ABSTRACT
Drawing on data from three language minoritized youth in Nepal, the discussion here focusses on how they dialogically engaged with and transformed their own monolingual language ideologies. Particular attention is given to how these multilingual individuals negotiated a hegemonic monolingual language ideology that elevated English above local languages. This linguistic inequality emerged as a result of the ratification of English medium instruction (EMI) education in schools and other public spheres. Using ideological analysis, how engaged dialogue helped raise critical language awareness among three young people is examined. Keeping language ideology at the heart of the analysis, the decolonial contribution dialogue can make towards transforming monolingual ideologies and enabling language minoritized youth to develop their voices as ‘multilingual citizens’ is demonstrated (Heugh & Stroud, 2019; Lim et al., 2018).
