For a long time, I believed that being able to speak, read, and understand English meant having the power of knowledge. In hindsight, I also realise that if learning English was simply like picking up another language, my journey would have been much smoother and definitely more enjoyable.&nbsp;
I took pride in learning Maithili from my mother and Tharu from my father’s workplace, and those experiences were both fun and fulfilling.
Previous episodes of this column, <a href="https://nepalitimes.com/opinion/angrezi">Angrezi</a>, explain how I struggled with self-doubt, feelings of inferiority, and low self-esteem because of my deficient English language. When I came to the capital, I realised that English held a different significance in this city.&nbsp;
In <a href="https://nepalitimes.com/opinion/angrezi/the-thappad">my village in Sunsari</a>, it was often seen as a way to show off. In Kathmandu, it represented much more than that: it was a source of power, a means of access, and a gateway to opportunities.
During my first visit to Kathmandu in the late 1990s, I listened to a relative unleashing every possible curse word she knew in English to her sister-in-law. That outburst was triggered by the sister-in-law reporting her brother for domestic violence.&nbsp;
I found the sister-in-law to be incredibly courageous in taking that stand. It was also the first time I heard English being spoken among family members within a home, which surprised me. But this family was considered intelligent simply because its members could speak English. Even though I was only 13 at the time, I couldn’t help but question how someone who believed that domestic violence should be hushed up could be considered smart.&nbsp;
When I came to Kathmandu for my Bachelor’s I encountered a few individuals who enjoyed <a href="https://nepalitimes.com/opinion/angrezi/leonardo-and-drew">discussing English films</a>, books, and music, and felt out of place and had little to contribute to the conversations.&nbsp;
At times, I would pretend to engage, while other times I would make excuses to leave early. I also attempted to learn more about the books and films being discussed, but it was exhausting. Despite my silence, I realised that they had information, but lacked deeper understanding.&nbsp;
They seemed captivated by popular music and literature, yet did not grasp the underlying messages those songs and books conveyed. Throughout my nearly year-long <a href="https://nepalitimes.com/opinion/angrezi/from-humiliation-to-humility">work experience at a school library</a>, I remembered there was only one parent who visited. Not a single parent inquired about the types of books their children were reading or what genres excited their interest.&nbsp;
Their primary concern revolved around their child’s English proficiency. Many expressed frustration over their children’s struggle with the language, feeling embarrassed when their children could not communicate effectively in front of relatives and friends.&nbsp;
I recall Wangdi Sir saying that a school is not a language institute. A child may struggle with English, but they may excel in other subjects like science and math. Unfortunately, he struggled to persuade parents who had invested thousands in the hope that their children achieved fluency that it was not that important.&nbsp;
I encountered similar attitudes among parents across the country over the years. Many had moved from rural areas to cities, working tirelessly abroad to afford to send their children to English medium schools. There was also a noticeable bias, as families often prioritised sending sons to these more expensive schools and not their girls.
No wonder, society considers those who can speak English as intelligent, smart, or even a genius. To be sure, mastery of the English language can unlock a wealth of knowledge and provide opportunities for employment worldwide.&nbsp;
However, many do not understand that simply speaking English is not equal to intelligence, if one lacks access to enriching content in literature, art, music, or film. Ultimately, it is an individual’s upbringing, socialisation, choices, and the guidance they receive that plays a crucial role in knowledge and wisdom through English.&nbsp;
The English language is often misinterpreted as a sign of knowledge, not just in Nepal but in other developing countries where education is sometimes prioritised for language skills over true learning.
Ramesh Kumar, an economic journalist with Himalkhabar.com, recently shared on X that Nepali press releases from the World Bank and UN agencies in Kathmandu read like they were Google translated. He noted that hiring communications officers should not solely depend on their proficiency in English, they should also be skilled in the local language.&nbsp;
Relying on Google Translate or AI without understanding the context can lead to lots of embarrassing misunderstandings. Ultimately, all languages serve as tools for expression, but the messages conveyed can vary greatly.
My 5-year-old niece was already speaking English fluently even before she started pre-school. She lives in the village with my parents, where English is rarely spoken unless absolutely necessary. Yet, she picked up the language as if she had grown up in an English-speaking environment.&nbsp;
How did this happen? The secret was her love for cartoons, which she only watches in English. She has been learning both Nepali and English simultaneously, much like I did with Nepali and Maithili. I often wonder how her understanding of being a person, a woman, and a citizen will develop.&nbsp;
Language alone will not shape those identities. I hope we, as Nepalis, can grasp this concept. I also wish that our education system would instill in our children the values of humanity, equality, diversity, and not consider someone ‘civilised’ just because they can rattle off some English.
Anbika Giri is a novelist and author of children’s books in Nepali. Angrezi is her monthly column in Nepali Times about learning English in Nepal.

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English is not the be-all and end-all

Samjhana and I landed together at Jomo Kenyatta International Airport one afternoon in December 2009. Samjhana was greeting everyone as “Sir” or “Madam”, and I started to do the same. However, when she called the taxi driver “Sir”, I could not help but ask why she was using those titles for everyone, making it feel like she was addressing government secretaries back home in Nepal.&nbsp; She explained that Nairobi was colonised by the British, who like the Sir/Madam form of address. It was the first time I realised that learning a language involves more than just memorising new words, pronunciation, idioms, and phrasal verbs. I understood that it also includes learning about the culture associated with the language. I went to Kenya as a participant in the FK Exchange program (now known as Norec Exchange) for a year. Initially, there was a preparatory course which introduced us to the culture, food, and communities of the African continent.&nbsp; During the preparatory course, I was accompanied by Samjhana. It was the first time for both of us to be constantly surrounded by the English language. Throughout the day, we made an effort to speak in English and even tried to speak English like the Kenyans did. But at night we relaxed by speaking in Nepali until late. Since I was hosted by a Kenyan organisation, Association of Media Women in Kenya (AMWIK) we visited their office where an Ethiopian woman also joined us. Lillian, who would be my manager, introduced us to the Director of AMWIK. During the introduction, she pointed out that the Ethiopian woman’s English was excellent even though Ethiopia was never colonised by Britain. I mentioned that Nepal also was never colonised, but Lillian ignored that remark. In fact, she gave me a strange look, as if to say directly to my face: “No wonder your English is not fluent.”&nbsp; This made me even more determined to improve my English language skills. When our exchange program started in January, Samjhana went to Uganda. I was left on my own. I needed to become better at both English and Swahili because we were going to the outskirts of Nairobi. I realised that not all Kenyans speak English, even in Nairobi. Although my teacher, Chacha, was a good language instructor, there were times when I wanted to escape the city where I was supposed to master Swahili in English simultaneously.&nbsp; I have to admit that I was not very serious about learning Swahili. Instead, I took advantage of Chacha’s excellent English. He pointed out that I struggled to distinguish between ‘sh’ and ‘s’ sounds, which I knew was a challenge for most native Nepali speakers. Chacha also used English to educate me on topics like different sexualities, why Kenya still upheld the polygamy law, the ethnic conflict of 2008, and the cultural influences left behind by the British.&nbsp;  <figure> <img src="https://publisher-publish.s3.eu-central-1.amazonaws.com/pb-nepalitimes/swp/asv65r/media/20241015151024_7d49c7be36a8e99f3d1a89d35f6835b3778d075111b992863fb8e8bcc91454bd.jpg" data-media-id="editor_0" data-image-id="20241015151024_7d49c7be36a8e99f3d1a89d35f6835b3778d075111b992863fb8e8bcc91454bd" data-rendition-name="original" width="4000" height="3000" loading="lazy" alt="Nepalin in Kenya"> <figcaption>Giri by the beach in Mombasa, Kenya. Photo courtesy: ANBIKA GIRI</figcaption> </figure>  As I was assigned with media monitoring for the Truth, Justice, and Reconciliation Commission (TJRC), Chacha assisted me in understanding key terms such as rule of law, impunity, reconciliation, and grievances. I could see he had given up on my Swahili. Even though I made mistakes, I stopped being embarrassed by it. One day I was stuck in traffic for almost two hours, and I texted Lillian: ‘I am jammed. I will be late.’&nbsp; She responded: ‘Great, we have it with some bread.’&nbsp; By the time I reached the office I knew I had made a language gaffe, and Lillian taught me how to say ‘stuck in traffic’, and not ‘jammed’. Such language mis-steps happened regularly in a country where English was not the mother tongue for any of us, but it was the only common language we had.&nbsp; Once, when we were out in the field, it was 3PM and we had not had lunch yet. We walked to the restaurant, and Lillian said she was “starving”. There was starvation in parts of Africa, but I found out that was not what she meant, and I asked her why she was not hungry.&nbsp; She laughed aloud at my lack of vocabulary, and joked: “I am hungry enough to eat a horse, Anbika.” I once believed that all Africans and white people only spoke English. But when I arrived in Kenya, I realised that not all Kenyans speak English. It took me a while to also realise that not all white people speak English, either.&nbsp; An Italian documentary maker yelled at me for not following his instructions. “Anbika, I is telling you, listen to what I is saying,” he said in a thick Italian accent that bulldozed through English syntax. &nbsp; Whether or not I was fluent in English, I had to speak it because I had no other choice. This encouraged me to learn from them and take risks with the language and not be worried about making mistakes.&nbsp; Coming from a country that was not colonised, most people were understanding and supportive of my effort to speak English. They would not make fun of me if I made mistakes, and instead help me get the grammar or pronunciation right.&nbsp;

