The face-to-face mode of delivery had significantly been affected by the COVID-19 pandemic. Due to its spread, the government had suspended the traditional classroom teaching system, requiring its alternative online teaching instead. Accordingly, English teachers needed to be prepared with the necessary digital literacy skills for effective online teaching. Considering this situation, this study sought to survey the digital literacy skills of secondary school level English teachers of Nepal to check their preparedness for online delivery. A questionnaire was prepared through Google Docs and circulated to English teachers through emails and Messenger. Data was collected using the snowball-sampling method. Altogether, 426 English teachers across the country participated in this study. This study found that secondary school-level English teachers possess the necessary digital literacy skills like word processing, the use of the Internet, downloading, online presentations, and hence, are prepared for an online teaching mode.

Code mixing of two or more languages has become a common phenomenon in Nepali folk pop songs. In this context, this study discussed the phenomenon of mixing multilingual terms in Nepali folk pop songs and the reasons for mixing such codes from other languages. This qualitative phenomenological study along with situation analysis used documents and unstructured interviews as the data collection tools. I selected 12 Nepali folk pop songs purposively for analysis. They include Baduliko Khutko (“Sound of a Hiccup”), Champa (“Champa girl”), “Hello Hello”, Meri Chhoretti (“My Girl Friend”), Mudda Haldincchu (“File a Case”) and Rato Rato Khursani Piro Chha (“Red, Red Pepper Hot”), Chorut Salkauane (“Light a Cigarette”),“Cocacola Figure” and DJ Bajako (“Playing DJ”), Daru Sadkaune (“Gulping Local Wine”) and Hi Kali (“Hello Beauty”), and Tension Naleu Yaar (“Don’t be in Tension, Friend”). These songs were played in the audio laboratory to identify the multilingual terms used by the Nepali composers and musicians in Nepali folk pop songs and analyzed in terms of the phenomenon of code mixing. Two language teachers and one folk pop singer were interviewed to explore the reasons for code mixing. The result shows that the young generation is mostly attracted towards the folk pop songs with code mixing, and such songs become popular among the youths due to their multilingual flavour. Nepali folk songs have been influenced by the postmodernist tradition, fashion and technological influence. The trend of code mixing in Nepali folk pop songs may lose the linguistic purity thereby resulting linguistic hybridity.

Nepal’s educational system has been face-to-face since the beginning of the formal schooling system. However, this mode of delivery was greatly affected by the COVID-19 pandemic. Due to its outbreak, the government suspended the traditional classroom teaching system, encouraging the use of online teaching. English teachers need digital literacy skills for them to deliver online teaching effectively. Considering this situation, this study aimed to survey the digital literacy skills of the secondary school level English teachers of Nepal with the objective of checking their preparedness for online delivery of contents. An online questionnaire was designed using Google docs and distributed among English teachers via emails and messengers. This study found that secondary school level English teachers are ready for online mode of teaching and possess necessary digital literacy skills for online delivery.

English in Nepal is taken as a foreign language but ground reality shows that it is one of the primary and dominant languages, which is extensively used in various spheres such as academic institutions, technology, business, tourism, social gatherings, and daily lives. This study attempts to analyze the growing craze in the use of English in Nepali public domains. We collected qualitative data from both primary and secondary sources. We purposively selected names of academic institutions, public vehicles, persons, places and things, Nepali movies, two billboards, one text from the social media, two teachers as well as our own experiences. The result reveals that there has been a growing craze in the use of English in Nepali discourses and public domains, along with code-mixing in speech and writing. Extensive use of English in naming, academic institutions, media, and everyday discourses justify that English is growing as a primary and dominant language in Nepal. Therefore, this study suggests that it is necessary to reassess the status and functions of English in Nepal and give it an official status.

With the rapid growth and widespread use of English worldwide, there has been a paradigm shift from teaching English as foreign language to teaching English as an international language. However, there has been less discussion on English pedagogy about the global spread of English in this era of globalization, with rapid increase of English speakers around the world. The internationalisation of the status of English, leading to the emergence of World Englishes, has led to discuss the issue of teaching English as an international language (TEIL) to visit the way we conceptualise and teach English. As English is no longer a homogeneous language, English teachers across the world have been teaching English according to their own contexts. Considering this scenario, this article discusses teaching and learning of English as an international language in the context of Nepal, taking Kachru’s three concentric circles of English in the global context as the theoretical framework and English as an international language as the conceptual framework, focusing on use of culturally sensitive EIL pedagogy.