Positioning, Power, and Resistance: English Language Learners' Identity Construction in Nepali Public Higher Education Classroom Discourse

Chet Narayan Sapkota; Bharat Prasad Neupane

Original Article

Journal of ELE Praxis, Volume 3, Issue 1, 2026, 47-61

Publication date: Nov 05, 2026

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Open Access

How to cite this article

APA

In-text citation: (Sapkota & Neupane, 2026)
Reference: Sapkota, C. N., & Neupane, B. P. (2026). Positioning, Power, and Resistance: English Language Learners' Identity Construction in Nepali Public Higher Education Classroom Discourse. Journal of ELE Praxis, 3(1), 47-61.

Vancouver

In-text citation: (1), (2), (3), etc.
Reference: Sapkota CN, Neupane BP. Positioning, Power, and Resistance: English Language Learners' Identity Construction in Nepali Public Higher Education Classroom Discourse. Journal of ELE Praxis. 2026;3(1):47-61.

AMA

In-text citation: (1), (2), (3), etc.
Reference: Sapkota CN, Neupane BP. Positioning, Power, and Resistance: English Language Learners' Identity Construction in Nepali Public Higher Education Classroom Discourse. Journal of ELE Praxis. 2026;3(1), 47-61.

Chicago

In-text citation: (Sapkota and Neupane, 2026)
Reference: Sapkota, Chet Narayan, and Bharat Prasad Neupane. "Positioning, Power, and Resistance: English Language Learners' Identity Construction in Nepali Public Higher Education Classroom Discourse". Journal of ELE Praxis 2026 3 no. 1 (2026): 47-61.

Harvard

In-text citation: (Sapkota and Neupane, 2026)
Reference: Sapkota, C. N., and Neupane, B. P. (2026). Positioning, Power, and Resistance: English Language Learners' Identity Construction in Nepali Public Higher Education Classroom Discourse. Journal of ELE Praxis, 3(1), pp. 47-61.

MLA

In-text citation: (Sapkota and Neupane, 2026)
Reference: Sapkota, Chet Narayan et al. "Positioning, Power, and Resistance: English Language Learners' Identity Construction in Nepali Public Higher Education Classroom Discourse". Journal of ELE Praxis, vol. 3, no. 1, 2026, pp. 47-61.

ABSTRACT

English language classes are a significant context for learners to develop their identities and negotiate their voices and power relations. This study explores how English language learners positioned themselves in the English language classroom and constructed their identity through the lens of positioning, power, and resistance. We collected data by observing classroom interactions, followed by informal conversations and focus group discussions with 17 students (10 women and 7 men) whose mother tongue was Nepali. Drawing Kumaravadivelu's (1999) critical classroom discourse analysis (CCDA, we conducted this study at a public campus in Nepal, focusing on a speaking course offered as part of higher-education minors in English. The results demonstrated how students constructed multiple positions, enacted resistance, and negotiated the unequal distribution of power between their and the teachers’ voices in classroom interaction. This study shows that identity formation in classroom dialogic discourse is influenced by power dynamics, student positioning, resistance, and the hegemony of language. Through teacher and peer groups, students learn to negotiate power and dependence relations that allow or deny their voices, identities, and feelings of worthiness to emerge as they learn English as a foreign language. The findings show that classroom conversations are both a catalyst and a challenge in developing learners’ identities. Therefore, English language teachers need to aim to create dialogic learning environments and encourage culturally sensitive pedagogical practices, which help students feel valued as individuals with their own interests and identities as language learners.

KEYWORDS

learner identity positioning critical classroom discourse analysis role-plays Nepal

REFERENCES

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ACKNOWLEDGEMENTS

The authors acknowledge the valuable contribution in data analysis, overall interpretation, and the research findings. The authors also express sincere gratitude to all participants for their cooperation and support.

FUNDING

This research received no external funding

DISCLOSURE

AI Declaration

Artificial intelligence (AI) tools were used in a limited capacity to assist with language refinement, grammatical corrections, and improvement of the clarity and organization of the manuscript. The AI tools (OpenAI) use was limited to language-related suggestions and editorial support; the content, analysis, interpretation of data, and research findings were reviewed and verified by the authors, who retain full responsibility for the manuscript. Human oversight was maintained throughout the process.

LICENSE

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.