‘Jammed’ and ‘starved’ in Kenya

“Did you know this interview was supposed to be in English?” he asked with a smile. I reciprocated, although it was clear that his smile conveyed a sense of pity towards me. My smile, on the other hand, was more an expression of private shame.
I was being interviewed for the position of librarian at a residential English-medium school by the Managing Director. His personality was domineering: tall, well-built, and a pony tail.&nbsp;
I knew some of the questions he asked would be in English, but did not realise that I had to respond entirely in English too. I had some basic English language communication skills, but I was not fluent at the time.&nbsp;
“How are you planning to get by here? You clearly cannot speak the language, and our working language is English,” he said looking me directly in the eye. This interview was starting to scare me.
“म कथा भन्न सक्छु,” I blurted out in Nepali, trying to salvage my job prospect by highlighting my story-telling skills.“Okay. एउटा कथा सुनाउ,” he replied, as if to put me at ease. I immediately launched into a children’s story that had recently been published in Kopila, Kantipur’s school supplement.
Read also: <a href="https://nepalitimes.com/news/journalism-is-all-about-storytelling-and-money">Journalism is all about storytelling (and money)</a>
The story was about a letter that transformed the life of a girl with low self-esteem. She had felt unappreciated by everyone until the letter arrived from a dentist whom she had earlier helped by giving directions. The letter thanked her for being so helpful, and expressed how proud her mother must be for having such a smart daughter.&nbsp;
Despite my lack of English, the Managing Director must have found the story and my narration compelling. I got the job, but on probation and with condition attached: “You’re on your own. If you can’t connect with the students within a month, you’ll be let go.”&nbsp;
I started my job at the school library in 2006 just as the students were getting ready for their three-week summer break. Excitement and English chatter filled the air, but I could not quite follow what they were saying. They were too preoccupied with their vacation to notice me.&nbsp;
The library itself was a disaster zone. Books were scattered everywhere. And even though I had no prior knowledge of library management, I tried to bring some order into the chaos.&nbsp;
I was a voracious reader, but most of the books were in English and I felt overwhelmed. I dedicated long hours at the library, sometimes working late into the night. My goal was to familiarise myself with every single book in the stacks before the school year began, hoping to impress the students.&nbsp;
Read also: <a href="https://nepalitimes.com/opinion/read-and-let-read">Read and let read</a>, Anil Chitrakar
The holidays were coming to an end, and I felt the pressure mounting. Searching for a solution to ensure a smooth start, I came up with what I figured was a brilliant plan to convene a meeting with class captains before opening the library for all students. My reasoning was that if they were on board with enforcing library rules, the rest of the students would follow.
I was working late, and the Managing Director looked in, noticing the lights were still on. He seemed pleased to find the library in perfect condition, the books all organised.&nbsp;
“Don’t work late, a <a href="https://nepalitimes.com/opinion/comment/nepal-brings-back-the-snow-leopard">leopard</a> may show up,” he said.&nbsp;
“Really? A लियोपार्ड?” I gasped, pronouncing it ‘Leo-Pard’. “Yes, तर लियोपार्ड हैन लेपर्ड चाहिँ आउँछ and they will chew you up,” he said, chuckling, and pronouncing the word leopard properly.Embarrassed, I corrected myself, silently repeating the correct pronunciation of लेपर्ड. I only understood later that he was jokingly referring to children chewing me out, not an actual leopard. This humiliation destroyed my confidence, and I lost the confidence to engage in conversation, even in Nepali.
Read also:<a href="https://nepalitimes.com/opinion/angrezi/mai-commin-sir-qfdjg2uw"> "Mai commin, Sir?"</a>, Anbika Giri
The students returned and were informed about their meeting with the new Library Miss. There were two captains each from Class 4-10, and one school captain, totaling 13. I thought I was fully prepared, and it all began well.&nbsp;
But the assertiveness of the students and their fluency in English caught me completely off guard, and I fumbled for English words as my vocabulary vanished. Till this day, I feel the sweat on my forehead.
At first the class captains were taken aback, some attempted to correct my pronunciation, and then their giggling erupted into uncontrollable laughter. I could not bear the failure, and switched to Nepali but my confidence was shattered. I was not getting through at all. They walked away, making fun of my English pronunciation in a loud voice just to make sure I heard them.
Read also: <a href="https://nepalitimes.com/opinion/angrezi/hi-hee-and-haha-hihi">Hi-Hee and Haha-Hihi</a>, Anbika Giri
Deflated, I also felt embarrassed in front of the teachers, fearing that the students may have mocked me. They insisted I speak to them in English. I avoided making eye contact and interacting with the students, I hardly spoke to the teachers, and if I did it was in Nepali.
After two months, Wangdi Sir noticed my silence. He was an English teacher from Kalimpong and was rigorous yet popular among students. He stood out among his colleagues as one of the few who preferred to spend time in the library, engrossed in reading.
One day, he asked me why I was so quiet. I shared my story, unburdening myself. He chuckled initially, but offered practical tutorials about<a href="https://nepalitimes.com/news/why-do-so-many-nepali-students-underperform"> handling students </a>in English with sentences like “Why don’t you try the fiction section?” or “May I help you find your book?”
Read also: <a href="https://nepalitimes.com/here-now/learning-about-teaching">Learning about teaching</a>, Prakriti Kandel
Before Wangdi Sir’s help, whenever a student requested a book I would simply get it and hand it over to them without uttering a single word. Wangdi Sir taught me that recognising weakness was the first step in overcoming it. Steadily, my confidence level improved, and I started to build rapport with students. Whenever I mispronounced something, I would politely ask them to correct me.
My eight-month tenure transitioned from a state of humiliation to a one of humility. This was when my interest in children’s literature blossomed, and the library gave me a deeper understanding of the students’ perspectives and interests.&nbsp;
Anbika Giri is a novelist and author of children’s books in Nepali. Angrezi is her monthly column in Nepali Times about learning English in Nepal. Find her previous columns <a href="https://nepalitimes.com/opinion/angrezi">here</a>.

From humiliation to humility

Autobooks were popular at our school. They were diaries where friends could jot down something, creating a lifelong memory. It was customary for friends to stick photos in each other’s photobooks, so we could look at their faces whenever we missed them.&nbsp;
Back in the 2000s, we students knew that we would eventually have to part ways. Some of us, mostly girls, would get married, others would leave the village to pursue higher education, and some would start working.
We were convinced that after completing our SLC, it would be nearly impossible to reunite with school friends. This was before Facebook.
Filled with overwhelming emotions, we yearned for a tangible keepsake of our time together. Filling an autobook and having one filled was truly special. We poured our hearts out, expressing how our school life was coming to an end and how the new world awaiting us would never be the same.&nbsp;
We wished our friends the very best in their future endeavours and humbly asked for forgiveness if we had ever hurt them. We even included some heartfelt shayari verses, along with our favourite food, name, place, actor, actress, movie, dress, and even surnames.
In the initial trimester of Class 10 we were engrossed in writing for friends and requesting them to return to write in our autobooks. The task of choosing the most captivating photo for the autobook posed quite a challenge. After all, it was supposed to last a lifetime.
My elder sister only made her autobook when she was in her +2 when I was in Class 7. Since she had attended an English medium school until Grade 6, her English was good. Additionally, living in Biratnagar, the biggest city I knew back then, she naturally wrote the autobook in English.&nbsp;
Everything she wrote was original, she knew the meaning of every word. Following her example, my other sisters also wrote the autobook in English. Both had copied our elder sister. When my turn came, I naturally followed suit.&nbsp;
We not only copied the format but also the best actor, actress, movie, and everything else. We used to believe that whatever our elder sister liked must be likeable and unique.
Her favourite actor was <a href="https://www.imdb.com/name/nm0000138/">Leonardo DiCaprio</a>, the actress was <a href="https://www.imdb.com/name/nm0000106/?ref_=fn_al_nm_1">Drew Barrymore</a>, and the movie was Titanic. They became our favourites too, although we had no idea who the two were or what <a href="https://www.imdb.com/title/tt0120338/?ref_=nv_sr_srsg_0_tt_8_nm_0_q_titanic">Titanic</a> was all about. But we trusted her taste. If she admired them, they must be truly remarkable.&nbsp;
It seemed that my friends shared the same sentiment, as they too copied Leo and Drew as their favourites actor and actress. Although we had different preferences when it came to Nepali and Indian actors, Leo and Drew were the common Hollwood choices.
I first learned about Titanic during my college years and saw the movie in 2008. Before that, I had already watched another film starring DiCaprio, <a href="https://www.imdb.com/title/tt0450259/?ref_=fn_al_tt_1">Blood Diamond</a>, in 2007. While I enjoyed both movies, my favourite actor at the time was <a href="https://www.imdb.com/name/nm0000158/?ref_=fn_al_nm_1">Tom Hanks</a>. I discovered Tom before Leo, but somehow I completely forgot about Drew.
I have a problem with English films. I can easily remember the plot, but I cannot put a name to the actors. The same goes for songs - I could recognise the tune, but could not remember the singer’s &nbsp;name. I am better now, but still struggle to remember their names.&nbsp;
Five years ago, I googled Drew Barrymore, and can you believe it: I had actually watched two of her movies multiple times on DVD, ’<a href="https://www.imdb.com/title/tt0343660/?ref_=fn_al_tt_1">50 First Dates</a>’ and ‘<a href="https://www.imdb.com/title/tt0160127/?ref_=nv_sr_srsg_0_tt_8_nm_0_q_Charlie%27s%2520Angels">Charlie's Angels</a>’. I had even seen her in ‘Music and Lyrics’, but I had no idea that she was the Drew Barrymore who was my sister’s favourite and through her mine, and the favourite of the entire class. I wonder if Leo and Drew are still favourites of any of my friends or even my sisters?&nbsp;
While moving flats in Kathmandu multiple times, I misplaced my autobook. It would be fascinating to revisit our autobooks, and to see how our preferences have evolved over time. Some were altered as we discovered better options, while others were modified as our understanding improved.
Anbika Giri is a novelist and author of children’s books in Nepali. Angrezi is her monthly column in Nepali Times about learning English in Nepal. See her previous columns <a href="https://nepalitimes.com/opinion/angrezi/hi-hee-and-haha-hihi">here</a>.

