools existed in Nepal, one Magar school in Pokhara and one Newari school in

Kathmandu. Hoek and Shrestha (1994) stated that only one Newari school in the whole

valley, which is flourishing with so-called English boarding schools, and the Newari school is

on the outskirts of the city and has started from nursery class. (as cited in Eagle, 2000).

Similarly, Yadav (1992) describes the case of the Tharus, a large group of Indo-Aryan

speakers in the Tarai, who are defined as educationally disadvantaged in the report presented

by the Research Centre for Educational Innovation and Development (CERID) that the

greatest problem faced by Tharu children in their school is the problem of communication.

Nepali as the medium of instruction obstructs learning. They hardly understand anything
taught in Nepali. They cannot express themselves adequately in it. The compulsion of

learning through Nepali retards their educational growth (as cited in Eagle, 2000).

Another study by CERID (Yadav, 1992, p. 179) deals with the wastage in primary

education in Nepal. In the first grade, 50% of the students drop out, while only 35% complete

five years of primary school. The study concluded that the use of Nepali as the medium of

instruction for non-Nepali speakers is one of the major contributing factors to the high

dropout. The language disadvantages of non-Nepali speakers limit their educational potential

and assure that they will be kept at the bottom of the socio-economic scale (Eagle, 2000).

Language Taught in Nepal

Over two decades, Nepali has been used as the medium of instruction in all national

schools in Nepal. However, the primary level textbooks assume a spoken knowledge of

Nepali, and nowhere is it taught as a foreign language to the non-Nepali speaker (Eagle 2000,

p. 31). English is a major international language, one of the six official languages of the

United Nations, and the means of international communication in South Asia. It is therefore

the foreign language taught in all schools in Nepal and the medium of higher education

(CDC, 2003). That is why English is taught as a foreign language in all the schools of Nepal

starting from grade one to grade 12 and it is also taught as a compulsory subject up to

bachelor levels in different universities of the country.

The Policies of English Language Teaching in Nepal

Language policies and practice in Nepal have their own history; however, language

dominance and hegemony are becoming stronger despite having the policy for promoting

minor languages. The idea of language hegemony was further strengthened with the

introduction of English education in 1950 when Nepal embarked on planning formal

education for the first time. The Government of Nepal, appointed Dr. Hugh B, Wood, a

scholar in India, as an advisor to the Nepal National Educational Planning Commission

(NNEPC) in 1954. The report of which has had an overarching influence on education policy

and became the foundation for language education policy in Nepal. In fact, the commission’s

legacy continues in the construction, deconstruction, and reconstruction of Nepal’s language

policy (Awasthi, 2004). Following the constitution of Nepal in 1990, the National Education

Commission Report in 1992 recognized the need for clear-cut policy and planning to

influence primary education through the medium of the first language (Eagle, 2000).

The politics of English as a global language is primarily local because while it has to

cater to the global demand of the Nepalese people, it must also meet the local socio-political

conditions. That is to say, the status and role of English must appropriately be situated in the

local language policy debate. However, most of the debate on language policy in Nepal

center around the local languages and no debate seem to occur around English. Whatever

debate takes place in relation to the language are limited to curricular and pedagogic matters

and the distribution of ELE facilities (Kansakar, 2009, as cited in Giri, 2009).

There is no doubt that English has established itself as a language of power, but more

importantly, it has become powerful because it has been used as a tool and a resource for

social mobility, linguistic superiority, and educational as well as economic benefits. This

unspoken privilege given to English is a deliberate attempt to create a further division in

already divided Nepalese society. Language has been used as an instrument by the elites to

maintain their superiority (Stiller, 1993, as cited in Giri, 2009). Despite multilingual language

policy rhetoric in the current linguistic and political discourses, hegemonic control of the elite

languages persists and consequently, Nepali and English dominate the practice of all other

languages (Giri, 2009).

Therefore, English language education faces the dilemmas of social equity, social

division, and equitable practice. Academics and educational professors believe that ELE has

to be based on the reality of the situation and taking into account the fact that different
sections of population need different types and different levels of English and that while

English is a second language in urban areas, it is the third or even fourth language in the rural

and remote areas of Nepal. So, the English language must be treated differently in different

parts of the country (Giri, 2009).

