Multilingualism

Multilingualism among MBA students in Nepal, Advantage in Corporate Nepal 1

Multilingualism among MBA students in Nepal, Advantage in Corporate Nepal
Shrizana Shrestha MBA I – Fall 2012, Kathmandu University School of Management Email: [e-mail] Sandeep Sigdel MBA I – Fall 2012, Kathmandu University School of Management Email: [e-mail] Ashish Silwal MBA I – Fall 2012, Kathmandu University School of Management Email: [e-mail] Minal Singh MBA I – Fall 2012, Kathmandu University School of Management Email: [e-mail]

Abstract
The aim of the research was to find the level of multilingualism among MBA students in Nepal, and whether being a multilingual through MBA studies has any advantage in the corporate workplace environment. Our research was conducted through online surveys for two phases of the research (MBA students and Business executives). We used a combination of primary data, along with secondary sources, which included literary articles from the past on relevant topic. The findings of the first phase of the research were strongly conclusive in the sense that a

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convincing majority of MBA students in Nepal are multilingual (skilled in 3 or more languages). The second phase of the research gave us unanimous conclusion from the business executives of Corporate Nepal that being a multilingual does in fact comes with an advantage in the workplace.

1.

Introduction

With the increasing importance of globalization through the twenty first century, the importance of skills in multiple languages has taken an upward direction. It is argued that any competent business manager has found it necessary to be able to communicate in more than one language. Even in the case of a relatively unaffected country from globalization like Nepal, understanding and use of English and Hindi in day-to-day walk of life has encouraged business students to master themselves in at least three languages. We are finding out what is the proportion of multilinguals among MBA students in Nepal. Furthermore, we are trying to conclude if there is any connection between multilingual MBA graduates and their potential success because of this skill in the corporate world after they graduate. The questions we want to investigate in this research are as follows: Q1: Q2: What are the dynamics of multilinguals among the MBA population in Nepal? What is the association between being multilingual at business school, and success in the corporate scenario after graduation?

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2.

Rationale of the Study

It is a widely talked topic that having multiple language skills is an advantage in the workplace. We are interested to see if the same case applies for the corporate workplace in Nepal. More specifically, we are also interested to see if those preparing to enter the corporate scene of Nepal in the near future (MBA students) are skilled in multiple languages. We are also interested to see if they would have any advantage over their non-multilingual colleagues in the workplace. This paper will give us a credible idea about the multilingual status of MBA students in Nepal, and whether they would find their language skills helpful in the corporate workplace.

3.

Purpose of the Study

The purpose of the study is to test the association of independent variable that is: MBA enrollment with dependent variables that are; languages and success in corporate workplace environment.

4.
4.1

Literature Review
Monolingualism

Monolingualism or unilingualism is the condition of being able to speak only a single language, as compared to multilingualism. In a different context "unilingualism" may refer to a language policy which enforces an official or national language over others. (Ellis, 2006) Thus monolingual is the condition of being able to speak, write or more prudently communicate through just one language, which is your native language or mother tongue. Monolinguals are

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more predominantly found in the United Kingdom and other English speaking countries. While people in Asian and African countries are more exposed to a variety of intermingling cultures which gives rise to not only different dialects within the same language but also provides people with the opportunity and convenience of learning multiple languages. 4.1.1 Reasons why monolingualism exist • Convergence Principle People tend to change the language style to that of people they like and admire. (Snow & Hakuta, 1992) This is the universal truth. One usually adapts and accommodate their speech, for reasons such as convenience, freedom of misunderstandings and conflict and also to maintain a positive relationship. For example, in the case of inter marriage, one chooses to communicate and adapt to the partner’s native language. • Predominance of the English language Edwards (1994) claims, “many speakers of a ‘powerful’ language of wider communication such as English take for granted that monolingualism is the normal state of affairs and that those who use more languages are the exception.” In many sectors like industry, technology, business, English is the predominant language. This has led to English speaking societies become monolingual. Due to widespread distribution of English, they don’t find relevant to learn a second language when all dealings can be done in their native language.

