Globalization and Its Impacts on English Language in Nepal

Basanta Kandel
Abstract
Globalization has become worldwide in scope which ultimately converts a huge globe into a
small global village. Nepal, a multi-lingual, multi-cultural and multi-ethnic country, has been
influencing with the flow, network, and interconnection of globalization, since the 18th century.
As a theoretical article based on qualitative research design, this paper aims to unravel the
components of globalization and its impacts on English language, education system and
language policy in Nepal in an analytical and interpretative way that is supported by experts
theories. Further, the article has attempted to raise the issues of the colonization and spread of
English, use of English in Nepal, its impacts on language policy, and challenges upon
vernacular languages from past to the present. Finally, the article explores that Nepal is
profoundly influenced by globalization; its impact is seen on English language, education
system, language policy and life style of the entire citizen which pressurizes towards
Westernization.

Keywords: globalization, English language, colonization, vernacular languages, language policy

Introduction
Globalization refers to the flow of trade and capital, dissemination of ideology, the
growing integration of economies and societies around the world through free movements of
goods, services, people, and information across boundaries. Globalization, a complex process of
increasing interdependence, integration, and interaction among individuals, societies, cultures,
and institutions around the world in the spheres of economy, culture, knowledge, technology,
and politics (Pannilage, 2016). Due to globalization the world is getting closer to us as people
around the world have been more and more interconnected through the exchange of goods,
services, means of production (labor, capital), information, knowledge, culture and other forms
of interaction (Manandhar, 2016). Appadurai (1990) has famously described globalization as a
'complex overlapping and disjunctive order' made up of five different types of forces and flows
which he calls 'scapes'. Ethnoscapes - flows of people, technoscapes - flows of technology,
financscapes - flows of money, mediascapes - flows of information, and ideoscapes - flows of
ideas and discourses. The movement of people, technology, funds, media, and ideas exists in
varying and colliding forms. Globalization is universal phenomenon, demand and necessities of
the present world, as a result, the world has become as a global village.
In this circumstance, the south Asian country Nepal, located on the lap of Himalayas is
also heavily influenced with this flow, network and interconnection of globalization which has
mass impacts in all the areas. Specifically, the globalization has brought genuine changes and
reforms in the education system, English language, and language policy sector in Nepal. Nepali
education system have been under the influence of globalization since two century and
pressurized to produce human resources for global competition. Nepali education system and
process has been informed by national and international norms and standard, learner centered
pedagogy, information and communication technology because of the flood of globalization.
The form, size, content and context of Nepali education have been customized, the aims and
objectives are reshaped and modified, methods and technologies are adopted with respect to
globalization concept. Due to the influence of globalization and colonization, the education
system in Nepal has been influencing since the Rana Regime to Federalism.
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Similarly, the globalization wave has increased and attracted the charm and glory, power
and prestige, pride and identity of English language in Nepal (Kandel, 2018). English serves as
the key external link in education, politics, commerce, science and technology, military alliances,
entertainment, and tourism. Therefore, people have a high craze on the English language
knowingly or unknowingly in Nepal. English stands as the most prestigious language in Nepal
due to its power and popularity. People take it as a matter of pride and prestige, therefore the
gravity of the English language has been powerful. Giri (2015) mentions:
The status of English in Nepal has been changed in the last seven decades. Adopted first as
a ‘foreign’ language, English, in recent years, has become an indispensable part of life for
the Nepalese people. It is presently used as an additional language, second language and
even primary language in many socio-economic and educational domains in Nepal.
Alike Nepali education system and dominance of English, language policies in Nepal are hassled
to be with the global needs and demands. Recently, Nepal has entered to Federal Republican
Democratic country after the proliferation of the new Constitution in 2015 that eliminates the
hereditary monarchical regimes and centralized ruling system. As an autonomous body, the local
government can formulate diverse policies including language, art, culture and other heritages
(The Constitution of Nepal, 2015). Moreover, Nepal's language policy depends principally on
how federal, provincial and local governments create and implement language policy of the
territory which must meet the global needs and demands.
As an emerging concept and practice in the present world, globalization can transport a
mutually delightful and offensive moments and action. In this circumstance, I attempted to
explore how the globalization process has impacted on education system, English language, and
language policies in Nepal. I found no study has been carried out in this particular issue and
field, therefore this study will inform the researchers, teachers, students, language policymakers,
government and bureaucrats, and politicians to make aware of globalization and its increasing
impact in Nepal, especially on English language and language policy.
Purpose of the study
This paper aims to elucidate the globalization and its increasing impact in Nepal,
especially on English language, education system and language policy. Further, the study intends
to make aware to concerned stakeholders about the influence of globalization on lifestyle of
Nepali nationals.
Methodology
This study positions on the secondary sources, consequently; library, newspapers, books,
articles, journals, theses, policies, websites, online were consulted for the literature related to
globalization and its impact on English language, education and language policy in Nepal. The
style of writing is thematically based and described briefly with supporting theories of the
experts in the field. As a qualitative research design, the study is descriptive, analytical and
interpretative, and the discussion is made positioning on the themes.
Interpretation and Discussions
This section reviews, analyses, and interprets the phenomenon of Globalization and its
impact on English language and language policy in Nepal which are discussed thematically as
per the objectives require. The information are broadly interpreted and analyzed into different
themes which underpin on the theory of various scholars from home and abroad.
Globalization and the Spread of English
As a result of rapid advancement in transportation and communication, the world has
become both economically and culturally more globalized. The situation has facilitated greater
 3