Leonardo and Drew

In this episode of my series Angrezi, let me share two other interesting encounters I had with English before diving into Ryan’s story. The saga of my own English learning experience.
My uncle decided to open an English medium school in Madhesa of Sunsari district, which was the first of its kind in our village. The school was named Bright Future English School, and caused quite a stir even before it officially opened.
People were intrigued by the word ‘Future’, and the meaning of ‘Bright’ eluded them. One morning, while sipping tea at Bahadurni Thuli Ama’s tea shop, my uncle’s friends could not contain their curiosity any longer, and asked him the meaning of ‘Bright’.
Instead of giving a direct answer, my uncle gave them a clue by asking why the toothpaste brand at the time, ‘Brighter’ was so named. Suddenly, it all made sense to them, including the significance of ‘a bright future’.
Read also: <a href="https://nepalitimes.com/news/why-do-so-many-nepali-students-underperform">Why do so many Nepali students underperform?</a>, Anita Shrestha
The next incident still gives me a good laugh whenever I remember it. Not far from our village was another English medium school called The Martyr School. We youngsters used to jokingly refer to it as “Damatar, Tamatar”. It was only much later that I finally understood the meaning of ‘martyr’.
The recent Hindi movie 12th Fail tells the true story of Manoj Kumar Sharma, who passed India’s UPSC (like Nepal’s own Public Service Commission) exam and eventually became a police officer on his fourth attempt. There is a scene in the movie where he confidently writes an essay about terrorism from memory during the English exam, only to find out later that the question was actually about tourism.
I can perfectly relate to that feeling. During one exam I remember composing an answer about ‘The Mothers of Nepal’ when the question was actually asking us to write about ‘The Martyrs of Nepal’. Embarrassing.
Now, the story of Ryan. In Grade 9, our English teacher told us the sad story of Ryan who said bye to his mother and hopped on a motorcycle even though he was underage and did not have a driving license. The mother knew this, and told him to drive safely. &nbsp;
Read also: <a href="https://nepalitimes.com/here-now/learning-rubbish-memorising-gibberish">Learning rubbish, memorising gibberish</a>, Yugottam Koirala and Yugeshwor Koirala
A few hours later, she got a call from the police. Ryan had been in an accident. She rushed to the hospital, but Ryan did not make it. After his tragic death, the mother felt immense regret and blamed herself for not stopping him. She constantly thinks about him, imagining that one day he will step in through the door with a cheerful “Hi, Mom!”
The moral of the story: do not drive without a license. Our English teacher narrated the story in Nepali, and to add a touch of humour, he changed Ryan’s name to Ram Bahadur. I can still vividly recall him narrating to the class: "उस्कै आमालाई लागि रहन्छ कि राम बाहादुर घर आउँछ हाई मोम, म आएँ भन्दै” (His &nbsp;mother felt Ryan would come back, saying “Hi Mom, I’m home”).
But when he said “Hi” he did not pronounce it /haɪ/, he said it like “hee”. And guess what? Thenceforth we all copied the way he said “hee” when he meant “hi”, repeating “हि मोम, म घर आएँ”.&nbsp;
Back in school, we never greeted our friends, so I did not use the word “Hi” to greet friends till college. If only we had the same chapter in Grade 10, then Thoo Sir would have taught us properly. I finally learned the correct pronunciation, but it did bring some embarrassment.
Read also: <a href="https://nepalitimes.com/here-now/nepal-s-hard-working-students-overseas">Nepal’s hard working students overseas</a>, Sonia Awale
I enrolled at Janata Multiple College in Itahari for Proficiency Certificate Level, with English as one of my majors. Being the last student to join, I was new to everyone. As a major in English, when people approached me, they naturally said “Hi, I am phalano” or “Hi, I am dhiskano”. I reciprocated in the same manner. The only difference was in how they pronounced “Hi” and my response was always “Hee, I am Anbika”. I did not understand why they would always giggle when I said that.
A new friend of mine tried to correct me, but out of habit I continued with my “Hee” until our first-year English major teacher, Kedar Sir, overheard me one day in class saying, “Hee, I am Anbika”. He corrected me in front of the entire class. “Anbika, it is /haɪ/, हि भन्न कल्ले सिकायो?” (Who taught you to say Hee?) he exclaimed so loudly that even students dozing off at the back woke up.
To be honest, it had never occurred to me that even teachers could make mistakes till that moment. I was a little embarrassed. The embarrassment was manageable, but it led me to a state of utter confusion. Suddenly, I began doubting every English pronunciation I had ever learnt in school till then from teachers I had admired. I assumed that Kedar Sir, being an English major teacher at college, must have a stronger command of the language than my high school teacher. Thus, I decided to follow Kedar Sir to unlearn what I learnt in school.
That day, I did not tell Kedar Sir where I got the funny pronunciation from. I later discovered that all my friends had some issues with English since we all came from the same school background where English was taught in Nepali.
Back in the early 2000s, English was not as important as it is today. It did not open up job opportunities, or help navigate work abroad. People who tried to sprinkle English words while speaking Nepali were regarded as show-offs. Twenty years later, English proficiency is given much more importance and we have come a long way. &nbsp;
Anbika Giri is a novelist and author of children’s books in Nepali. Angrezi is her monthly column in Nepali Times about learning English in Nepal. Her previous columns were <a href="https://nepalitimes.com/opinion/angrezi/mai-commin-sir-qfdjg2uw">Mai Commin, Sir</a> and <a href="https://nepalitimes.com/opinion/angrezi/the-thappad">Thappad</a>.&nbsp;

Hi-Hee and Haha-Hihi

Thick-framed glasses, a wide nose, and a bushy salt-and-pepper mustache. A front curl peeked out of his cap if he missed his haircut. He wore a full-sleeved shirt and cotton trousers.
His appearance was unremarkable, lacking the fashion sense of the stylish Dharan people of the day. He seemed like a tired, middle-aged man by the end of class, covered in chalk dust. He was easily overlooked until he spoke English because his English was impossible to ignore.
This man was dealing with a significant issue. He wanted to teach English in English, while we students preferred learning English in Nepali. His pronunciation was different from other English teachers, causing students to struggle to understand him. They started calling him Thoo Sir because they heard ‘to’ (/tu:/) as ‘thoo’ (ठू), but no one knows who first started this nickname or when it began. No one knew where he acquired his accent from, either.
Read also: <a href="https://nepalitimes.com/editorial/class-differences">Class differences</a>, Rabin Giri
Every morning, the bus would drop him off at Ghopali Tol from Dharan around 9AM, and he would walk 12 minutes to school from there. Students would have to interact with him in English or listen to a kind of English they could not understand.
I had heard his infamous nickname long before I attended Thulo School, the only secondary school in the village, after passing out from the primary Sano School.
He never inflicted any physical punishment on us, however his frustration was harder to handle. He would say things that friends could use to mock and tease fellow classmates.
Students would dread his presence in the classroom because unlike other teachers who would read slowly and explain in Nepali, he insisted on speaking English correctly and would not let us off the hook until we did so as well.
I only had him as a teacher in my Grade 10 class, and I remember being late on the very first day. "Mai commin, Sir?" I asked from the door.
"Ask properly," he replied, without even looking at me.
I asked again, but he continued cleaning the blackboard without paying any attention to me.
"Sir, Mai commin?" I changed the word order.
"Repeat after me," he instructed. That day, I learnt for the first time that 'Mai commin' was actually 'May I come in?'
"You don't even know basic English? Silly girl!" he said, and of course, my friends teased me for a long time about that.
His dissatisfaction with a student’s pronunciation silenced the class. While I was usually vocal and asked questions in other subjects, I could not utter a word in his class for fear of being ridiculed again.&nbsp;
Read also: <a href="https://nepalitimes.com/editorial/lowest-common-denominator">Lowest common denominator</a>, Editorial
I would formulate questions in my mind but struggle to voice them. Sometimes, I would start in English and end up speaking in Nepali, which would upset him even more.
He would not engage in conversations in Nepali, preferring to explain things in English. His excessive use of English gave us all chronic headache.
One day, in the middle of class, I asked in Nepali, "Thoo Sir, my pad is leaking. I will go home, change, and come back in five minutes."
"What did you just say?" he asked in English, lowering his reading glasses, revealing a pair of tired eyes, and a bruise on the bridge of his nose caused by the weight of the frame.
<a href="https://nepalitimes.com/editorial/that-time-of-the-month">Sanitary napkins</a> were not yet available, so we sisters would have to run to my nearby home to use one of our mother's old cotton saris as pads. But these were not absorbent enough for heavy bleeding. There was no door or roof in the school toilet, making it impossible to change at school.
I never felt embarrassed about asking to be excused, and neither the teachers nor students used to make a big deal out of it. Since he had responded to my Nepali, I assumed his 'WHAT?' was in response to my request to go home to change my pad.
I repeated my request, this time to assure him that I would return in exactly five minutes. But his "What did you just call me?" was actually about my publicly addressing him as “Thoo Sir”.&nbsp;
My bench-mate Bishal tried to warn me to keep quiet. But I continued, "Thoo sir. Everyone calls you Thoo sir behind your back. Don't you know?"
"I know but no one said it to my face before."
Quickly correcting myself, I said, "BB Sir, please allow me to go home. I won't address you as Thoo Sir anymore."
"Thoo Sir again," he chuckled, lightly tapping my head with the book in his hand. "Go on, run!"
All these years later, I realised that it took a lot of effort for him to respond the way he did. Unlike other teachers who only focused on the top students, he would treat all students equally, change the seating arrangement, shifting students from the front to the back.&nbsp;
Read also: <a href="https://nepalitimes.com/here-now/learning-rubbish-memorising-gibberish">Learning rubbish, memorising gibberish</a>, Yugottam Koirala and yugeshwor Koirala
After leaving school and moving to Kathmandu, I began learning English and found the language fascinating. It took years to overcome my hesitation, but I eventually understood why Thoo Sir insisted on teaching English in English. I wished he had been more creative in making us appreciate the language and understand its importance.
We used to believe that Thoo Sir had the best English in the world and was forcing fluency on us when all we needed was 32 marks to pass. There was not much interest in learning English in those days.
Thoo Sir was ahead of his time in grasping the importance of a global language. He knew there was a world beyond our village of Madhesha and the SLC exams. He was not interested in our exam marks, he only wished us to understand English in English. And today, I am glad we had Thoo Sir as our English teacher.
Anbika Giri is a novelist and author of children’s books in Nepali. Angrezi is her monthly column in Nepali Times about learning English in Nepal. Her previous column was <a href="https://nepalitimes.com/opinion/angrezi/the-thappad">Thappad.</a>
&nbsp;