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“First off, the American economy is hardly a model to be striving for..and secondly, the situation is totally different. In the past Americans could get away without foreign languages because the world bent to accommodate them in English. As it stands now, monolinguals in any language are going to be at a disadvantage.” Elliot (2010) In this world of globalization, isolation is being eradicated in the social, economical, political and educational sectors. The world is rapidly shrinking and there is a strong need of international communication. And therefore the need for learning other languages beside mother tongue has become a necessity. 4.1.2 Monolingualism within countries Monolingualism is extraordinarily common in countries like America, Belgium, Canada, Australia, United Kingdom, etc throughout the general population and all the occupational levels. Its causes are deeply rooted in the country’s culture and the consequences are far reaching. Case study: United States of America Despite being a society with many immigrants, stable bilingualism is not a feature of these communities. Rather, monolingualism is more dominant in the US society. Only the elderly, very young children and recent immigrants speak their mother tongue, besides English. There is a prevalent switch to dominance in English in the school children and young adults, rather than their mother tongue. Often, when the second generation parents become more comfortable using English, the third generation will then become monolingual in English. This is seen even within groups where there is a wide availability to bilingual education services. The shift observed in these communities from

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their mother tongues into English meant that children, who could have learnt their native language from their family, are instead struggling in their mother tongue and often score poorly in high school foreign language classes. (Snow & Hakuta, 1992) According to the Tongue-tied American by Senator Paul Simon (Simon, 1980), an average of 200,000 jobs each year are lost out to Americans, due to an inability to speak a foreign language. Language is the connection between us. It allows us to communicate and express fully. Language also matters for appreciating cultures, connecting and building relationships around the world. Even a knowing a few polite phrases can help us in many situations. (Berdan, 2012) Monolinguals conversing in only one language lose the importance of human touch or work effectively. In many English speaking countries, language learning is not valued because monolinguals do not value its benefits. Seeing the world only through one language or dialect means that they are unaware of how language shapes and reflects both thought and social structures. (Ellis, 2006) Knowing only one language can miss out on the greater opportunities to meet those outside our culture or country. So, knowing two languages can be one of the assets in terms of international travelling, job networking and vast social interaction.

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Multilingualism among MBA students in Nepal, Advantage in Corporate Nepal 4.2 Bilingualism

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People use the term “bilingualism” in different ways. For some, it means an equal ability to communicate in two languages. For others, it simply means the ability to communicate in two languages, but with greater skills in one language. In fact, it is more common for bilingual people, even those who have been bilingual since birth, to be somewhat "dominant" in one language. “A bilingual speaker is someone who is able to function in two languages, either in monolingual or bilingual communities, in accordance with the sociocultural demands made of the individual’s communicative and cognitive competence by these communities, or by the individual herself.” Skutnabb-Kangas (1980) The following three types of bilingualism are usually used by researchers to describe bilingual children: 1. Simultaneous bilingualism: Learning two languages as "first languages". That is, a person who is a simultaneous bilingual goes from speaking no languages at all directly to speaking two languages. Infants who are exposed to two languages from birth will become simultaneous bilinguals. 2. Receptive bilingualism: Being able to understand two languages but express oneself in only one. Children who had high exposure to a second language throughout their lives, but have had little opportunity to use the language would fall in this category. For example, many children in Chinese or Mexican immigrant households hear English on TV, in stores and so on, but use their home language (Chinese or Spanish) in everyday communication. When they enter preschool or kindergarten, these children are likely to

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make rapid progress in English because their receptive language skills in English have been developed. 3. Sequential bilingualism: Learning one language after already established a first language. This is the situation for all those who become bilingual as adults, as well as for many who became bilingual earlier in life. 4.2.1 Social and environmental factor for bilingualism Most sequential bilinguals learn their first language in the home and their second language in the school and/or community. In order to maintain the classification of bilingualism, there are some social and environmental factors that can have an impact on whether children become bilingual, or adopt and speak only the majority language. For example, maintaining the first language is related to the amount of continual exposure to the first language. In families where parents only speak the mother tongue language and where children are exposed to the minority language early and often, a greater chance of true bilingualism. The attitudes of parents, siblings and peers toward the minority language can add value to, or subtract value from, the language any way of increasing the attractiveness of the minority language (i.e., through books or mass media) is likely to help maintain that language. In most cases, children are naturally attracted to the majority language. Finally, a powerful source of minority language exposure is education, specifically the provision of programs within the school to enhance first language learning and to show that it is a valued language

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Multilingualism among MBA students in Nepal, Advantage in Corporate Nepal 4.2.2 Consequences and implications of bilingualism