human traffic and the exchange of larger volumes of information and goods. New technologies
and communications are enabling massive and complex flows of people, signs, sounds, images,
and languages across multiple borders in multiple directions. Language has been the most
contested issue in the age of globalization. With the flow of globalization, and successive waves
to colonization, the major languages of the world like English, French, Spanish, and Portugese
widely expanded and speeded throughout the world since 1492 (Coupland, 2010).
The spread of English is basically due to colonial reasons as, in settlement colonies,
where some colonial languages have prevailed as vernaculars, these have also driven to
extinction not only most of their European competitors but also the languages brought over by
slaves and contract laborers. In the colonies, where European languages functioned as official
languages and as lingua-franca commanded only by minority socioeconomic elites, most of the
indigenous languages continued to be spoken. In the colonies, the change of colonial rule
generally entailed a shift of official languages. Along with the changes in power, the British
Commonwealth imposed its language and made English spread in many parts of its colonies
(Coupland, 2010). Then, English became an official language in many settlement colonies and
vernacular variety in many others. The spread of English was more when the United States
became the dominant economic and military power of the twentieth century – an evolution which
has increased its impetus with the new wave of worldwide globalized economy after the collapse
of the Soviet Union (in the late 1980s). Thus, distinctly, the use/function of English as lingua-
franca has made it the foremost 'world language'. This evolution has led some scholars to
characterize English as a 'global language', i.e. as a pre-eminent 'world language'. Around two
billion people are now using English around the world and English has an official role in more
than 70 countries and territories (Crystal, 1997). More than 80% of communication English in
the world is now between so-called 'non-native' speakers of the language (ibid). The ratio of
native to non native English speakers in the world is 1:3 (Crystal, 2003).
Economic globalization has helped the spread of English as a lingua franca around the
world is certainly not groundless. It is directly related to colonization, to which globalization is
originally connected. The spread of English is largely attributable to the earlier role of
colonization that played in expanding the language geographically and demographically. Crystal
(2003) argues that although English was a colonial language in the past, it is now a neutral and
useful tool for anyone who wishes to use it for global travel and communication. For him,
English happens to be 'in the right place at the right time' to become an international language.
Other languages and cultures can thus be easily maintained along with English to keep the
identities of the local people. On the contrary, Phillipson’s (1992) perspective is that the
expansion of English, extended from Great Britain’s colonial rule in Asia and Africa, is not
accidental, but, it is closely intertwined with both material/institutional structures.
Colonization and the Dominance of English
In the present context, the English language has deemed to be the natural choice for
progress because of its association with the global economy. 'A language achieves a genuinely
global status when it develops a special role that is recognized in every country' (Crystal, 1997).
It is seen as opening doors for social mobility within and across national borders. As Phillipson
(2003, p. 16) observes:
English has acquired a narcotic power in many parts of the world, an addiction that is far from
clear. As with the drug trade, in its legal and illegal branches, there are major commercial interests
involved in the global English language industry.
In this era of globalization, the colonial dimensions of the English language have been sanitized
focusing on its instrumental value for international and intercultural communication.
 4

