Emotions as entanglements: unpacking teachers' emotion management and policy negotiation in English-medium instruction programmes von Sah, Pramod K.

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Affordances of Multilingual and Multimodal Literacy Engagements of Immigrant High School Students: A Scoping Review von Zaidi, Rahat, Sah, Pramod K.

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Teachers’ beliefs and reproduction of language ideologies in English-medium instruction programs in Nepal von Sah, Pramod K.

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Language ideologies and language teaching in the global world: An introduction to the special issue von Uysal, Huseyin, Sah, Pramod K.

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Teacher Preparation for Primary English Education in Nepal: Missing Agendas of Diversity and Inclusion von Sah, Pramod K.

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Translanguaging in Language Teaching and Learning: Current Practices and Future Directions von Fang, Fan, Zhang, Lawrence Jun, Sah, Pramod K

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“Your English is so good”: Linguistic experiences of racialized students and instructors of a Canadian university von Kubota, Ryuko, Corella, Meghan, Lim, Kyuyun, Sah, Pramod K

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Simultaneous Identities: Language, education and the Nepali nation, by Uma Pradhan von Sah, Pramod K

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Teacher Agency in Creating a Translingual Space in Nepal’s Multilingual English-Medium Schools von Phyak, Prem, Sah, Pramod K, Ghimire, Nani Babu, Lama, Anju

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Academic Discourse Socialization, Scaler Politics of English, and Racialization in Study Abroad: A Critical Autoethnography von Sah, Pramod

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Sustaining Critical Approaches to Translanguaging in Education: A Contextual Framework von Mendoza, Anna, Hamman‐Ortiz, Laura, Tian, Zhongfeng, Rajendram, Shakina, Tai, Kevin W. H., Ho, Wing Yee Jenifer, Sah, Pramod K.

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English-medium education and the perpetuation of girls’ disadvantage: Parental investment and gendered aspirations in Nepal von Hultgren, Anna Kristina, Upadhaya, Anu, O'Hagan, Lauren, Wingrove, Peter, Adamu, Amina, Greenfield, Mari, Lombardozzi, Lorena, Sah, Pramod K., Tsiga, Ismaila A., Umar, Aishat, Wolfenden, Freda

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Emotion and imagination in English-medium instruction programs: Illuminating its dark side through Nepali students’ narratives von Sah, Pramod K.

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Toward linguistic justice and inclusion for multilingual learners: Implications of selective translanguaging in English-medium instruction classrooms von Sah, Pramod K., Li, Guofang

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Decolonizing English‐Medium Instruction in the Global South von Sah, Pramod K., Fang, Fan

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Unbiased but ideologically unclear: Teacher beliefs about language practices of emergent bilingual students in the U.S von Sah, Pramod K., Uysal, Huseyin

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Forum on “The emotional landscape of English medium instruction (EMI) in higher education” von Hillman, Sara, Li, Wendy, Şahan, Özgür, Sahan, Kari, Liyanage, Indika, Zhang, Tiefu, Yuan, Rui, Hopkyns, Sarah, Gkonou, Christina, Sah, Pramod K.

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English-medium education and the perpetuation of girls’ disadvantage von Hultgren, Anna Kristina, Upadhaya, Anu, O'Hagan, Lauren, Wingrove, Peter, Adamu, Amina, Greenfield, Mari, Lombardozzi, Lorena, Sah, Pramod K., Tsiga, Ismaila A., Umar, Aishat, Wolfenden, Freda

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Varia von Adhikari, Radha, Bate, Tara, Bruslé, Tristan, Buffetrille, Katia, Campbell, Ben, de Maaker, Erik, Gagné, Karine, Gros, Stéphane, Karmay, Samten, Ma, Zhen, Michaels, Axel, Pradhan, Uma, Ramirez, Philippe, Sagant, Philippe, Sah, Pramod K, Sharma, Jeevan R, Sun, Rui, Tamang, Sangay

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Elisabeth Barakos and Johann W. Unger (eds.): Discursive Approaches to Language Policy: Palgrave Macmillan, London, 2016, xiii + 299 pp, Hb €93.59, ISBN 978-1-137-53133-9 von Sah, Pramod K.

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