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Research studies with adults have found that a bilingual person’s mental dictionary, which stores word meanings and spelling-sound information, incorporates items from all known languages There is sometimes a perception, particularly among monolingual speakers, that bilingualism is a disadvantage in learning. This view is often characterized by the ideas of ‘cognitive overload’ and language, and by the still widely held belief that language learning is best suited to ‘academically able’ student. Research conducted on learning to read English as a third language extends these differences in literacy skills that have been found between monolinguals and bilinguals. For example, one study found that children who had proficiency in two languages (Nepali and English) and were learning French as a third language, outperformed children with less proficiency in these two languages and also outperformed monolingual children who were learning French only as an L2 on measures of phonological awareness, nonword reading, and nonword spelling. 4.3 Multilingualism

Multilingualism is an act of using multiple languages, either by an individual speaker or by a group of speakers. A multilingual is a person who has “the ability to use three or more languages, either separately or in various degrees of code-mixing”. Different languages are used for different purposes, competence in each varying according to such factors as register, occupation, and education. (Aronin & Hufeisen, 2009) Multi-linguals may not have equal proficiency in or control over all the languages they know. How multilingualism is defined is actually a subject of debate as there is no such fast rule as on how much of fluency is required in any language for it to be considered as an additional language of knowledge for a multilingual.

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Any speaker can be regarded as being multilingual if he/she can either speak fluently a multiple number of languages or has an ability to understand or translate enough phrases to get around in an area where that particular language is prevailed. Researchers need to decide on the degree of proficiency and functional capability multi-linguals are required to have for a language to count in their study, and weigh up the implications of psycholinguist, cultural, political, and affective criteria together with literacy. The term ‘polyglot’ is also sometimes used to describe multilingual individuals. The term ‘plurilingual’ is used by some researchers to indicate individual as opposed to societal multilingualism, and the term ‘multilinguality’ is used to indicate the state of knowing three or more languages. (Aronin & Hufeisen, 2009) In a recent observed data, we have found that the number of multilinguals in the world exceed the number of monolinguals, i.e. people speaking only one language. Individuals’ exposure to multiple languages and access of information facilitated by the Internet may be the main reasons of the growing number of multi-linguals in the world. There are between 5000 to 7000 spoken languages in the world and only 200 independent states. Thus multilingualism is indeed a very common phenomenon. Multilingualism is rare in the United States but common elsewhere. The countries where more languages are spoken are the following: Papua New Guinea, Indonesia, Nigeria, India and Mexico. The governments of many countries give official recognition to only one or some of the languages spoken in the country and this create the impression that multilingualism is not a common phenomenon. In fact, it would be difficult to find a country which is completely monolingual because multilingualism is the rule not an exception. (Gorter, 2006)

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Total number of Internet users in the World is around 1.5 billion where people speaking only English language represents 30.4%. Adding one of the top 9 languages (Chinese, Spanish, Japanese, French; German, Arabic, Portuguese, Korean and Italian) to English will help increase any organization's presence by (2.4%-16.6%) and adding 9 languages will increase the figure to 84.8%. This is what Multilingualism means in terms of figures: delivering information in languages understood by 85% of people on earth instead of 30%; a very simple equation, but with a huge impact on your activity. “Multilingualism can be the result of different factors. Some of them are the following: Historical or political movements such as imperialism or colonialism. In this case the spread of some languages, such as Spanish to Latin America resulted in the coexistence of different languages. • “Wars have been very much influential in creating multilingualism process. For example, we see in Crusade Wars where most of the world was involved against each other. That kind of amalgamation gave birth to multilingualism. Similarly Afghan Jihad has caused a lot of people to gather at Afghanistan against Russia where interaction was direly needed and Mujahidin from all over the world learnt many languages.” Gorter (2007) • Economic movements in the case of migration. The weak economies of some countries resulted in the movement of the population to other countries which resulted with the development of multilingual and multicultural communities in the host countries. • Increasing communications among different parts of the world and the need to be competent in languages of wider communication. Globalization has brought people more and closer to themselves. This is the case with the development of new technologies and

•

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also with science. This enhances multilingualism. English is the main language of wider communication but it is used by millions of people who use other languages as well. • Media plays a crucial role in developing multilingualism among people. It has made people literate and trained them to learn worldwide languages. • Social and cultural identity and the interest for maintenance and revival of minority languages. This interest creates situations in which two or more languages co-exist and are necessary in everyday communication. • • Education. Second and foreign languages are part of the curriculum in many countries. Religion movements that result in people moving to a new country.” Gorter (2006)

4.3.1 Potential multilingual speakers Natives under a state in which they do not share the predominant language, such as Welsh people within the United Kingdom. • • People with a strong interest in a foreign language. People who find it necessary to acquire a second language for practical purposes such as business, information gathering (Internet, mainly English) or entertainment (foreign language films, books or computer games). • Language immersion children (or any adult who chooses to immerse in a foreign language). • Immigrants and their descendants. Although the heritage language may be lost after one or two generations, particularly if the replacing language has greater prestige. • Children of expatriates. However, language loss in younger children may be rapid when removed from a language community.