Review of Related Empirical Literature

Many studies have been carried out to shed light on the areas of problems faced by

indigenous students in learning English in multilingual EFL classrooms. Here, an attempt has

been made to overcome briefly some of the related studies conducted in the past.

Awasthi (2004) carried out research on Exploring monolingual school practice in

multilingual Nepal. He concluded that students of Nepal belonging to multilingual societies

should be taught in their own mother tongue up to the primary level and the mother tongue

should be the medium of instruction from the early childhood development (ECD) stage to

minimally class three. Likewise, local teachers, women, and Dalits should be deployed to

teach in the multilingual primary classes. However, it is hardly possible because of the lack

of skilled manpower, sufficient finance, and appropriate materials.

Rai (2010) carried out research on challenges faced by Bantawa learners learning

English as a foreign language. The main objective of this thesis was to identify the causes and

challenges faced by Bantawa learning in learning English. He selected ten secondary level

teachers and hundred Bantawa students of class ten from Bhojpur district. He sampled the

population through a judgmental sampling procedure. He used questionnaires and

observation forms and oral interviews as the tools for data collection. He found that Bantawa

learners learning English faced the problems of the physical facility, mother tongue

interference, and lack of new approaches and methods.

Sherpa (2012) in her research entitled Multilingual Education (MLE) in Nepali

School: A Case Study from the Tamang Community of Rasuwa, concluded that MLE has
played an important role for the children’s education although there were many challenges

faced by the schools for the effective implementation due to financial constraint and lack of

support from the department of education to make it more effective and provide equal

opportunities to non-Nepali speaking ethnic group like Tamang children.

Review of Related Thematic Literature

CRED (2005) conducted research on mother tongue intervention at the primary level

and found that the use of language was different in the different districts. They used mother

tongue, code-switching, and Nepali language as a medium of instruction in the classroom.

The uses of mother tongues in the classroom were also found different in the different

districts. In the Kathmandu district, the mother tongue was found to have up to a higher level

but in the other district, it was only found up to the primary level. The teachers faced

problems with the resource materials. Due to the direct translation into their mother tongue

without textbooks, it was found that they were confused about whether they understood the

subject matter clearly or not. But in the case of Dolakha it was different because they wanted

English as a medium of instruction in the classroom because they wanted to develop the

district as a tourist area. Mother tongue textbooks were only available of Newari, Tharu,

Maithali, and Limbu so it was difficult to teach them.

Trodell (2016) reported the impact of language policy and practice on learning that

using the mother tongue in the classroom enhances classroom participation, decreases

attrition and increases the likelihood of family and community engagement in the child’s

learning. Research showed that using the mother tongue as the medium of instruction along

with learner-centered activities enhanced the child’s cognitive learning processes. It also gave

six recommendations for better learning such as advocacy, regional dialogue, investing in the

development of written forms of local language for pedagogical use, using a language of
instruction that learners understand should become standard practice, investment in pilot

multilingual education programs and careful consideration of scaling.

Paudel (2010) carried out a research on teaching in a multilingual context from

teachers’ perspectives and he concluded that teaching English in the multilingual classroom is

a challenging issue and learner’s and teachers’ need to be addressed while designing

curriculum. A teacher should get workshops, seminars, and refresher trainings time and

again. English teachers are capable of using strategies like translation, repetition, rewards,

local text and materials along with reading texts and materials in a multilingual context. But,

the question is only where they teach their students according to learners’ needs and global

context.

Methodology

This research is guided by qualitative research and a critical paradigm. According to

Willis (2007) says, “Critical theory research tends to emphasize relationships that involve

inequalities and power and desirable aspects of critical research involve helping those without

power to acquire it (p.82). It is a foundational perspective from which analysis of social

action, politics, science, and other human endeavors can proceed.

. According to Max Horkheimer (1982), a critical theory is adequate only if it meets

three criteria: it must be explanatory, practical, and normative, all at the same time. That is, it

must explain what is wrong with the current social reality, identify the actors to change it, and

provide clear norms for criticism. Critical theory also may be distinguished from a traditional

theory according to a specific practical purpose: a theory is critical to the extent that it seeks

human emancipation, “to liberate human beings from the circumstances that enslave them”

(Horkheimer, 1982, p. 244). However, a critical theory provides the descriptive and

normative bases for social inquiry aimed at decreasing domination and increasing freedom in
all their forms. In application, it is the use of dialectic, reason, and ethics as means to study

the condition of indigenous students.

