Interview with Dipak Tuladhar of Modern Newa English School
Luke Lindermann
Luke Lindemann is currently a research assistant for the Texas-German
Dialect Project at the University of Texas and language coordinator for
the Multicultural Refugee Coalition. He was a 2010 Fulbright scholar and
English teacher in Nepal, and he graduated from Pomona College in 2009
with a BA in Linguistics. His home is in Austin, Texas.
During my last few
weeks in Kathmandu, I sought out people that I thought had interesting
opinions on language rights and language education in Nepal, and sat
down with them for informal interviews. I wrote about the first of these
interviews here.
The second interview was with the director of the Modern Newa English
school, Dipak Tuladhar. I met with him at his school, which is on Kathmandu's Durbar Marg,
close to one of the most famous luxury hotels in Kathmandu, the Yak and
Yeti. The preschool looks like one of the many new preschools in
Kathmandu, the ones whose flashy advertisements throughout the city
boast modern European educational techniques and are emblazoned with
popular cartoon characters. But this school is unique in an interesting
way:
Here are the notes transcribed from my interview. The words of Mr. Tuladhar:
"What makes this school unique is Newari language instruction.
Speaking in the mother tongue is punished in most schools, but this is
totally against human rights. Children want to speak in their own
tongue, and forcing them to speak in another language is a barrier to
their learning. But we can't change the system completely. We feel that
mother tongue in pre-primary is necessary, and when students are older
there are different situations.
There is a misunderstanding in our society that mother language in
the classroom impedes learning. But comprehensive communication is very
important in education. Children must be taught in a language they
understand.
I started in the commerce field, but I changed fields because of my
sentiment. I do the policy for this school, but expert teachers do the
teaching. I invested money to create this school. It is now independent,
and all fees come from student tuition and transportation. There is no
support from NGOs. We do not provide scholarships because we have to pay
teachers and other staff. We do not let any teachers work for free in
our school. In my view, free service will not last longer.
We have native English speakers Anglo-Indian and American part time
teachers for better English of our students. We publish our own Newari
textbook, but the other subjects are taught in English.
Our textbooks are in English, but the medium of speaking is in
Newari. At first we thought there should be Newari texts, but these are
hard to find, and we want our students to be able to compete with other
students when they leave. Starting from age two, the kids are in play group, then nursery, lower and upper kindergarten.
I started the Newa School Abhiyan, the Newari School Campaign, to
fund other schools like ours. One is the Thecho Newa English School,
which has the same modality. It is three years old, and has been
independent of support from us for a year. It is necessary to be
independent and not take money from NGOs, because if you only take money
then you don't work hard. The main criteria of their contract is that
they use Newari for instruction; everything else is up to them.
We've started eight Newari pre-primary schools now, and this school
is 8 years old. We give support to many other schools that want to have
single classes in mother tongue. There is also an unaffiliated Newari
high school which recently had SLC toppers (Jagat Sundar Bwonekuthi).
This shows that mother language education works. Students and parents
are also happy with the mother language education of our schools."
Having spent time talking to policy and educational planners and
linguists about the language situation in Nepal, I thought it would be
interesting to visit some of the schools that use mother languages in
the classroom. I had visited a pilot mother language government school
off in a tiny village near Palpa back when I was in college, where I
heard mixed reviews and polite complaints about government interference
and lack of support. But now I was restricted to the Kathmandu Valley.
There is an intense cultural pressure placed on government schools to
follow in the footsteps of the prestigious private schools and teach
entirely in the medium of English. For example, of the ten schools in
the Kathmandu Valley that I visited in preparation for the arrival of
the next year's English teachers, all but one of them were English
medium or were in the process of becoming English Medium. Those that
didn't teach entirely in English taught in Nepali, and not in any of the
other languages spoken in the valley (primarily Newari and Tamang).
Because of this pressure, and because of the importance placed on
national testing assessments, it is not surprising that there are few
public mother language schools. But the thought occurred to me that
private schools could lead the way by showing that mother tongue
education can be beneficial, and this is why I visited Modern Newa
English School, which seems to prize the international language of
English alongside the traditional cultural language of Newari. It is
different than other schools that I have visited because it is a
preschool, which I believe is a fairly new concept in Nepal, and thus it
does not have to compete with primary and secondary schools with
national testing scores. It also enforces the language while the
students are young.
As an outside observer who is not an educational professional, I cannot
say how successful this school is, but I think that it is encouraging
that the idea of combining modern educational techniques with mother
tongue education is out there in the public discourse.
[The Government of Nepal adopted the Vikram era as the
official calendar of Nepal only in 1903 AD. Least emphasis has been given
to other calendars. Even the Nepal Samvat, despite its 1132 years long
history, has become obscure in the country and unknown to the people of Nepal.
It all happened within a century or lesser than that as the state came forward
typifying itself how it could alter the culture and traditions of a
country when it desired to do so. 
+1.jpg)