•

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Multilingualism among MBA students in Nepal, Advantage in Corporate Nepal •

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Residents in border areas between two countries with different languages, where each language is seen as of equal prestige. Yet, in areas where one language is more prestigious than the other, speakers of the less prestigious language may acquire the dominant language. In time, however, the different language communities may be reduced to one, as one language becomes extinct in that area.

•

Children whose parents each speak a different language. In monolingual communities, when parents maintain a different-parent/different-language household, their children may become multilingual.

•

Children in language-rich communities where neither language is seen as more prestigious than the other and where interaction between people occurs in different languages on a frequent basis. An example of this would be the city of Montreal, Canada and some border towns in the Canadian Province of Québec.

•

Children who have one or more parents who have learned a second language, either formally (in classes) or by living in the country. The parent chooses to speak only this second language to the child. One study suggests that during the teaching process, the parent also boosts his or her own language skills, learning to use the second language in new contexts as the child grows and develops linguistically.

• •

People who learn a different language for religious reasons. People who marry into families where their first language is not commonly spoken.

4.3.2 Benefits of Multilingualism Knowledge of a new language can always be considered beneficial, be it in a personal context or a business context. It offers many new career opportunities as well as other advantages which are

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often ignored. Among the less obvious benefits is the change in perspective one will gain from seeing the world through different eyes. Every language expresses ideas in its own particular manner, giving us the ability to see things from another angle and thus allowing us to gain new insights of ourselves, our native culture and the world around us. This can spark creativity and give individuals an exciting new window through which to view the world and make decisions. The advantages that multi-linguals exhibit over monolinguals are not restricted to linguistic knowledge only, but extend outside the area of language. The substantial long- lived cognitive, social, personal, academic, and professional benefits of enrichment bilingual contexts have been well documented. Paradowski (2010) Some benefits of multilingualism that can be seen are as follows: Multi-linguals have a keener awareness and sharper perception of language Multi-linguals are more capable of separating meaning from form More efficient communicators Consistently better able to deal with distractions Ability to develop a markedly better language proficiency in, sensitivity to, and understanding of their mother tongue • • Ability to develop a greater vocabulary size over age Display generally greater cognitive flexibility, better problem solving and higher-order thinking skills • A person who speaks multiple languages has a stereoscopic vision of the world from two or more perspectives, enabling them to be more flexible in their thinking, learn reading more easily. Multi-linguals, therefore, are not restricted to a single world-view, but also
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• • • • •

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have a better understanding that other outlooks are possible. Indeed, this has always been seen as one of the main educational advantages of language teaching. • Multi-linguals can be better problem-solvers gaining multiple perspectives on issues at hand and have improved critical thinking abilities (Elbes, 2012) 4.3.3 Multilingualism in the workplace Multilingualism in the workplace is an asset to the development and growth of individuals, businesses, and communities province-wide. Benefits of multilingualism may be seen most evidently across sectors such as tourism, recreation, and hospitality, and in any business seeking to extend its market or encourage partnerships beyond its current borders. Multilingualism is a key contributor to elevating an individual’s employability, increasing their access to learning material; the size of the audience with which they can interact as employees; and ultimately, raising their value and income potential within a company.

5. 5.1

Research Research Model

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5.2

Hypothesis

We have assumed null hypothesis and alternative hypothesis regarding multilingualism. Let the first hypothesis be students with multilingualism and second hypothesis be advantage of multilingualism in corporate Nepal. H1= H2= Majority of MBA students are multilingual in Nepal. Multilingualism is advantageous in corporate Nepal.