"Mai commin, Sir?"

This piece is not about Tapasi Pannu’s Bollywood movie, Thappad. But the echo of that slap from childhood still echoes in my ear.&nbsp;
It was the first and only time my father ever laid a hand on me. It could happen again, since Nepali parents have a tendency to believe that no matter how old you are, you are always a child. They can hit you even in your 30s.&nbsp;
My father, a retired high school principal, seldom raised his voice at us while we were growing up. His silence and stern gaze were nevertheless frightening to us youngsters, and struck fear in our hearts.&nbsp;
As children, we never dared speak to him directly. Our mother acted as an intermediary, even in trivial matters like buying a ball-point pen for Rs4.
Read also: <a href="https://nepalitimes.com/news/why-do-so-many-nepali-students-underperform">Why do so many Nepali students underperform?</a>, Anita Shrestha
This was the 1990s, and we all excelled in studies. We were disciplined children who never uttered a curse word. We respect our elders. We were the epitome of well-behaved children.
So imagine our shock when I was subjected to physical punishment from my father for the first time. And it all had to do with my use, or misuse, of the English language.
We started learning English in Grade 4. I had topped not only my &nbsp;class, but the entire school. I could recite what was on any page in my text book. I had a photographic memory.&nbsp;
I excelled not only in academics, but also in General Knowledge. I could rattle off all the countries of South Asia and their capitals and heads of state.&nbsp;
My sister and I were the only two students in our class who had mastered the multiplication table up to 20. One day, our primary school principal announced that only students who knew the table up to 20 could go home, while the rest had to stay back and keep learning until they did. My sister and I found ourselves waiting until evening for our classmates to catch up.
Read also: <a href="https://nepalitimes.com/banner/after-quantity-nepals-education-needs-quality">After quantity, Nepal's education need quality</a>, Prakriti Kandel
I was 9, and also starting to learn to spell simple English words. I took immense pride in my progress because my grandfather did as well. However, it wasn't enough for my father.
That day, I was doing my English homework, while my father and his colleagues were engrossed in a political conversation. One of his colleagues suddenly asked, "Which grade are you in?"
"Fourth," I replied proudly.
He continued, "What is your roll number?" (Ah, the roll number, a prestigious measure of talent in those times.)
"One," I answered confidently.
He then asked me to recite the multiplication tables for 7, 9, 13, 17, and 19. Which I did, and I noticed my father’s eyes gleaming with pride.
My father’s other friend was also interested and asked me what I was writing.&nbsp;
When I responded “English”, he asked me to write out the lowercase alphabet — widely regarded as the more challenging aspect of English writing. I guess he was trying to confirm if I truly deserved the Roll Number 1 position.&nbsp;
To everyone's surprise, I swiftly wrote out the lower case alphabets from a-z. Satisfied, he was about to return to the political conversation when my father abruptly asked me, "Can you spell 'dog' for Uncle?"
“I can,” I said. “D-O-G,”
"And how about 'god'?" my father pressed on. I spelled god, and everyone was impressed.
Then my father asked me to spell ‘bag’. In those days, children attending <a href="https://nepalitimes.com/editorial/ministry-of-education-gets-an-f">government schools</a> in <a href="https://nepalitimes.com/here-now/the-marginalised-on-the-margins">rural Madhes</a> had to carry our books cradled in our left hands. Sometimes, they held the books tightly against their chest with both hands, like parents carrying a child.&nbsp;
School bags were fancy and rare. Only private school students had bags. You could be sure a student carrying a school bag, wearing shoes and a tie would be attending a private school.&nbsp;
I had never carried a school bag, and did not know how to spell it. I looked up at the ceiling and squirmed, and my father’s eyes widened. The lines on his forehead showed disappointment.&nbsp;
It must have been less than a minute, but it felt like an eternity. The more time I took, the more they saw me as unworthy of having Roll Number 1. To escape my predicament, I blurted out: “B-O-G."&nbsp;
That was it. My father rose from his stool and slapped me on my face. No one stopped him. His colleagues tried to console me by urging me to study harder.&nbsp;
Read also: <a href="https://nepalitimes.com/here-now/learning-rubbish-memorising-gibberish">Learning rubbish, memorising gibberish</a>, Yugottam Koirala and Yugeshwor Koirala
I was in shock. I had never imagined that my father would ever hit me. The slap did not just hurt me physically, but left a deep emotional scar. I fell ill with a fever that evening, and everyone knew the reason.
No one said a word to my father. My grandfather consoled me, but said that I needed to study even more diligently. As if I had not been studying diligently before.&nbsp;
I have hated the English language ever since. I never dedicated myself to learning English properly in class. And I hated English even more after we had Thoo (ठू) Sir. But that is a story for some other time.