The data which were obtained from the researcher’s research field were generally

non-numerical but they had a greater variety of sources. The researcher tried to generate a

reflective (or self) understanding of 'the other' in the context through the data collection

procedure. The researcher carried out this study by selecting four different primary English

teachers and sixteen students from rural areas from four government-aided primary schools as

the researcher’s key participants of Marin Municipality, Sindhuli district using purposive

sampling. Ball (1990 as cited in Cohen et al., 2007) said, "purposive sampling is used in

order to access in-depth knowledge people have about particular issues of professional role,

power, access to networks, expertise or experience" (p. 115). Mainly, it emphasizes on the

prior knowledge about the purpose of the study.

The researcher tried to maintain a rapport with the participants behaving critically.

Observation, interviews, field visits, focus group discussions, and interpersonal discussions

were the method of data collection and statically data were collected from secondary sources

visiting concerned boards, department offices, etc., and constructed the knowledge. Similarly,

the researcher tried to seek knowledge that was generated through interaction between the

researcher and research participants’: teachers and students. Then, the researcher tried to find

out the subjective reality, understanding different issues and factors through reflective

practice. Again, the researcher tried to critically interpret and modify the situation, and the

researcher observed the classroom. There are different local and existed beliefs that forced

them to adopt such understanding. But researchers applied different research tools according

to research paradigms like dialogical interviews, observation, and journals to gain subjective

reality.  The researcher personally observed and took interviews with the participants to get

detailed information about the language use of their teachers and difficulties to understand
their way of teaching and learning style. Moreover, researcher joined their class and tried to

explore their various interpretations of the issue. After collecting the data, the responses were

analyzed qualitatively and the data from the groups of respondents’ performances were

analyzed systematically. The main purpose of the research article was to find out the EFL

classroom situation in the community school. The following agenda were sought to be

addressed in this research article:

 What are the problems and challenges that students have faced in the multilingual

classroom?

 How do students perceive English as a medium of instruction in a multilingual

classroom?

 How do the EFL teachers behave linguistically in multilingual classes?

 What is the impact of languages used in the multilingual classroom?

Finding

Classroom Situation

On the basis of the analysis and interpretation of data, the following findings have

been drawn. And in order to fulfill the objectives of this study, the researcher observed the

classrooms of four schools. Answers were based on the responses of the teachers and

students. The information was gathered from the observation form which is listed in appendix

“A”. Questions were listed in appendix “B” and “C”. Simply, classroom situation plays an

important role to increase the rate of learning powers of the students. Most of the classrooms

of those schools were multilingual. They were from different linguistic backgrounds because

Nepal is a multilingual, multicultural and multiethnic country. Geographically there are

various kinds of castes in the sindhuli district and due to frequent migration, schools and

societies are not monolingual. Almost all the schools and societies were Multilingual. But the

way of teaching and learning systems are monolingual in the classroom. Teachers instruct
students using Nepali or English language than using students’ mother tongue and if students

have Nepali language as their second language then students feel difficulty while learning

English because English is their third language for them. And people want to settle down

their life there where all the facilities are available. Therefore, that kind of Nepalese

background also helps to be a more multilingual classroom and different castes are living in a

scattered way.

Most of English teachers at primary level are using monolingual teaching methods for

teaching English. Students have difficulty even learning Nepali. Government, as well as

teachers, are not able to handle these situations because there are different educational factors

such as teachers, textbooks, libraries, furniture, etc. These things are not easily available in

community schools. This is the age of information and technology so most of the classrooms

are not kept in touch with that kind of facilities. They still follow the monolingual method

and grammar translation method. Teachers of English as a foreign language (EFL) find it

difficult to implement necessary lesson plans in the classroom because of the high number of

multilingual classrooms in Nepal. Whom to address it is really challenging for teachers. From

primary to university English classes, teachers face similar language challenges both

affecting physical and technical facilities. Schools may not have language learning labs,

computers and the internet. Similarly, audio-visual aids may not be in class, and textbooks

and resource materials may be difficult to find. There is no pre-service level training for

primary teachers and they hardly get opportunities to go for any in-service training. The

evaluation system of those schools is not very effective. Students should have vomited one

year course within two or three hours in the examination. And the government of Nepal is

also need to promote multilingual classroom. Because most of the classes in Nepal are

practicing monolingual classroom, that are not the current need of Nepalese classes.

