Secondary students' lived experiences studying in Nepali and English mediums in community based schools in Nepal

Abstract

This study examines how secondary students experience studying in English and Nepali mediums in community-based schools in Nepal, to which previous studies have paid little attention. I collected data from secondary students studying English and Nepali mediums in community-based schools by conducting semi-structured interviews with them and observing their classes. The findings show that most English-medium students experienced receiving a quality education compared to Nepali-medium students; however, they were less satisfied with their medium of instruction as their schools paid less attention to adopting fully English as a medium of instruction. Further, most Nepali-medium students experienced a disparity in education as their schools restricted many students from studying in English-medium by conducting entrance examinations and offering more comprehensive courses to English-medium students. Conversely, some English-medium students identified less difference between Nepali and English mediums of community-based schools in terms of the medium of instruction as their schools utilised both Nepali and English languages as mediums of instruction in both mediums. This study's findings support educational policymakers and concerned authorities in improving existing language policies in school education, addressing existing educational disparities, and ensuring quality, impartial, and inclusive education in Nepali schools.

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