Anbika Giri

The Thappad

Between the 1980s and 2000s, over 5,000 <a href="https://download.ssrn.com/11/01/06/ssrn_id1736064_code1383023.pdf?response-content-disposition=inline&amp;X-Amz-Security-Token=IQoJb3JpZ2luX2VjEBkaCXVzLWVhc3QtMSJIMEYCIQCiYUc7BuJ7zaDn%2BOTCFOWBgNKqYarnapqY%2FWZbamFVsgIhAOC%2FPFXHR9Dx6xTicWMj5%2BJXdIEGZ7LxKRyjrCe61Ng9KsYFCPL%2F%2F%2F%2F%2F%2F%2F%2F%2F%2FwEQBBoMMzA4NDc1MzAxMjU3IgzWD1Y1XNz2kaOS3jEqmgX0TbxyBTTrZrpd%2B5N72pFzJAwc%2BxTF8Dc0GnVG2tUGUYyxBt1YmfEqAw5cdOuRCZV23SSKkJwndg9IwI3yrjZGBp9XKxg4lK4Vq0Qy9RMmma5hNCVnA2T0MwGghlnmkgWPZA5ouZPiKFAecf4PE5qml2fu1wj72LEAig5R77cN6nC6%2BxTcygMiuiHrR9yZB4RyvTD9s58avGqUcn9hcIUdku3ydvAGVEgczzgEMCesRMtSgqzHz3E9bju9QLR5RpcDRp0wptfQ89uGXgyBGLCX%2BAl6uareSxQCSaDOthP4PmswWI7y7kBJbQp1pZq8r56Yoa3Qf5WVtmxbsWmDtbOsaSBa0yB6EIS8RKFGeQ%2Bcz%2BnEsOoPHIS%2BqO1k1%2BQuihjN0T66SnWFo8rl8Cv2g4GghY9p9DR3wopBJ6cE%2FtDJMY%2BZ03LkUwS%2Fc7ckyaRpfPX5g6Bb9J56a%2BNA5lnIV5o%2Fpjp%2BZJaVIvEzciyzzTwP58wznmcy3xppvK%2BwXBzBR96cPMXKTdNv9%2FqJ5jlnsgSRJpHWE3UyHbFucwQYXi19i7mCglFSuSkkL5Tg9nQWvXpuP9Z9VmMlQfQ%2F%2FpsfA6KlL81K3UK%2Bp%2FJB2mxQD9SYexZvAf1g21NUSF%2F8I19orsNrT6LutAnoJU%2FOTgO3qMbdgnR%2FuBytI3POnQAEIfbG0Za%2FrEDJ9j8CEbasNXsBMqkx8JKGRG2PUHMRC2xl5Z%2BNIbpsqGB8t%2BvAt40osDpgZStiyeiGdC1nMakUzZtBjWlttzoirCdemwPKJ8M%2BEohj2%2BLEN92yaOKdFewns0gjh%2BUxcotGvBo%2F7QZFappBNjLlR0PyanjcuB4MndEQjeIrd67ntscTKiLDI%2FfzwCHulsl6nbMpewpWFAYwg67guwY6sAGb3VJ2q%2F36hWhrVa8igP2hswnnLlcIU2uhOZa5ge2hCXkUYhL1BcSJfoWy2LwrWCXtdFo%2BT7KMU3p6O3jySdxSop8F4iO%2BJBiXVjSiXm%2FqZo3ri8sVwUgo4ksJI%2BT4AbfK3D3VGYapBgU5LdX%2FjkNwSVoR1vz4vMIyF56i7MKeYG1nFLgc0l9cIjrQI6eY869uIbgZ1XKqqBsuavCbYjSbSy7dMP0QSym%2FgmoWILGE0Q%3D%3D&amp;X-Amz-Algorithm=AWS4-HMAC-SHA256&amp;X-Amz-Date=20250103T172339Z&amp;X-Amz-SignedHeaders=host&amp;X-Amz-Expires=300&amp;X-Amz-Credential=ASIAUPUUPRWE65YAH56X%2F20250103%2Fus-east-1%2Fs3%2Faws4_request&amp;X-Amz-Signature=9b654b526e0779da4fa9f54e2fcde04ac9f7e91fb50d4f8094b1039ebb19e21b&amp;abstractId=1736064">Nepali children were adopted abroad</a>, primarily to the United States, France, and Spain. While international adoption was intended to provide vulnerable children with better opportunities, child trafficking and irregular practices prompted Nepal to suspend adoptions in 2007, and overhaul its policies. By 2010, stricter regulations aligned with the <a href="https://www.hcch.net/en/instruments/conventions/specialised-sections/intercountry-adoption">Hague Adoption Convention</a> drastically reduced adoption numbers. Today, many of these children, now adults, are returning to Nepal in search of their roots, only to encounter a society that no longer recognises them, legally or socially. Behind the statistics lie the <a href="http://hdl.handle.net/1854/LU-01GRNPPXAC1Z3AETV9HARNCG5Q">deeply personal and emotional journey</a> of adoptees returning to reconnect with their past, seek family, and rediscover a sense of belonging. These stories reflect a broader struggle for identity and the complexities of bridging two worlds. Maya Adopted at 9 by a family in Barcelona, Maya carried fragmented memories of her early life in Nepal including the painful recollection of the day her mother and sister vanished, leaving her and her younger siblings behind. She had faint images of her mother, elder sister, and the village where she once lived. In June 2017, Maya came to Nepal accompanied by Chandra Kala and two friends, Jay and Vikram. With only a few photographs of her mother Tulsi, her elder sister Pargati, and her brother-in-law Kamal, along with a street name, Maya arrived in Birendranagar after a 20-hour bus ride from Kathmandu. “Now that we’re close, I feel like I can’t face them,” she confessed to Chandra Kala, wrestling with anxiety about what she might uncover. “I’m nervous. I don’t know if I’ll recognise them or if they’ll recognise me. I don’t know how they’ll react or what they’ll say. And then there’s him [Kamal]. I have such bad memories of him. I don’t know if I can handle this.” Chandra Kala reassured her, reminding her of her courage and the importance of this moment. Maya and her companions asked around the town with little success until a shopkeeper recognised Kamal and directed them to a nearby village. Jay went to confirm and returned excitedly, shouting, “It’s her! It’s your sister!” Maya froze, paralysed by fear and anticipation but she pushed ahead. At the village, Maya’s sister Pargati initially struggled to recognise her. Jay introduced Maya: “Do you recognise her? This is your younger sister. She’s come all the way from Spain to find you.” Slowly, realisation dawned, and the two women embraced, bridging the decades of separation with tears and disbelief. The next day, Maya met her mother Tulsi in an emotionally overwhelming reunion. Tulsi rushed into the room and embraced Maya tightly, sobbing uncontrollably: “Mero chhora-chhori, gaye, gaye… my children they went, they went …” Once the tears subsided, Tulsi and Pargati began recounting the heartbreaking circumstances of their separation. After the death of her husband, Tulsi faced relentless judgment in their village when Kamal stayed with the family before his marriage to Pargati. The villagers accused Tulsi of impropriety, calling her पापी (sinful) and demanded that the family leave. “We didn’t want to leave, but the village didn’t want us here,” explained Pargati. “We left intending to bring you and your siblings later. But when we returned, you were gone.”  <figure> <img src="https://publisher-publish.s3.eu-central-1.amazonaws.com/pb-nepalitimes/swp/asv65r/media/20250103120140_da7482d222e0a03b783c5e1df25536ed416d7b7475442e7fd40e54451572142e.jpg" data-media-id="editor_3" data-image-id="20250103120140_da7482d222e0a03b783c5e1df25536ed416d7b7475442e7fd40e54451572142e" data-rendition-name="original" width="384" height="512" loading="lazy" alt="Searching for a homeland away from home NT"> <figcaption>An adoptee and companion return to Bal Mandir in Kathmandu after 19 years. Photo: CHANDRA KALA CLEMENTE-MARTINEZ</figcaption> </figure>  Tulsi recalled how she had entrusted Maya and her siblings to relatives, hoping they would be cared for temporarily. However, when she returned, the children had been sent away without her knowledge. “I only trusted them because I had no other choice,” Tulsi said through tears. “I didn’t know they would send my children away. What kind of mother does that make me? They called me a bad mother, but what else could I have done?” The reunion brought healing and answers but it also exposed the societal pressures that had fractured Maya’s family. Despite the challenges, Maya spent the rest of her visit bonding with her sister, nieces, and younger half-sister, Sunita, slowly bridging the gaps created by time and distance. Maya’s journey was a testament to the courage required to confront the past, the pain of uncovering difficult truths, and the hope of rebuilding connections once lost. Her story highlights the enduring emotional complexity faced by adoptees navigating their history and identity. Ashmita Unlike some adoptees whose main focus is reuniting with their biological family, 26-year-old Ashmita’s priority has been to uncover the institutional details surrounding her adoption. She wanted to understand what the orphanage and the government knew about her background and why so much information seemed concealed. “I just want to know where I come from,” she said. “Even if I never find my biological family, having a better sense of the places and people connected to my story would mean so much.” For many adoptees, returning to Nepal is not just about reconnecting emotionally, it is about seeking formal recognition as members of the Nepali community. However, the legal framework in Nepal often fails to acknowledge their unique status.  <figure> <img src="https://publisher-publish.s3.eu-central-1.amazonaws.com/pb-nepalitimes/swp/asv65r/media/20250103120144_bf0158b7829cf5db44382d7386d3b123032adad3f9e10e28096b80cd09170ba6.jpg" data-media-id="editor_4" data-image-id="20250103120144_bf0158b7829cf5db44382d7386d3b123032adad3f9e10e28096b80cd09170ba6" data-rendition-name="original" width="384" height="512" loading="lazy" alt="Searching for a homeland away from home NT"> <figcaption>A mother reunites with her don after 18 years. Photo: CHANDRA KALA CLEMENTE-MARTINEZ</figcaption> </figure>  In Nepali law, adoptees are left in limbo: their birth parents are not considered legal parents, and their ties to the country are effectively erased upon adoption. This lack of recognition creates significant hurdles, particularly in two key areas: accessing pre-adoption records and obtaining Non-Resident Nepali (NRN) status. Despite international norms like the Convention on the Rights of the Child, which guarantees the right to know one’s origins, institutions often refuse to cooperate. Orphanages and non-profits in Nepal, which hold critical pre-adoption records such as birth certificates and citizenship documents, frequently withhold this information, reflecting the systemic reluctance to provide transparency. In numerous cases, records that should include family names, addresses, or relinquishment agreements were either incomplete or falsified. These practices not only prevent adoptees from reclaiming their histories but also perpetuate their disconnection from their heritage. Ashmita’s initial requests for information from her adoption agency were met with delays and incomplete responses. When she turned to the orphanage where she spent her early years, she encountered even greater resistance. At one point, the director of the orphanage issued veiled threats. Nevertheless, Ashmita persisted and managed to find the name of the individual who had brought her to the orphanage. However, the person had disappeared, leaving yet another gap in her story. A breakthrough came when Ashmita accessed a police report that suggested she might have been born in a different municipality than the one in her adoption records, prompting her to seek help from local authorities. The police took an interest in her case and began investigating possible connections to her birth family. While progress was slow, they meticulously followed leads to help her trace her origins. “It’s not easy,” Ashmita said of the process. “But every small step feels like I’m piecing something back together.” She also noted that societal perceptions could add to the difficulty. At times, she felt questioned about her identity and her right to seek answers. “People have asked me why I care so much or even suggested that I’m not Nepali anymore because I was adopted abroad,” she reflected. Ashmita’s story is a complex account of persistence in the face of institutional and personal challenges. While her search has not yet provided all the answers she seeks, it continues to offer her insights into her early life and the systems that shaped her adoption journey. &nbsp;“These records are sealed for a reason. They are not meant to be reopened,” said a government official. Even an NGO representative said: “It’s better for everyone if the past remains in the past.” An orphanage director asked: “Why are you asking these questions? This is not your place anymore.” Hari Prasad Sacré The Non-Resident Nepali (NRN) card is a lifeline for Nepali diaspora members, granting them residency and property rights in Nepal. Yet, adoptees are notably excluded from this framework. While the law stipulates eligibility for individuals whose parents or grandparents were Nepali citizens, it makes no provision for adoptees whose legal ties to their Nepali parents were severed by adoption. When Hari Prasad Sacré, a Nepali adoptee, sought to obtain an NRN card at the Nepal Embassy in Belgium, he encountered officials unfamiliar with processing an NRN request from an adoptee. His case was the first of its kind, setting a precedent but also highlighting the systemic barriers adoptees face. "You are not eligible; your surname is Sacré, it is not a Nepali name," an embassy staff said.&nbsp;  <figure> <img src="https://publisher-publish.s3.eu-central-1.amazonaws.com/pb-nepalitimes/swp/asv65r/media/20250103120140_9bdc24b7e34930059f895048ab7dc0ad3ca23b16907c572f01a8d5404a5feac5.jpg" data-media-id="editor_5" data-image-id="20250103120140_9bdc24b7e34930059f895048ab7dc0ad3ca23b16907c572f01a8d5404a5feac5" data-rendition-name="original" width="446" height="512" loading="lazy" alt="Searching for a homeland away from home NT"> <figcaption>Hari Prasad Sacré receives tika from his father Khul Prasad Adhikari during Dasain, a few weeks after receiving his NRN card. Photo: HARI PRASAD SACRÉ</figcaption> </figure>  Sacré’s situation was legally ambiguous. Although his biological parents, including his father, Khul Prasad Adhikari, are alive and he maintains contact with them, he no longer had “legal” ties to Nepal due to the adoption process. Carrying a Belgian surname the embassy staff was initially convinced the adoptee couldn’t claim Nepali origin. Nepali law, which does not recognise biological parents as legal guardians once a child is adopted, created complications for the NRN application. To navigate this complexity, Sacré relied on a testimony from his father. Issued by a local government body in Kaski, the testimony affirmed that Hari had been put up for adoption and was of Nepali origin. While this enabled the embassy to approve his NRN card, the process was unnecessarily protracted and emotionally charged, highlighting the inadequacy of current policies to accommodate the unique situations of adoptees. Sacré’s case represents a rare instance where biological parents were alive and willing to provide testimony, but many adoptees are not as fortunate. A large number of adoptees were declared “orphans” during the adoption process, even when their parents were alive. This severed their legal ties to Nepal, stripping them of documentation that could later prove their origin. For others, the absence of living biological relatives or access to their original adoption records creates insurmountable barriers. Without clear documentation or a family member to vouch for their Nepali heritage, adoptees are excluded from the NRN framework. This denies them the rights and privileges afforded by the card, including property rights, legal recognition, and a formal connection to their homeland. Current laws fail to account for the complexities of adoptees’ legal status, leaving them disconnected from their cultural and legal heritage. Adoption papers, as evidence of Nepali descent, should be accepted as proof, granting adoptees rightful access to the NRN card and ensuring their inclusion in Nepal’s diaspora. Such reforms are crucial to ensure that all adoptees, regardless of their circumstances, can reclaim their heritage and establish a sense of belonging in Nepali society. Without these changes, the systemic exclusion of adoptees will persist, perpetuating inequities and denying them the opportunity to step up as active members of the Nepali diaspora. Sacré’s case serves as both a precedent and a call to action. It exemplifies the challenges and triumphs of adoptees navigating complex bureaucracies and advocates for a more inclusive and equitable approach to reconnecting adoptees with their homeland. Nepal can draw inspiration from South Korea, where the government has actively supported the reintegration of adoptees into their society. The F4 visa, established through efforts by organisations like the Global Overseas Adoptees’ Link (GOA'L), grants adoptees the right to live and work in Korea, while dual citizenship acknowledges their dual identity as members of the diaspora and their country of origin. GOA’L further fosters reconnection by offering language classes and cultural exchange programs, creating opportunities for meaningful reintegration and belonging. As Nepal refines its NRN citizenship framework, explicitly including adoptees could address the severance of legal and cultural ties caused by international adoption. Such inclusion would provide adoptees a pathway to residency, citizenship, and rights, enabling them to reconnect with their heritage. Complementing this with programs for language acquisition, cultural immersion, and historical education would honour Nepal’s responsibility to the approximately 5,000 children sent abroad. Nepal could establish a dedicated organisation similar to South Korea’s GOA’L and help adoptees access pre-adoption records, navigate legal processes, and engage in cultural exchange initiatives. It would also serve as a bridge between adoptees and Nepali society, fostering mutual understanding and collaboration. This article is based on doctoral studies by <a href="http://hdl.handle.net/1854/LU-01H4Z85GPS63ZWDJ3WB2E6KS70">Hari Prasad Sacré</a> and <a href="https://www.tandfonline.com/doi/full/10.1080/10357823.2022.2142932">Chandra Kala Clemente-Martínez</a>. Hari Prasad Sacré, PhD, is a postdoctoral researcher at Ghent University in Belgium, specialising in cultural translation, multilingualism, and identity in education. His PhD, Reading Illiteracy, explored fractured multilingualism and illiteracy in displaced identities such as adoptees, with work published in leading journals like Critical Arts and the European Journal for Cultural Studies. Chandra Kala Clemente-Martínez, PhD, is a postdoctoral researcher at the AFIN Research Group, Autonomous University of Barcelona, with a PhD in Social Anthropology. Her research focuses on family strategies, reproductive decisions, and adoption, with extensive fieldwork in Spain and Nepal examining adoptee reunions and related governance and rights.