We have assumed multilingualism to be student speaking three or more than three language and other hypothesis is the student speaking less than three languages. We have taken the sample of MBA students from different college about 50 students. We have asked them 5 questions regarding the language they speak and they understand. Also asked the benefit of being multilingual in education. Apart from this we have taken sample of some professionals of business and the benefit they are getting for speaking the language. Similarly to find the advantage of multilingualism in corporate Nepal, we have taken the sample of 34 corporate people and asked them the question on how beneficial is it for the corporate people to be multilingual. From the survey, it was concluded that multilingualism is advantageous. To test the hypothesis we have taken the sample of 32 students with sample mean 3.5,population mean 4, sample standard deviation .83. Using Z test, we concluded that majority of MBA students are multilingual in Nepal, We assumed confidence interval to be 95%. (1.96).

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6.
6.1

Methodology
Sample

There were two sample populations for two surveys conducted to complete this research. The first survey had a random sample of MBA students from four major MBA institutions in Nepal were taken as the population for this study. The institutions for our population were: Kathmandu University School of Management (KUSOM), ACE Institute of Management, School of Management – Tribhuwan University (SOMTU), and Apex College. Out of 42 MBA students surveyed in total, 21 (50%) were male and 21 (50%) were female. The second survey had a random sample of business executives from the corporate sector of Nepal. Out of 34 executives from different sectors ranging from Banking, Merchandising, Insurance, Consultancy, and Manufacturing industries, 23 (67.64%) were male and 11 (32.36%) were female. 6.2 Instrumentation

The instrument contained sub-parts. For the first survey of MBA students, the first sub-part contained the gender of the respondent. The second part was the number of languages they could speak/understand with options: 1, 2, 3, 4, 5+. The third part asked for the mother language of the respondent. The fourth part provided an option to list the languages that the sample could speak/understand. The final part of the survey asked the respondent to identify the institution where they were enrolled for MBA. For the second survey of Business executives, the first part contained the gender of the respondent. The final part asked whether the respondents feel from their experience that abilitiy of 3 or more languages (multilingual) comes with an advantage in the corporate workplace.

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The questionnaires were sent through online method. The respondents of the first survey were the MBA students. Total of 42 questionnaires were sent and all the 42 questionnaires are filled up. While the respondents of the second survey were the business executives. For this survey, 35 questionnaires were sent and all of them were filled up. The data were collected in the time frame of four days and the data analysis was done with the help of Statistical Package for Social Sciences (SPSS). 6.4 Bias

The research includes the four major MBA institutions in Nepal. However, it excludes some other MBA institutions, which might have some impact in the findings of the research. Based on our judgment, we decided that the exclusion of those other institutions will not have any significant influence in our conclusion.

7.
7.1

Results and Discussion
Results

7.1.1 Distribution of multi-linguals on Language Basis Among the surveyed MBA students, 76.19 percent of them said their mother language is Nepali, 14.29 percent said their mother language is Newari while only 2.38 percent said their mother language is Maithali, Marathi, Marwari or Hindi. It can be inferred that most of the students speak Nepali. Even though they are multilinguals and belong to different caste and ethnic groups the most commonly used language is Nepali. It shows that the students can have a conversation in more than one language too. Thus, the survey shows that people whose first language is not the national language in the country, they make an important contribution to the overall language competence of the nation.

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Multilingualism among MBA students in Nepal, Advantage in Corporate Nepal 7.1.2 Distribution of multi-linguals on Gender Basis

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According to our survey of total 42 samples, we had an interesting combination of 50% male and 50% female respondents by co-incidence. Based on the survey reports, we found out that none of the population of either gender belonged to the monolingual group. Everyone was either bilingual or multilingual. Among all the students who participated in our survey, the ratio of bilingual male to female was found out to be 1:2 whereas the ratio of multilingual male to female was found out to be 7:6. Only 4.76% of a total of 21 males were found to be mono/bilingual whereas the rest of 95.24% of males were multi-linguals. In the case of females, the ratio was a bit different. The number of mono/ bilingual female was found out to be more than the males whereas there were lesser multilingual females than males. Likewise, the male population showed the knowledge of maximum number of languages with 4 males understanding upto 5/5+ languages while only 2 females had the maximum linguistic knowledge of 5 languages. 7.2 Discussion

7.2.1 Research findings from the Sample population Whenever two people meet, conversations take place. If they want to express solidarity and sympathy, they tend to seek common features in their behavior. Most of the Nepalese people are multilingual, and many people don’t even have a clear order of first and second languages.. We are such a multilingual society that some of us even get confused as to which language is our “home” or “heritage” language. In fact, most of the world’s population speaks more than one language but most of the population in western cultures is monolingual in one of the “major” languages in spite of being exposed to other languages mainly in the school context. So, multilingualism is the norm rather than exception of human societies, except that educational and