English extended to South Asia since 1835, when an ordinance issued entitled Minute on
Indian Education, decreed that English be the medium of all schools and universities in India.
The assumption was - the acquisition of English by the colonized may not change their biology
(blood and skin color), but could create a new culture (taste, opinions, morals, and intellect) with
which the colonizers could interact (Bhatt, 2010). The acquisition, use, and hegemony of English
within the imagined community replaced the inherited practices and introduced new ones. Then,
colonial discourses were English language and culture to indigenous people, devaluing
vernacular languages and cultures. The educational system in the colonies reproduced English
symbolic capital. Formal institutions as school, court, administration, and governance made the
power and dominance of English to the colonies. The imposition of the English language and
literature during the colonial period represented claims to a superior culture. In turn, the most
exciting feature of English literature today is the explosion of postcolonial literature- kinds of
literatures written in English in formerly colonized societies. This has given rise to a range of
theoretical ideas, concepts, problems, and debates, and these have been addressed in a range of
articles, essays, talks and books. The English language disposed of the vernacular languages and
cultures. But, now the formal colonies are free from colonial influence, due to the increasing
globalization and transnationalism progression. The ex-colonized are expressing their identities
in English without endangering recolonization, which is the result of globalization (Bhatt, 2010).
The speakers/writers of post-colonial Englishes have altered the syntactic, discourse-
pragmatic, sociolinguistic, and literary forms of metropolitan varieties to recreate, maintain or
represent more faithfully local cultural practices and culturally embedded meanings.
Decolonized people develop a postcolonial identity that is based on cultural interactions between
different identities (cultural, national, and ethnic as well as gender and class based) which are
assigned varying degrees of social power by the colonial society. Cultural contact between the
colonial and the indigenous has resulted in cross-fertilization of languages, yielding new
alchemy of English in post-colonial contexts which represents linguistic hybridity of form and
function. Post-colonial English has now replaced colonial representation, carving out a niche, a
new identity, local values, hybrid representation, multiple norms of literary styles, different
linguistic and sociolinguistic strategies. Post-colonial Englishes are the new articulation of
identity, values, power, and solidarity. Post-colonialism is an umbrella term that is inclusive of
all discourses that challenge the dominance of all kinds of hegemony in all walks of human life.
Globalization and Education System in Nepal
Federal Democratic Republican Nepal, a landlocked country having diversity is highly
affected by globalization. Nepal formally adopted the policy of liberalization, privatization and
globalization after the restoration of multiparty democracy in the early 1990s as the predecessor
of globalization in the South Asian region. The attainment of Nepal to the World Trade
Organization in 2004 accelerated the process of globalization (Khanal, 2017). Globalization has
brought diverse opportunities and challenges to almost all sectors in Nepal.
To be specific, the globalization has brought some genuine changes and reforms in the
education system in Nepal. Currently, the education system of the country is under pressure to
produce the qualified human resources for global competition in the 21 century. Therefore,
Nepal's educational planning and policies are also drafted and developed like global trends and
needs. Due to the globalization and its demand, the Government of Nepal has implemented
Education for All (EFA-2004-2009), Secondary Education Support Program (SESP), Teacher
Education Project (TEP), Food For Education, School Sector Reform Project (SSRP- 2009-2015)
to meet the goals and strategies put forward by Dekar Conference-2000 related to EFA and
 5

