This book provides a comprehensive analysis of English language education (ELE) practices since its adaptation into formal education seven decades ago in Nepal. It serves as a compilation of empirical studies on all aspects of Nepalese ELE practices from hand-picked scholars, and presents a description of the current state of affairs of Nepalese ELE practices.

It articulates the concerns and challenges that English language practitioners face between the theoretical standpoints and their implicational concerns in relation to the practice of English, and showcases the diverse states and practices of ELE. Written around practice themes and contexts in which the Nepalese ELE is most resilient, the chapters reveal evolving perspectives and practices adopted by English Language Teaching (ELT) practitioners in their respective contexts.

This book serves as a useful resource for teachers, teacher trainers, researchers, policymakers, and other stakeholders who are involved in ELE. It is also a helpful guide for mobile practitioners who teach or plan to teach across international geographical boundaries.

Professor Ram A. Giri, Ph.D., is an academic at Monash College/Monash University, Melbourne, Australia, where he has been teaching the English language and degree programs since 2009. After obtaining his Master of Education degree in English linguistics from Tribhuvan University, Nepal, he went to Columbia University, New York, for an EdM degree in Applied Linguistics under the Fulbright Scholarship program, and then to Monash University, Melbourne for his Ph.D. under the Australian government's (IPRS) scholarship program. He has researched and published in international journals, written book chapters, and published several edited books on a wide range of English language education issues, including "English as a Medium of Instruction in South Asia: Issues in Equity, Equality and Social Justice" (2024)  and "Equity, Social Justice and English medium instruction: Case studies from Asia" (2024). . His research interests include TESOL, language testing, and language (education) policy. He is the co-founder of NELTA and current Editor-in-Chief of the Journal of NELTA.

Professor Laxman Gnawali, PhD, is a leading scholar of English language teacher education programmes at Kathmandu University, Nepal. With his first Masters degree from Nepal, he taught English at primary, secondary and tertiary levels in rural and urban parts of Nepal for fifteen years. After his second Masters degree from England as a Hornby Scholar, he came into the field of teacher education. He contributed to the ELT Survey of Nepal, the Examination Reform Project, the English Language Course Development for Teachers in South and East Asia, and several other projects. He has published research papers, books, and book chapters in the areas of language pedagogy, exploratory action research, ICT integration in Education, and teacher professional development, amongst others. He is the Founding Editor of the Journal of Education and Research published by Kathmandu University, and is the current president of NELTA. Professor Laxman delivers sessions at ELT conferences and inspires teachers in their professional development through publications and network building.