Searching for a homeland away from home

A young non-resident Newa person in Dallas emails a New York Times article to his grandfather in Nepal who cannot read English.
Grandad copies the English text, pastes it into Google Translate to read it in Newari.
This translation feature, available to the world’s major languages, can now also be used by the indigenous people of Kathmandu Valley to translate their <a href="https://nepalitimes.com/news/decoding-diversity?fbclid=IwAR3P0GygTCQ7HE-LaaVOhmKSyUDLlIrR2l9VzXKwCFJ8Em7YFHSAOiiXqQE">mother tongue</a> into English and vice versa.
This involved three-and-a-half years of effort and will impact everyday life in the study and preservation of Newa culture. It also shows a path forward to Nepal’s 123 other languages and dialects.
The World Newah Organisation (WNO) in 2011 invited Newa people from around the world to a convention in London. Software engineer and historian Sanyukta Shrestha was involved, and now leads WNO.
The top priority for discussion was how to conserve the language which was classified as ‘definitely endangered’ by UNESCO, with only 850,000 speakers left.
“The Newa people are diverse: there are different sects, religions. The language and the calendar are what is common,” explains Shrestha. “The strategy was to unite the community behind an existing technology.”
Ujjwal Rajbhandari, an engineer at Google who does not even speak the language, got involved. “I thought why not take advantage of a great tool that already exists,” Rajbhandari, who is co-founder at Qubrid AI in Austin, Texas, told us on the phone.
Work started December 2020, but the prognosis was bleak. Engineers said that the project may take up to 10 years. Translate runs on a ‘transformer’, a machine learning neural network designed to take sequences as input, uses math to understand the context, and outputs a probable output. It uses an ‘attention’ mechanism, which looks at the input text and tries to work out the relationships of each word to each other word.
The more data you feed this statistical monster, the better it gets. But that was the first problem. There was a dire lack of digital material, either in Newari, bilingual Newari-Nepali or Newari-English dictionaries.
Read also: <a href="https://nepalitimes.com/here-now/languages-are-both-software-and-hardware">Languages are both software and hardware</a>
“Tens of thousands of digital pages of content were needed, so in 2021 we met with the editors of Newa magazines and asked to scan and digitise their material,” Shrestha recalls. “We hunted down writers, publishers, songwriters, invitation cards - anything that was written in Nepalbhasa.” &nbsp;
Google gave WNO a sheet of 1,200 sentences from random contexts, to be translated. WNO formed a committee to complete this task, and by April 2021, Translate could at least identify the language.
Nepalbhasa can be written in 13 different scripts, the two most popular are the Ranjana and Devanagari. The team chose the latter because there is a lot more material in Nepalbhasa in Devanagari, and many more people who can type in it. “Devanagari is what has allowed any of this work at all,” points out Shrestha. “Translation was the much harder problem to solve, converting output to another face is much easier.”
Read also: <a href="https://nepalitimes.com/here-now/lost-in-translation">Lost in translation</a>, Alisha Sijapati
Now the model needed a large volume of input from the community. “<a href="https://nepalitimes.com/opinion/comment/tech-and-transition-in-nepal">Every AI model</a> is dependent on the volume of data, even that which is introduced later. User corrections are fed back, which makes the model more robust,” says Rajbhandari.
This happened to be at peak pandemic-time. People knew how to video-chat and had time on their hands. WNO members met for one or two hours in the evening, on a Zoom call that they also broadcast on Facebook. People worked together translating. Which was very effective, because they could get instant input or feedback from others on the call. “It was cool to see was how this brought together elders who knew the language deeply, and the youngsters who have the tech skills,” says Rajbhandari.
By February 2024 there were 500,000 contributions, and Google deemed that this volume of data was sufficient for the model to ‘level up’. Translate added Nepalbhasa to its list of supported languages in June last year. The language had now been intergrated into a tool that can be used for free from anywhere with an internet connection. Accuracy was unusally high, over 90%.
It opens up a whole different world on the internet, for those who only know Nepalbhasa, since any website integrated with Google can be used automatically and instantly converted to that language.
The translations are already being used in East Europe to translate legal documents, Newa songwriters, like Ujan Shakya, use it to convert English lyrics. And when Rajbhandari speaks to WNO over video, his English is instantly translated into Newari subtitles.
“Older people are happy that language will now not die. Younger ones can use it to self-learn the language, now they can’t blame elders for not teaching them,” says Shrestha.
Yet another use is the integration with large language models, like <a href="https://nepalitimes.com/banner/chatgpt-news-about-nepal">ChatGPT</a>. LLMs encounter Nepalbhasa in their training data, so they can already generate rudimentary responses.
Says Shrestha, “You can ask questions about a Newa book in English, and the LLM &nbsp;gives you a coherent answer and even cite the page number.” This makes the use of Newa books for research possible and a lot faster.
Leading this mammoth task led Shrestha to a better appreciation for his mother tongue. “I saw the richness of Newari. There are onomatopoeia and proverbs that only elders use, and it is these and the dialects that need to be saved,” he says.
The next step is a text-to-speech, speech-to-text interface, which would open up its use by those who speak and understand Nepalbhasa but may not read, write or type it. Tourists to Nepal would also benefit.
Rajbhandari wants to work on similar projects for other endangered languages of Nepal, and the team has shown that it does not need government to do such work.
Says Rajbhandari: “We have learned many things that would make integration of future languages more efficient so we can solve problems in other projects.”