Similarly, to observe at classroom situation of Sindhuli district there are also running
multilingual classes, which means there is not only one cast, but there are also many those

studying at different schools and using different languages. Particularly Tamangs are

dominant castes and predominant castes are Brahmin, Chettry, Sarki, Mager, Newar, Rai, and

Danuwar so, classroom instruction should not be monolingual because they are studying in a

multilingual classroom. And it is also not going smoothly because of physical and material

problems in the community school.

Teachers’ Difficulty in Delivering the Message

In order to find out the EFL classroom situation in community schools at primary

level, the researcher interviewed the teachers, they were coded as T 1, T 2, T 3, and T 4.

Open-ended questions were asked for teachers listed in appendix “B”. Then the researcher

found that the teacher had faced four types of difficulties while delivering the message to the

students. These were teachers’ knowledge, physical facilities and materials, students’ level,

and teachers’ learning environment. Most of the teachers replied that they felt difficulty while

delivering the content to the students with a Tamang language background. As the researcher

interviewed them, they clearly mentioned the gaps in the use of words in Nepali and the

students’ poor English backgrounds, they have been doubting where their students actually

perceive what they mean. They also claimed that this type of situation is always there in

every class. Varied language background directly encounters in the classroom then they have

to code shifting while presenting their detail of the topic.

Similarly, to get rid of the problem, the teacher has suggested the following actions that could

be used to address them first, the preparation of problems with other fellow teachers,

providing a translation type of home assignment for the students, and formation of a peer

group of students with the same language background. Therefore, the researcher found that

the group work /pair work activities were rarely conducted by these teachers and it was found

that they need to be provided with a number of opportunities for practicing content in their
mother tongue as well as in English so that they would be able to understand the local reality.

Similarly, they were given different techniques to promote the learning of Tamang-speaking

students such as inviting them to translation activities, asking simple questions, formation of

language groups, recruiting mother-tongue teachers, and reflecting from the perspective of

the teachers most of them opined that students wanted to practice the English language

together with their mother tongue. They said that they had faced some difficulties to find out

the equivalent translation in their own language.

Similarly, from the class observation form listed in appendix “A”, the researcher found that

while teaching, the teachers frequently translated and shifted into other languages. They also

felt some hesitation while delivering the content. When a Tamang mother-tongue-speaking

student asked the questions, then the teachers had to make a deliberate effort to minimize the

difficulty. In some of the cases, the teachers were unable to understand the queries made by

Tamang-speaking students. A few members of the teachers tried to search for addressing the

multilingual needs of the students which could make reforms in the classroom teaching

method.

Students’ Achievement and their Mother Tongue Influence

In order to find out the problems faced by Tamang students in Multilingual EFL

classroom situations at primary level, I analyzed and observed students’ achievement

and their mother tongue, students are coded as P 1, P 2, P 3, P 4, P 5, P 6, P 7, P 8, P 9, P 10,

P 11, P 12, P 13, P 14, P 15, P 16 P 17, P 18, P 19, P 20, P 21, P 22, P 23, P 24, P 25, P 26, P

27, P 28, P 29, P 30, P 31, P 32 which is listed in appendix “D” and out of thirty two

students, twenty-six Tamang and other language students got second division in English

subject and six Nepali language student got first division in English subject. Therefore, I

found that those students who are from Nepali language did well in English but, other
language speakers whose mother tongue is different from Nepali, they only got second

division. It means they did not do well in that subject.

Most of the Primary classroom in the district is highly multilingual. I have found

varied groups of students in terms of their mother tongue. As the study consisted of thirty-two

from Tamang language background the researcher tried to analyze their mother tongue and

the relationship of this with their academic achievement. From the analysis, it was conducted

that the students who have lagged behind compared to their Nepali language mother tongue

counterparts in terms of their achievement at the primary level.

Other causes are the poor academic achievement of the students speaking Tamang

than Nepali language. However, the researcher concluded that one of the causes may be

language barriers. Those who were Nepali language students could get reading materials

easily either in Nepali or in English in the market. But very few reading materials are

available in their own mother tongue.