United Nation's Summit for Millennium Development Goals -2000. Similarly, the Higher
Education Project (HEP), Second Higher Education Project (SHEP) has been formed under the
University Grant Commission (UGC) to meet the goal of globalization. Tribhuvan University
and other universities have launched Open and Distance Learning/Education (ODL/E) and
Information Communication Technologies (ICTs), to expand the access of education as a global
trend. Currently, there are reforms in the school sectors as Basic Education is from 1-8 and
Secondary Education is 9-12 grades and conventional evaluation system following percentage
system has been replaced by grading/CGPA system. The government has recently established
Open University for higher studies, and technical and vocational secondary education program in
school level. The education governance and management is empowered and, the institutional,
organizational and community power is strengthened. The access and quality of education are
increased, the basic education is free of cost, admission and exam fee is not allowed, and
textbook is freely circulated. The education system and process is guided with national and
international norms and standards and learner responsive classroom pedagogy is practiced. In
Nepal, the form and content of education have been modified; its goals and policies
reconsidered, and its method and manner are transformed from time to time due to globalization.
Conversely, the Nepali education system is ever influenced by colonialism and
globalization. From Durbar High School to Tri-Chandra College, the first venture of higher
education in Nepal was established with a British influence. The syllabus and exam system were
directly inclined from the British-India education system. The private schools, public schools in
the country are pressurized to introduce English as the medium of instruction. More than 31
thousand private schools (basic to secondary) have been offering English as a medium of
instruction in the classes and both government and public schools have been following their
footsteps, due to the influence of globalization. Students from school to university acquire
cultural, educational, economic homogeneity which ultimately follows the European and
American life. The problem of brain drain and student mobility has become a global
phenomenon that didn't leave Nepal untouched. Yearly, 33,000 students fly from Nepal for
abroad study in different Universities of the globe (The Kathmandu Post, 2017, Feb. 17). The
ongoing trends of globalization in the education sector have heavily influenced the country
which might bring both opportunities and challenges in the future.
Globalization and the Use of English in Nepal
In the context of Nepal, English language has been accepted as the language of wider
communication and affluence. In Nepal, the authority of English can be seen as having three
historical eras: Era of colonial influence from 1767 -1850, Era of English education expansion
from 1851-1990, and Era of English professionalism from 1990 to present (Poudel, 2016).
English first entered into Nepal through the contact (both conflict and alliances) with the British
people who colonized India. English has a strong influence on Nepali elites (Kerr, 1999) ever
since the British had contact with Nepali people in the second half of the 18th century. During
the time of the unification of Nepal (1767), Captain Kinloch with a British troop (Levi, 1952
cited in Poudel, 2016) arrived in Kathmandu. Kirkpatrick arrived in Kathmandu as a special
British envoy to Nepal (ibid). The East India Company signed a treaty with Nepali King Rana
Bahadur Shah in 1801. In 1802, Captain Kinloch took the office as a first British resident in
Kathmandu. Nepali youths were recruited in the British army to fight for the British Empire with
the introduction of the Rana Regime. Rana established a school to educate the children of Ranas
in English in 1853/54 A.D., named Durbar High School.
 6

Nepali higher education was heavily influenced by the Indian system of British India
because the syllabus was directly borrowed from India and the same assessment system was
implemented. English was because of the pro-British sentiment in post-Rana-era (Shrestha
1993). The Nepali elites collaborated with the British to gain power, and English was more
symbolic than a real vehicle of power. Poudel (2016) argues the English language has exerted
different kinds of power in Nepal in different historical conditions. English is preferred because
competence in English is seen as the passport to administrative positions in government. Khati's
(2016) study explored that with the increasing demand for English language for global
integration, the choice of schooling children in English has been given a major priority in
developing countries including Nepal. Phyak (2013) urges the English language certainly has an
important space in global multilingualism particularly to access globally available socio-
economic and educational resources. English language in Nepal has become the most powerful,
has ruled over the people and made a slave, therefore, it has dominant role in society. Shrestha
(2016) mentions that the spread of English is rapid in Nepal due to its significant role in
education, diplomacy, mass media, technology, tourism, and claims English as a dominant
language overshadowed the promotion of other vernacular languages in Nepal. Similarly, Giri
(2010) states that in modern Nepal, English has become the language of economic success, and
of occupational and professional development, and the ability to use English helps us
educational, socio-economic and professional gains, and provides access to openness, world
expertise and to information. It has become so crucial that an educated Nepali is virtually
deprived of all sorts of opportunities if he or she does not know English.
Nepal's heavy dependence on foreign aid, its diplomatic relations with more than 100
nation-states; the growing of NGOs and INGOs and job opportunities to Nepalese in home and
abroad have contributed to the gravity of English in the lives of Nepali people (Dahal, 2000).
There are 2032 native speakers of English (76th language out of 123 plus) and it has been given
the status of the national language (All spoken as the mother tongue in Nepal are the languages
of the nation- Constitution of Nepal, 2015- Clause 6). Hohenthal (2014) claims the power of
language connects with societal power, and English has spread as a result of exploitation and
colonization, and now considered as the most prestigious and powerful language in the globe. In
a nutshell, as a language has hidden power so the case of English which has changed the whole
society and the world. Kachru (1986) has expressed:
The power of language is intimately connected with societal power. It can be manifested by using
persuasion, regulation, inducement or force to add a code to a speech community or by the
suppression of a particular language variety and the elevation of another. Through the power of
language, one can divert and hypnotize others and gain benefits.
English as a global tongue, therefore, has been modifying and 'localizing'. The speakers converse
in a locally distinctive form of English. For example, many Singaporeans speak Singlish - a
mixture of English and Chinese. In the Philippines, Tanglish, a mixture of Tagalog and English,
has become the normal form of oral and written communication. In India, Hinglish, a mixture of
Hindi and English and in Nepal, Nenglish, a mixture of Nepali and English, is becoming
increasingly common. Now, people who were traditionally considered to be non-native speakers
of English are in many cases native speakers of the newly developed localized varieties, such as
Chinese English, Hong Kong English, and Japanese English (Sharifian, 2013). In its journey,
across the globe, English has become increasingly localized by many communities of speakers
around the world, adopting it to encode and express their cultural conceptualizations, a process
which may be called glocalization of the language (Sharifian, 2013). The role of English in
Nepal is being enhanced by globalization, which threatens cultural colonization.
 7