Nepal Bhasa on Google Translate

Villages along the proposed alignment of Nepal’s ambitious <a href="https://nepalitimes.com/banner/putting-nepal-on-the-right-track">east-west train project</a> are excited about the connectivity and development it will bring. But here in Hariban village there is only apprehension. While elsewhere, there are environmental concerns about the train track slicing through national parks and protected forests, here along the densely populated Tarai plains there is worry about losing farmlands. “This project will cost me a big chunk of my land,” says Dinesh Mahato, who farms a small plot in the Ghurkauli village near the East-West Highway. “Why should I agree to give it all away when I will only be compensated partially?” Hari Narayan Mahato echoes his brother’s anger. “The map shows that I have to give up nearly 700 sq m of land, but I know the area is going to be three times bigger once construction begins,” he says. “It’s just not worth it.” There is also opposition in the Dhanpati locality, and 10 households from these two villages have refused to accept the government’s compensation rate for land which they say is much less than market value.  <figure> <img src="https://publisher-publish.s3.eu-central-1.amazonaws.com/pb-nepalitimes/swp/asv65r/media/20250105050152_41071574c82ba8f9698b8b7fdecb3ebf280dd314b1175262d961f76dc6d6ad5b.jpg" data-media-id="editor_1" data-image-id="20250105050152_41071574c82ba8f9698b8b7fdecb3ebf280dd314b1175262d961f76dc6d6ad5b" data-rendition-name="original" width="1292" height="821" loading="lazy" alt="Nepal train project struggles to stay on track NT"> </figure>  The East-West Electric Railway project will ultimately be <a href="https://nepalitimes.com/here-now/nepal-s-journey-to-electric-public-transport">Nepal’s transportation </a>artery stretching from the eastern border with India in Jhapa to Kanchanpur, connecting 24 districts. It will intersect with the proposed Birganj-Kathmandu railway at a junction in Sarlahi district. When completed, Nepal’s 950km long ‘gateway to prosperity’ as it has been dubbed, will have 123 stations, 10 tunnels, 334 bridges, a dam, and a 132kV transmission line to supply electricity to the locomotives. The project will require the acquisition of about 4,520 hectares of land, including 518 plots belonging to 4,000 households. Some of this will be along corridors through Chitwan, Bardia, Banke and Sukla Phanta <a href="https://nepalitimes.com/news/does-nepal-need-the-army-to-guard-parks">National Parks</a> and other nature reserves. Controversy about land acquisition and compensation as well as environmental impact have stalled the project since 2010. “The biggest issue has been compensation for land,” admits Kamal Kumar Shah of the Department of Railways. Read also: <a href="https://nepalitimes.com/news/india-china-rail-race">India-China rail race</a>, Shristi Karki This means less than half of the work along the 70km Bardibas-Nijgad segment has been completed and 16 bridges built, and this is the first section of the railway where construction started 15 years ago.  <figure> <img src="https://publisher-publish.s3.eu-central-1.amazonaws.com/pb-nepalitimes/swp/asv65r/media/20250105050148_9e1de8c104dcbd239a70d4a3abda71579f86502c8b9f4cdd7e184aeef90eb638.jpg" data-media-id="editor_5" data-image-id="20250105050148_9e1de8c104dcbd239a70d4a3abda71579f86502c8b9f4cdd7e184aeef90eb638" data-rendition-name="original" width="1280" height="960" loading="lazy" alt="Nepal train project struggles to stay on track NT"> </figure>  Says Senior Division Engineer Kiran Karki: “It is difficult to work here, people have built houses in public land, knowing that the railway is coming. How do we ask them to leave?” Part of the delay is also due to lack of budget, and this has increased the initial estimate of the total cost because of the increase in land value. The government has nationalised over 190 hectares for the Kakadbhitta-Inaruwa section of the railway in the eastern Tarai for which it will have to distribute Rs24.41 billion in compensation. But the budget allocated for that is only Rs1.5 billion. This means farmers have lost their land, but have not yet been compensated. The East-West Railway line was initially estimated to cost around Rs1 billion per km, but this has increased to Rs1.5 billion per km. Just the first Bardibas-Nijgad section will need an additional Rs50 billion to complete. The estimate for the entire project was estimated at Rs955 billion, but a revised budget has already surpassed Rs1.5 trillion. A major bridge across the <a href="https://nepalitimes.com/editorial/kosi-now-kathmandu-next">Kosi</a> north of the barrage on the Indian border is expected to cost more than Rs410 billion. The &nbsp;Detailed Project Report (DPR) has been revised to build an elevated line over towns in the Butwal section, for example, to avoid paying exorbitant compensation. Read also: <a href="https://nepalitimes.com/news/nepal-railways-janakpur-test-drive">Nepal Railways Janakpur test drive</a> “This project works on multi-year contracts, which have been difficult to award due to a lack of budget,” says Shah. “So the date of completion of the project depends on money being forthcoming.”  <figure> <img src="https://publisher-publish.s3.eu-central-1.amazonaws.com/pb-nepalitimes/swp/asv65r/media/20250105050148_addd8a08b727efb1bf1f71752dce1a28d6ea2e9d5f76dafe5dbc9a53a223c5e0.jpg" data-media-id="editor_8" data-image-id="20250105050148_addd8a08b727efb1bf1f71752dce1a28d6ea2e9d5f76dafe5dbc9a53a223c5e0" data-rendition-name="original" width="960" height="1280" loading="lazy" alt="Nepal train project struggles to stay on track NT"> </figure>  Meanwhile, activists have raised concern over the project’s environmental cost. The Railway Department has prepared DPRs for four sections of the railway, but <a href="https://nepalitimes.com/banner/from-nowhere-to-nowhere">Environmental Impact Assessments (EIA)</a> have not been carried out. In Chitwan, the proposed route was realigned to avoid Chitwan National Park following a Supreme Court stay order. However, Chitwan residents have now formed a Railway Victims’ Struggle Committee, saying that the new route would cut through their densely populated communities. “We only found that our land would be part of the railway line when the people from the Railway Department came here last year,” says Hari Thapaliya of Bharatpur Municipality. “The decision to reroute the track was made overnight without any consultation with us.” Angered locals had set fire to a Railway Department vehicle when a survey team reached Krishnapur in July. Bharatpur Deputy Mayor Chitrasen Adhikari says the Railway Department did not even coordinate with the municipality about the new route. “We have proposed an alternate route to the Department,” she adds. “This project affects the livelihoods of people across <a href="https://nepalitimes.com/banner/fogbound-tarai">the Tarai</a>, their concerns must be heard, and they must be included in the decision-making process,” says infrastructure expert Surya Raj Acharya.  <figure> <img src="https://publisher-publish.s3.eu-central-1.amazonaws.com/pb-nepalitimes/swp/asv65r/media/20250105050148_682ed3ef3e398592f098d1ac638faa4d3b7517515e0f1b2014cb9c4383e6d9c3.jpg" data-media-id="editor_11" data-image-id="20250105050148_682ed3ef3e398592f098d1ac638faa4d3b7517515e0f1b2014cb9c4383e6d9c3" data-rendition-name="original" width="1280" height="960" loading="lazy" alt="Nepal train project struggles to stay on track NT"> </figure>  The problem is that 53% of Nepal’s total population now lives along the narrow strip of plains along the Indian border through which the railway line will pass. The Railway Department is squeezed between the need to balance environmental concerns with high compensation demands of locals. Conservationists have maintained that the railway alignment will go through ecologically sensitive areas, disturbing and fragmenting the habitat of endangered species, blocking their migration routes and disrupting water and food sources. All of this could in turn increase <a href="https://nepalitimes.com/banner/human-animal-interface-in-nepal-wildlife-corridor">human-wildlife conflict</a>. Experts have suggested measures to invest in ‘ecological offsetting’ programs that help in the creation of new protected areas, restoration projects, and wildlife underpass and overpass corridors. There is also <a href="https://nepalitimes.com/here-now/more-pre-monsoon-forest-fires-in-nepal">concern about the forests </a>that have to be sacrificed. Already, 13,500 trees have been cut down in the Bardibas-Nijgad section alone. The Sagarnath Forest, which stretches from Sarlahi to Mahottari, and areas under the Rautahat Division Forest also lie along the proposed alignment. Surya Raj Acharya blames inadequate monitoring and evaluation during the preparation of the DPR because government agencies lack sufficient technical capacity and experience in the railway sector.  <figure> <img src="https://publisher-publish.s3.eu-central-1.amazonaws.com/pb-nepalitimes/swp/asv65r/media/20250105050148_7823653d3f037122441c11f6485c5407acc716811bedf464255aefe3a76d97f8.jpg" data-media-id="editor_14" data-image-id="20250105050148_7823653d3f037122441c11f6485c5407acc716811bedf464255aefe3a76d97f8" data-rendition-name="original" width="1280" height="960" loading="lazy" alt="Nepal train project struggles to stay on track NT"> </figure>  He adds, “Transparent financial planning and management are necessary to ensure the project’s sustainability and economic viability. But the contracts have been hurriedly awarded without proper land acquisition. An urgent review is necessary.” All this needs stronger political will and coordination between various agencies which is sorely lacking not just in the east-west railway project, but in other infrastructure schemes as well. When built, the nearly 1,000 km long railway will streamline cargo and passenger traffic, making it cheaper and more convenient for ordinary people. Railway junctions can also facilitate the north-south transshipment of goods and passenger traffic when coordinated with public transport. Transport costs for exports and imports from India will also be slashed. “A high-speed train running at 200 to 250km per hour will mean that trains will get from Kathmandu to Dhangadi faster than planes, and at much cheaper fares,” notes Acharya. Trains will also reduce carbon emissions by up to 30% compared to trucks and buses. Train lines will be the backbone of Nepal’s transportation system, boosting tourism in the Kathmandu, Chitwan and Lumbini triangle.  <figure> <img src="https://publisher-publish.s3.eu-central-1.amazonaws.com/pb-nepalitimes/swp/asv65r/media/20250105050148_ee137f417c5712be9d2d16f295ba7e30fc207e878214103e387346dfed3a9815.jpg" data-media-id="editor_15" data-image-id="20250105050148_ee137f417c5712be9d2d16f295ba7e30fc207e878214103e387346dfed3a9815" data-rendition-name="original" width="577" height="1280" loading="lazy" alt="Nepal train project struggles to stay on track NT"> </figure>  Ultimately, the Kerung-Kathmandu trans-Himalayan railway will connect with the Birganj-Kathmandu line and in future be a future non-maritime corridor for India-China trade. Nepal has been trying to get the East-West railway project funded through foreign investment, but so far there has not been much interest. There also needs to be a better viability study for future railway links, otherwise Nepal may be straddled with loans it cannot repay. Read also: <a href="https://nepalitimes.com/news/nepal-and-china-to-study-trans-himalayan-railway">Nepal and China to study trans-Himalayan railway</a>, Ramesh Bhushal “The border region along the Tarai remains behind in terms of education, health, and the economy,” says economist Bishwo Poudel. “A railway line alone will not do much to improve their quality of life, there have to be other interventions.” Poudel adds that a north-south railway through Kathmandu to connect India and China through Nepal makes much more economic sense. China has been studying the Kerung-Kathmandu track with tunnels under <a href="https://nepalitimes.com/opinion/cleaning-up-high-places">Langtang National Park</a>, which would have technological and financial challenges. India is also working on a railway alignment to connect Kathmandu to its border town of Raxaul. At present the only operational passenger railway in Nepal is the 35km cross-border Jaynagar–Janakpur–Bardibas line. The former Department of Railways Director General Rohit Kumar Bisural is a road engineer, and says: “Very few people in Nepal have experience in railways.”