Monolingual/Multilingual Teaching Method

The researcher requested four teachers from the different schools to fill in the open-

ended questionnaires listed in appendix “B”, whether the monolingual teaching method was

to be used in the primary level classes or the multilingual teaching methods should be used

there. According to these questions, most of the teachers responded that there should be

multilingual teaching methods because when the students get some exposure to their own

language then they will be able to grasp the real meaning of the information. Out of four

teachers, three were in favor of multilingual teaching and only one teacher opined that getting

command in only one English language. The teacher responded that the use of mother tongue

and translation is necessary for the successful delivery of the content. They felt that the

students always try to understand the new concept in their own mother tongue. Similarly,

many of the students replied that they wanted the right type of teacher who speaks many
languages and could translate the words into their own language. In this way, they thought

that this condition will encourage them to learn further. Almost all the students replied that

only a few teachers exemplify in their mother tongue. So, they sometimes feel difficulty in

understanding. They responded that they feel happy or easy whenever their teachers shift to

their mother tongue either from Nepali.

Problems Faced by Tamang Student in the Classroom

The development of information technology (IT) has brought many changes to the

education system in the nation but those marginalized students are not kept in touch with

those facilities. And they are obliged to face different problems in the classroom. There were

total thirty-two students. The researcher coded problems as “A”, “B”, “C” and “D” and the

number of students coded as P 1, P 2, P 3, P 4, P 5, P 6, P 7, and P 8 for “A” problems.

Similarly, P 1, P 2, P 3, P 4, P 5, P 6, P 7 P 8, P 9, and P 10 for “B” problems, P 1, P 2, P 3, P

4, P 5, and P 6 for “C” problems and P 1, P 2, P 3, P 4, P 5, P 6, P 7 and P 8 for “D”

problems. Answers were based on questionnaires listed in Appendix “C”. On the basis of

questionnaires and the responses of the teachers and students, the following problems were

faced by the Tamang-speaking students. They are interaction/communication-related

problems, comprehension-related problems, structure-related problems, and environment-

related problems. From the observation form of the classroom condition, it was found that

they have different problems. Most of the students are not ready to interact with the teacher

regarding that problem and the teachers were teaching without caring and understanding

students’ linguistic backgrounds. Those students who had Nepali as their mother tongue

dominated the class, so they felt more comfortable saying something in English and Nepali.

For those students whose mother tongue was Tamang, they hesitated to interact and finally

got a bad result.

Conclusion

From the study of the multilingual EFL classroom situation of primary-level

education, the researcher came to the conclusion that students are deprived of the

convenience of the right to get an education in their own language. The constitution (2047)

has set the policy of primary education in children's mother tongue, but it does not seem to be

in practice. The constitution of Nepal 2072 also has guaranteed the fundamental right of the

individual to receive primary education in their mother tongue There are 123 languages

spoken in Nepal and it has been found difficult to get teachers and writers to write

appropriate textbooks, on the other hand, the responsible body does not seem to be ready to

follow the language policy. The teacher felt comfortable in Nepali and the students felt

comfortable in their own language but the goal of teaching is to make them competent in

English. Lack of motivation in EFL classrooms and the interference of learners' mother

tongue seems to be major factors for poor performance in English. Because of the

multilingual background of the students, it is very difficult for teachers to plan the right type

of teaching method. Similarly, learners are learning English as a third language because at

home they use their own language, and in the classroom, teachers instruct them in Nepali to

learn English.  Language is the most powerful tool in education. Hence, they need to handle it

carefully. For those students who are non-Nepali speakers, English and Nepali are their

second languages for them. They are learning the English language like learning their first

language. To some extent, it helps them but not completely because of its own grammatical

rules and system. So, if children do not get education in their native language, they do not

understand fully and do not feel free to share their problems with the teachers. Teachers

should teach them using a multilingual teaching method which is an urgent requirement for

the present time to satisfy the students' needs and to trigger the rapid growth of

multilingualism in this twenty-first century.        

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 APPENDIX - A
OBSERVATION FORM
Physical Facilities

Classroom Air condition Surrounding Weather Electricity

arrangement Environment

Teaching Materials
Picture Cassette Tape recorder Black/White Visual
board

Text Book Condition

Available Not available Properly applied Not applied

Racial Composition in the Classroom

Grade Tamangs Majhis Brahmin/Chhetries Newars Dalits Total Remarks
0
1
2
3
4
5

Teaching Activities

..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
Used of Teaching Materials

..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
Used of Methods/Techniques for Teaching English
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
The Condition of Other Things
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................