Globalization and Language Policies in Nepal

Nepal, linguistically and culturally a diversified country, has gone to different socio-
political changes that have made a direct impact on language planning and policies.
Language policy has social and political consequences, e.g., in (re)constructing national identity,
delimiting or promoting linguistic human rights, directing the education of linguistic minorities,
and promoting language revitalization, as well as legitimizing linguistic practices and cultures of
particular groups while imperializing others. Phillipson (2002) argues, 'education policy should
have multilingual aims and means'. The rapid influences of globalization in the globe has
impacted in Nepal's language policies and planning. Therefore, the government of Nepal has
provisioned open policy and equal respect to all the languages in its constitution without any
restriction. The constitution of Nepal (2015) states in article 6 and 7 as:
Article 6: All languages spoken as the mother tongues in Nepal are the languages of the nation.
Article 7: (a) The Nepali language in the Devnagari script shall be the official language of Nepal.
(b) A State may, by State law, determine one or more than one languages of the nation spoken
by the majority of people within State as its official language(s), in addition to the Nepali
language.
The constitution further states about the right relating to education in the article (31) and right to
language and culture in the article (32) as:
Article 31: (a) Every citizen shall have the right of access to basic education.
(b) Every citizen shall have the right to get compulsory and free education up to the basic level
and free education up to the secondary level from the State.
Article 32: (1) Every person and community shall have the right to use their languages.
(2) Every person and community shall have the right to participate in the cultural life of their
communities.
(3) Every Nepalese community residing in Nepal shall have the right to preserve and promote
its language, script, culture, cultural civilization and heritage.
It is due to globalization; any language in Nepal can enjoy and have a free exercise for their
promotion and development. With this provision of the Government of Nepal, the English
language enjoys similar opportunity and preferences in all the sectors, as a result, its power
prestige and popularity has reached in extreme height and level. Because of international value,
English in Nepal enjoyed one of the compulsory subjects from class four up to the Bachelor level
since the New Education System Plan (NESP) was introduced in 2028 B.S. Then after from 2060
B.S., the government decided to teach English from elementary class. Curriculum Development
Center (2063 B.S.) states:
The National Education Commission reports and interaction programs held at different places
times and with various groups e.g. stakeholders, teachers have laid great emphasis on introducing
English as a compulsory subject in all schools of Nepal from the very beginning of school
education (i.e. from grade one).
Later, the government modified the Primary Level English curriculum, as CDC (2063) states:
The curriculum of English for primary level (Grades 1-5) education in Nepal has been changed to
cater the immediate needs of children learning English and building a basic foundation for their
further studies in and through English. Moreover, it aims at developing a comprehensive
communicative competence on the part of learners.
Regarding the Medium of Instruction, the National Curriculum Framework for School Education
in Nepal (MOE, 2007) states; the medium of school-level education can be in Nepali or English
language or both of them. It seems, due to the globalization and liberal language policy in Nepal,
any language has got an equal opportunity like the local and vernacular languages. But to what
extent the countries like Nepal can protect and conserve their national linguistic resources in the
 8

