---
title: "Teaching English as an International Language (EIL) in Nepal — paper by Saud (2020)"
description: "Saud argues that English in Nepal should be framed as English as an International Language (EIL) and not as English as a Foreign Language… 56 references."
authors: ["Mohan Singh Saud"]
year: 2020
venue: "Indonesian TESOL Journal 2"
source: "https://ejournal.iainpalopo.ac.id/index.php/ITJ/article/view/1079"
doi: "10.24256/itj.v2i1.1079"
licence: "CC BY-SA (journal licence per DOAJ; Indonesian TESOL Journal)"
licence_url: "https://creativecommons.org/licenses/by-sa/4.0/"
summary_licence: "Elamur Cosmic License"
canonical: "https://research.elamur.ai/free/en/papers/saud-2020-teaching-english-international-language-eil/"
---
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# Teaching English as an International Language (EIL) in Nepal

**Authors:** Mohan Singh Saud · **Year:** 2020 · **Venue:** Indonesian TESOL Journal 2 · **Licence:** [CC BY-SA (journal licence per DOAJ; Indonesian TESOL Journal)](https://creativecommons.org/licenses/by-sa/4.0/)

**Links:** [Publisher's page](https://doi.org/10.24256/itj.v2i1.1079) · [PDF](https://ejournal.iainpalopo.ac.id/index.php/ITJ/article/download/1079/pdf) · [DOI 10.24256/itj.v2i1.1079](https://doi.org/10.24256/itj.v2i1.1079) · [OpenAlex](https://openalex.org/W3016064633)

**Citations:** 11 citations (OpenAlex, 2026-10-14)

## Summary
This is a conceptual position paper, not an empirical study. It contains no dataset, experiment or measured result. Saud argues that English in Nepal should be framed as English as an International Language (EIL) and not as English as a Foreign Language (EFL). Globalisation has made English a lingua franca whose bilingual users now outnumber its native speakers, so a pedagogy anchored to monolingual native-speaker norms fits Nepal poorly. The theoretical lens is Kachru's three concentric circles, and the conceptual framework is McKay's EIL pedagogy, supported by Sharifian, Matsuda and others. Drawing on Giri (2014), the author notes that Nepali English routinely involves code-mixing, code-switching, transliteration and locally modified rules. He concludes that teaching should be culturally sensitive, grounded in local contexts and aimed at intercultural awareness, with no single imported method. The paper matters because it challenges the native/non-native split as the yardstick of competence and treats local varieties and multilingualism as a resource, not a deficiency.

## Key points
- The framework is Kachru's Inner, Outer and Expanding circles. Nepal is conventionally placed among norm-dependent Expanding-circle countries, and the author calls that placement wrong.
- Citing Crystal, the paper notes that English is taught as a foreign language in more than 100 countries, including Nepal, China, Russia, Spain and Japan.
- Bilingual (non-native) English users now outnumber first-language speakers, citing Rai (2006) and McKay (2012).
- Giri (2014) is cited for features of Nepali English:
  - code-mixing and code-switching;
  - transliteration;
  - altered norms in vocabulary, grammar and writing.
- The paper makes three terminology proposals:
  - EIL instead of EFL for Nepal;
  - "bilingual English teachers" instead of "non-native" teachers;
  - "English speaking world" instead of "English speaking countries".

## Interesting ideas
- Local varieties of English count as legitimate systems with their own regularities, not as failed attempts at a native standard.
- Code-mixing and transliteration are normal features of multilingual English use, not noise.
- McKay's point that learner goals need not mean full native-like proficiency implies that competence should be judged against a specific purpose.
- The paper names the aim of learning as intercultural awareness, not absorbing one native culture. This implies that pragmatic conventions differ between speaker communities.
- The slogan "think globally, act locally" describes general principles adapted by local practitioners to their context.

## For Mova

How these ideas could serve Mova, our small open language model — its files, stages and tests:

- **I1** (tree): When converting between UD dialects or parsing non-native text, recurring non-standard constructions could get consistent analyses instead of being forced into "error" readings. Evaluation could also include a held-out slice of such text.
- **I2** (tokens): The tokenizer and tagger could explicitly mark tokens as foreign or transliterated, so they are not silently mis-tagged as English nouns. That keeps the downstream errors explainable.
- **I3** (learn): Evaluation could report results per register or variety, with each slice judged against its own purpose. This avoids one aggregate score tied to a single "native" benchmark.
- **I4** (frames): Rules for speech acts, politeness and implicature could be kept as separate, swappable convention sets rather than hard-coded for one culture. Each inference could then cite which convention set it used.
- **I5** (world): Compiled general knowledge could serve as defaults that a specific text's local facts are allowed to override. The override would be recorded so the answer stays traceable.

*Our summary of the paper, in our own words — not its text. The work belongs to its authors; read it at the links above.*

## Institutions

- [Tribhuvan University](https://md.research.elamur.ai/free/en/universities/tribhuvan-university/) — University, Kathmandu, Nepal · 2 works · 12 citations

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🧭 Topics (1): [English](https://md.research.elamur.ai/free/en/topics/english/) · 1,373 works

## Cite

Cite as: Mohan Singh Saud. 2020. Teaching English as an International Language (EIL) in Nepal. Indonesian TESOL Journal 2.

The paper itself, not this page. BibTeX from the library's record of the work.

```bibtex
@article{saud2020teaching,
  title = {{Teaching English as an International Language (EIL) in Nepal}},
  author = {Mohan Singh Saud},
  journal = {Indonesian TESOL Journal 2},
  year = {2020},
  doi = {10.24256/itj.v2i1.1079},
  url = {https://doi.org/10.24256/itj.v2i1.1079}
}
```

- [← previous Semantic differences in translation: Exploring the field of inchoativity](https://md.research.elamur.ai/free/en/papers/vandevoorde-2020-semantic-differences-translation-exploring/)
- [next → WN-Salience: A Corpus of News Articles with Entity Salience Annotations](https://md.research.elamur.ai/free/en/papers/wu-2020-wn-salience-corpus-news-articles/)
- [↑ back to papers of 2020](https://md.research.elamur.ai/free/en/papers/2020/page/7/)

## References

56 references, 0 of them with a card of ours. ↗ leads to the work, «find» searches for one we have no id for yet.

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55. Wolf, H. G., & Polzenhagen, F. (2006). Intercultural communication in English: Arguments for a cognitive approach to intercultural pragmatics. Intercultural Pragmatics, 3(3), 285-321. [↗](https://doi.org/10.1515/ip.2006.018)
56. Zacharias, N. T. (2014). Integrating EIL pedagogy in a pre-service teacher education program. TEFLIN Journal, 25(2), 217-232. [↗](https://doi.org/10.15639/teflinjournal.v25i2/217-232)

*Updated 24 October 2026*