APPENDIX 'B'

Questions for the teachers 

1)   What is your home language? 

2)  Do you know other languages besides your home language/s? 

3) Which language do you feel most comfortable using in the multilingual EFL classroom

and why? 
4) What language/s do you use while teaching English in the class? 

5) How do you teach English in a multilingual EFL classroom?

6) What languages do you use to speak to your Tamang/Magar/Majhi/Thami students within

the class? 

7) What languages do your Tamang/Magar/Majhi/Thami students use to speak to you outside

the class? 

8) What languages do your Tamang/Magar/Majhi/Thami students use in peer groups? 

9) Which language do you use outside the classroom with others?

10) Why do you think indigenous students face problems learning English in a multilingual

EFL classroom?

11) Why do you think that learner’s language in the class is necessary at the primary level? 

12) What do you think about the use of monolingual teaching methods against multilingual

teaching methods? If yes why? 

13) Do you think that new teaching methods are to be adopted specially designed for

multilingual classes? If yes why? 

14) Do you feel difficulty conveying your message in front of students with varied language

backgrounds? If yes why? 

15) What problems do you face as an English Language teacher and why?

16) What should be done at the primary level to promote the learning of

Tamang/Mager/Thami/Majhi-speaking students? 

17) What kind of interaction have you taken to address a multilingual classroom?

Close-Ended Questionnaires for the Teachers

Put the tick mark (√) on your answer.

1) Which methods do you normally use in the class during teaching?

a) Lecture method
b) Discussion method

c) Communicative method

d) Translation method

2) Do you use the multilingual textbook in the classroom while teaching your subject?

a) Yes

b) Sometime

c) No

3) Do you discuss the problems with the students or other fellow teacher?

a) Yes

b) No

c) Sometime

4) How do Tamang-speaking students perform in the class as compared to Nepali

students?

a) As well as Nepali-speaking students

b) Better than Nepali-speaking students

c) Not as well as Nepali-speaking students

5) What actions have you taken to address their need?

a) I have formed peer groups of children with the same language background.

b) I have prepared sets of materials in their home language.

c) I have discussed the problems with teachers.

6) Do you encourage students to speak their home languages in school?

a) Yes

b) No

7) Do you use locally made teaching material and textbooks written in your mother tongue?

a) Yes
b) No

APPENDIX 'C'

Questions for the students

1)  What languages do you use in your daily life like at home, or a playground in casual

conversation and why? 

2)  Which language is easier for you and why? 

3)  What medium of instruction is used in your classroom and how do you feel after it? 

4) How do you feel when a teacher teaches English using the Nepali language? 

5) Do you think the teacher should use Tamang/ Magar /Majhi and Thami languages while

teaching English?

6) Which language do you use outside the classroom with peers? 

7) Which language do you use outside the classroom with teachers?             

8) Which language do you use inside the classroom with peers? 

9) Which language do you use inside the classroom with teachers? 

10)  How do you feel if s/he shifts to your mother tongue? 

11) Do you satisfy with the use of language in the multilingual EFL class? If not why?

12)  What kind of problems have you faced in learning English and why?  

13)  What kind of expectations do you have while learning English?

APPENDIX- A
S.N Students Spoken Language Academic Achievement
1 P Nepali First
2 P Nepali First
3 P Tamang Second
4 P Tamang Second
5 P Tamang Second
6 P Rai Second
7 P Majhi Second
8 P Tamang Second
9 P Nepali First
10 P Rai Second
11 P Majhi Second
12 P Majhi Second
13 P Magar Second
14 P Tamang Second
15 P Majhi Second
16 P Tamang Second
17 P Nepali First
18 P Nepali First
19 P Tamang Second
20 P Tamang Second
21 P Tamang Second
22 P Rai Second
23 P Majhi Second
24 P Tamang Second
25 P Nepali First
26 P Rai Second
27 P Majhi Second
28 P Majhi Second
29 P Tamang Second
30 P Magar Second
31 P Majhi Second
32 P Tamang Second