Nepal train project struggles to stay on track

When a dozen tiger range countries met in St. Petersburg for a summit in 2010, they committed to doubling the population of their big cats in 12 years. Nepal became the first country to not just achieve the target but nearly triple the figure, from 121 in 2010, to 355 in 2022. But some people in Nepal, including Prime Minister KP Oli, now think Nepal has been too successful and the number of <a href="https://nepalitimes.com/latest/nepal-counting-its-tigers">wild tigers</a> should be reduced. This was the same prime minister who last year had urged people to help in the <a href="https://nepalitimes.com/news/nepal-tigers-now-number-235-1iulcaq1">conservation of tigers</a>, calling it “the pride of Nepal”. But last month, in his own pithy language, Oli said <a href="https://nepalitimes.com/here-now/nepal-s-tiger-conservation-too-successful">tigers had become as numerous</a> as dogs, and they could not be allowed to breed at the cost of human lives. “The tiger population should be proportionate to our forest area, why not gift the extra tigers to other countries as economic diplomacy?” Oli added at a debriefing on <a href="https://nepalitimes.com/editorial/bad-cop">COP29</a> last month. <a href="https://nepalitimes.com/banner/human-animal-interface-in-nepal-wildlife-corridor">Human-wildlife conflict</a> has indeed claimed lives, since tigers are venturing outside crowded parks to find prey. So, the prime minister’s proposal to promote wildlife diplomacy may not be such a bad idea since it would raise Nepal’s international profile and highlight <a href="https://nepalitimes.com/here-now/is-wildlife-conservation-a-victim-of-its-own-success-in-nepal">the country’s conservation success story</a>. “Tigers can be sent to other countries through diplomacy, but the receiving countries must have the right capacity and environment,” says Ghana Gurung of World Wildlife Fund (WWF Nepal), adding that tigers to be sent must also be chosen carefully. “The Prime Minister gave an emotionally charged statement, which probably came after he spoke to affected groups,” Gurung added. “We tripled the tiger population, but if proper steps for management and cooperation are not taken, we can lose them all as easily.” However, member countries of the Convention on International Trade in Endangered Species of Wild Fauna and Flora (CITES) would have to follow strict protocols and paperwork to transport the tigers. Previously, Nepal has sent <a href="https://nepalitimes.com/here-now/how-many-rhinos-is-enough-rhinos">rhinos</a> to China in two batches through the completion of complicated procedures. Naturalist Sushila Mahatara at <a href="https://nepalitimes.com/here-now/bardia-s-birds">Bardia National Park</a> does not agree that Nepal has too many tigers. She tells us: “Tiger numbers are not excessive according to the areas allocated for them. If there are too many tigers, they fight and kill each other to keep their numbers in control.”  <figure> <img src="https://publisher-publish.s3.eu-central-1.amazonaws.com/pb-nepalitimes/swp/asv65r/media/2025011008010_8cf30b15459a919f1d72d06ca02b3515255460c025a62222a219218787c08bc6.jpg" data-media-id="editor_8" data-image-id="2025011008010_8cf30b15459a919f1d72d06ca02b3515255460c025a62222a219218787c08bc6" data-rendition-name="original" width="640" height="481" loading="lazy" alt="No. of tigers"> <figcaption>Photo: WWF</figcaption> </figure>  Bardia National Park has 125 adult tigers, and Chitwan National Park has 128. There were about 12 fatalities from tiger attacks in the past year, and some of the maneaters are darted and caged. However, many of them soon die in the confined space. Dhan Bahadur Tamang, a <a href="https://nepalitimes.com/opinion/comment/unsung-heroes-of-nepal-s-tiger-recovery">tiger conservationist </a>with over 50 years of experience explains exactly why tigers venture out when they do: “Those that enter human settlements are usually young tigers which have been separated from their mothers. Some are injured tigers who cannot attack traditional prey.” The other reasons include encroachment as a result of human settlement and infrastructure projects in close proximity or within the protected areas with no wildlife-friendly components such as overpasses. The water shortage made worse by <a href="https://nepalitimes.com/here-now/those-who-stay">the climate crisis</a> has added to the challenge. Although an average of 3,000 people in Nepal are killed every year by venomous snakes, tiger kills get far more media attention. This has led to tigers being seen as a threat rather than an important apex species in an ecosystem. Read also: <a href="https://nepalitimes.com/opinion/borderlines/the-snake-bite-emergency">The snake bite emergency</a>, Chandra Kishore The other threat to tigers is from commercialisation. Last year, then Minister for Forests and Environment Birendra Mahato of Janata Samajwadi Party (JSP) &nbsp;proposed auctioning tigers to trophy hunters because Nepal had “too many tigers”. He calculated that the country could earn $25 million through tiger hunting licenses which would underwrite the cost of maintaining national parks. His statement created widespread outrage as well as mockery from <a href="https://nepalitimes.com/here-now/conservation-vs-conservatives">conservationists</a> and environmentalists, just as Prime Minister Oli’s statement last month did. Tigers are also a major source of revenue for national parks, and a highlight for tourists. “The tigers being in the jungle means that there is the presence of a balanced environment,” says Mahatara at Bardia. “Any <a href="https://nepalitimes.com/banner/between-existence-and-extinction-in-nepal">loss of biodiversity</a> in the parks could lead to a decline in the influx of tourists.” Eco-tourism and tiger safaris are a big source of income also for homestays and the local communities in Chitwan and Bardia. Read also: <a href="https://nepalitimes.com/news/saving-tigers-to-save-the-economy">Saving tigers to save the economy</a> Says <a href="https://nepalitimes.com/here-now/conversation-with-mr-conservation">Ghana Gurung</a> at WWF: “Tourists visit national parks in anticipation of viewing tigers. At present the number is 355 and if tourists don’t spot a single tiger during their safari, then how will they see one if the numbers are reduced?” Better management of wildlife is the key, and involves a mix of approaches including the idea of tiger diplomacy. But because many human-wildlife conflict cases take place when locals go to the forest to collect firewood or fodder, they should be aware of safety precautions. “We have worked continuously through skill development and behaviour change campaigns to help the locals live and maintain a livelihood in the buffer zone and protected areas,” adds Gurung. “This has been one of our major goals, to uplift the living standards of the locals so that they can coexist with wildlife in the area.”&nbsp;

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