era of globalization of English. The global use of English that Phillipson argues as a 'killer
language' has impacted on the countries existing language policy and left vernacular languages in
endangered conditions.
Globalization and Vernacular Languages
Despite Nepal's relatively small hilly and landlocked country, 123 languages are spoken
(CBS, 2011). Among this vast number of languages, the majority of students from nursery to
university level, teachers, officials, bureaucrats, politicians, business person, and even common
people feel pride communicating in English and use it as a second language. The majority of the
parents' interest to educate children in English, admit in English medium schools and to be
educated means to be fluent in English, the knowledge of vernacular languages are considered
inferior to English and English is taken as superior" (Wood, cited in Poudel, 2016).
English is flourishing and enjoying in Nepal but other vernacular languages are
struggling for their survival. 'English as an international language enjoys a kind of hegemony and
regularly threatening the survival of local languages' (Shrestha, 2016). The huge influence of
globalization and huge demand of the English, the vernacular languages have been threatened
and made in endangered condition. Sultana (2011) states the use of English in a multilingual
context raises several challenges to vernacular languages. Meantime, the Language Commission
Nepal [LCN] further announces that only 19 languages in the country having more than 100, 000
speakers are in safe zone, but 35 + languages are in an endangered condition which needs to be
preserved and promoted. Besides, Ethnologue (2019) informs that of 122 living languages in
Nepal, 109 are indigenous, and 13 are non-indigenous. Furthermore, 8 are institutional, 18 are
developing, 28 are vigorous, 58 are in trouble, and 10 are dying. Not only the vernacular
languages influenced by globalization and English imperialism, but their society, culture,
lifestyle, behavior, attitudes, anxiety, and psychology are heavily diverted and changed.
The followers of English prefer English culture, style, behaviors, foods, costumes rather
than their own. The current Nepali generation has dreams to learn English, apply for the visa in
native countries of English like the USA, the United Kingdom, Australia, and the Netherlands,
find the opportunities and settle there for the lifelong with the family. The trend of brain drain is
excessive which has badly affected the country's educational and economic system. The country
has run out of qualified man powers and healthy brains. Simply, the influence of English in
Nepal, and the overall globalization process have made this the worst situation, as the entire
people is being the slave of English, losing their original language and cultural heritage. Khati
(2016) expresses 'the sole logic behind the current shift into English from other languages is
globalization and market forces'. He claims that the English language-related policies and
practices have been implemented without considering the educational cost and benefit in Nepal.
The English as medium of instruction policy in the schools has challenged the existence of
vernacular languages. The elite English medium schools in Nepal are a powerful model, offering
the English culture with the language, shading the local languages. The schools in Nepal are
directly producing Anglo-American and British hegemony through the language. Globally
connected English-speaking elites tend to monopolize national privileges. Pennycook (1994)
mentions that the widespread use of English threatens other languages; it has become the
language of power and prestige in many countries, thus acting as a crucial gatekeeper to social,
economic and linguistic progress.
Conclusion
Globalization has both pros and cons in peoples' individual and social life. As a
multifaceted country, Nepal has been experiencing sweet and bitter facts related to globalization,
 9

and its impact on education and language sectors. Nepal was untouched by colonial rule but
touched from its impact and globalization process. The theories of language, education, economy
are now under the pressures of globalization which is near to Westernization. In the era of
globalization, everything is marked with the cultural flow and transformations, and Nepal is not
isolated from it. On the other hand, the power, prestige, and popularity of English has been
widely spread and have ruled over the world through linguistic imperialism that caused great
tensions to other languages. The practice of English as medium of instruction in Nepal has
shadowed the linguistic human right of the students and has left little space for vernacular
languages. Due to the heavy pressure of globalization and the spread of English, Nepal has
gradually lost its identity as well as linguistic and cultural flavors. The evidences suggest that it
is essential for educators and policy makers to reshape the education system and language
policies to facilitate to knock the door of widespread mobility for the betterment of the nation in
the era of globalization.
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