Dr. Nani Babu Ghimire

Dr. Nani Babu Ghimire is the Dean of the Faculty of Education and Social Sciences at Bagmati University, Nepal. He is an Assistant Professor and former Campus Chief of Siddhajyoti Education Campus, Phosretar, Sindhuli. He earned his PhD in English Education from the Graduate School of Education, Faculty of Education, Tribhuvan University, in 2024. He also holds an M.Ed. in English Education, an M.A. in English Literature, and an LL.B. from Tribhuvan University. His areas of specialization include English language education, language policy and planning, English-medium instruction, language ideology, teacher identity, teacher agency, multilingualism and translanguaging. His professional interests extend to teacher education, educational leadership, research mentoring, faculty development, and professional networking. Dr. Ghimire has made significant contributions to teacher professional development and research capacity enhancement by facilitating workshops and training programs.

1. Ghimire, N. B., Pandeya, Y. P., & Gurung, B. B. (2025). Teachers’ Roles on Constructing English Medium Instruction Policy in Community Schools. Journal of Tikapur Multiple Campus, 8(8), 1–17. https://doi.org/10.3126/jotmc.v8i8.75946
2. Ghimire, N. B., Pandeya, Y. P., & Gurung, B. B. (2025). Teachers’ Beliefs on Executing English Medium Instruction Policy in Community Schools. KMC Journal, 7(1), 37–51. https://doi.org/10.3126/kmcj.v7i1.75117
3. Ghimire, N. B., Pandeya, Y. P., & Gurung, B. B. (2024). Teacher Agency Through Translanguaging in English-Medium Community Schools. Solukhumbu Multiple Campus Research Journal, 6(1), 54–66. https://doi.org/10.3126/smcrj.v6i1.74524
4. Pradhan, S., & Ghimire, N. B. (2022). Providing Feedback: English language teachers’ practices in secondary level. Siddhajyoti Interdisciplinary Journal, 3(1), 161–169. https://doi.org/10.3126/sij.v3i1.46284
5. Ghimire, N. B. (2021). Teacher identity in English Medium Instruction Schools of Nepal. Journal of NELTA Gandaki, 4 (1-2), 42-56. https://doi.org/10.3126/jong.v4i1-2.42641
6. Ghimire, N. B. (2021). Review on Ethical Issues in Ethnographic Study: Some Reflections. Contemporary Research: An Interdisciplinary Academic Journal, 5(1), 79–94. https://doi.org/10.3126/craiaj.v5i1.40485
7. Ghimire, N. B. (2021). Nepalese English (Nenglish): Diverse and expanded assortment of Standard English . Siddhajyoti Interdisciplinary Journal, 2(01), 39–49. https://doi.org/10.3126/sij.v2i01.39237
8. Ghimire, N. B., & Pandeya, Y. P. (2020). Early grade teachers’ awareness and skills on multiliteracies pedagogies. Scholars’ Journal, 3, 1–15. https://doi.org/10.3126/scholars.v3i0.37126
9. Ghimire, N. B. (2020). Application of multiliteracies pedagogy in teaching English at early grade in Nepal. Journal of NELTA, 25 (1-2), 92-116. https://doi.org/10.3126/nelta.v25i1-2.49733
10. Ghimire, N. B. (2020). Teachers’ professional development in community campuses of TU: Expectation and responsibility. Siddhajyoti Interdisciplinary Journal, 1, 63–73. https://doi.org/10.3126/sij.v1i0.34921
11. Ghimire, N. B. (2020). Open and distance learning mode in Nepal: Practices and challenges. Sotang Journal, 2 (1), 110-120. https://doi.org/10.3126/sotang.v2i1.47604
12. Ghimire, N. B. (2019). English as a medium of instruction: Students’ discernment in Nepal. Education and Development, 29, 146-160. https://doi.org/10.3126/ed.v29i0.32580
13. Ghimire, N. (2019). Veracities of teaching listening in Nepal. Journal of NELTA, 24(1-2), 178–190. https://doi.org/10.3126/nelta.v24i1-2.27687
14. Ghimire, N. B. (2019). Five facets for effective English language teaching. Journal of NELTA Gandaki, 2, 65-73. https://doi.org/10.3126/jong.v2i0.26604
15. Ghimire, N. B. (2019). Realities of teachers’ professional development in community campuses of Tribhuvan University. NUTA Journal, 6(1-2), 32-38. https://doi.org/10.3126/nutaj.v6i1-2.23226
16. Ghimire, N. B. (2019). Critical theory and its educational implications in Nepal. Sotang Journal, 1 (1), 79-85. https://doi.org/10.3126/sotang.v1i1.45745
17. Ghimire, N. B. (2018). Teacher education courses: Are they germane to classroom practice for novice teachers? Journal of NELTA, 23(1-2), 105–115. https://doi.org/10.3126/nelta.v23i1-2.23354

1. Phyak, P. & Ghimire, N. B. (2026). Translanguaging as a Decolonial Pedagogy in English Medium Classrooms: Reclaiming Epistemic Identities in an Unequal Language Policy in Nepal. In S. Sultana, P. K. Sah, (Ed.), Translingual Practices in English Language Education in South Asia. Translingual Practices in English Language Education in South Asia: Inclusivity and Equity (pp. 99-121). Multilingual Matters. https://doi.org/10.21832/9781800418462-008
2. Phyak, P., Ghimire, N. B., & Saud, M. S. (2023). Engaged methodological approach in the study of language ideologies in EMI policies. In Qualitative Research Methods in English Medium Instruction for Emerging Researchers(pp. 115-127). https://doi.org/10.4324/9781003375531-9