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political institutions try to create artificial situations where one or a few languages are given systematic privilege without realizing that suppressing language diversity is counterproductive as well as insensitive. The newest and most important dynamics in Nepali multilingualism is the entry of English as a medium of education and a language of business, diplomacy, and crosscultural communication. On the one hand, everyone knows the benefits of multilingualism: they would like to teach their children not only English but also other languages. But on the other hand, it is difficult for the next generation to develop the same level of language proficiency for academic and professional communication, for higher learning and sharing of complex ideas if they only use their local languages for basic communication and use English only for educational, professional, and intellectual purposes. Table 1: Mother language among sample population

Proportion of Sample Population 76.19% 14.29% 2.38% 2.38% 2.38% 2.38%

Mother language Nepali Newari Maithili Marathi Marwari Hindi

Table 2: Relationship of language ability with gender distribution

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Multilingualism among MBA students in Nepal, Advantage in Corporate Nepal Gender Male Female Monolingual/Bilingual 4.76% 9.52% Multilingual 95.24% 90.48%

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Table 3: Relationship of language ability among specific MBA institutions

MBA Institution Kathmandu University School Of Management (KUSOM) ACE Institute of Management School of Management – Tribhuwan University (SOMTU) Apex College

Monolingual/Bilingual 4.76%

Multilingual 95.24%

Average no. of Languages 3.72

14.29%

85.71%

3.43

14.29%

85.71%

3.29

N/A

100%

3.5

8.

Conclusion

The results of this research clearly indicate that overwhelming majority of MBA students in Nepal is multilingual (proficient in 3 or more languages). On average, MBA students in Nepal

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can speak/understand 3.57 languages. The spread of this data among male and female population is consistent. The research also concluded that being a multilingual (3+ languages) is highly advantageous in the corporate workplace in Nepal.

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References
1. Aronin, L., & Hufeisen, B. (2009). The Exploration of Multilingualism. John Benjamins Publishing Company. 2. Agirdag, O. (2010). Exploring bilingualism in a monolingual school system: insights from Turkish and native students from Belgian Schools". British Journal of Sociology of Education 31. 301-­‐321. 3. Berdan, S. N. (2012, January 30). Retrieved from http://www.nytimes.com/roomfordebate/2012/01/29/is-­‐learning-­‐a-­‐language-­‐other-­‐than-­‐ english-­‐worthwhile/being-­‐monolingual-­‐is-­‐no-­‐longer-­‐an-­‐option 4. Cruz-­‐Ferriera, M. (2009). Multilingual Norms. The Deutsche Nationalbibliothek. 5. Edwards, J. (1994). Multilingualism. London. 6. Elbes, Y. (2012). The Importance of Multilingualism . 7. Elliot, D. (2010, July 30). Retrieved from http://marxistelf.wordpress.com/2010/07/30/the-­‐ inevitable-­‐decline-­‐of-­‐the-­‐us-­‐and-­‐the-­‐role-­‐of-­‐monolingualism-­‐in-­‐that-­‐decline-­‐two-­‐graddolisms-­‐ considered/ 8. Gorter, D., & Akademy, F. (2006). Benefits of linguistic diversity and multilingualism. Cultural diversity as an asset for human welfare and development . 9. Gorter, P. D. (2007). The Linguistic landscape in Rome:Aspects of multilingualism and Diversity . 10. Paradowski, M. B. (2010). University of Warsaw, Institute of Applied Linguistics. 11. Paradowski, M. B. (2010). University of Warsaw, Institute of Applied Linguistics. 12. Paradowski, M. B. (2010). Benefits of Multilingualism. University of Warsaw, Institute of Applied Linguistics. 13. Skutnabb-­‐Kangas, T. (1980). Bilingualism or not: The education of minorities 14. Simon, P. (1980). The Tongue-­‐Tied American: Confronting the Foreign Language Crisis. Continuum. "The rise of the monoglots". University Affairs.ca. August 5, 2008. Retrieved 11 March 2012.

15. Aronin, L., & Hufeisen, B. (2009). The Exploration of Multilingualism. John Benjamins Publishing Company.

16. Snow, Catherine E.; Hakuta, Kenji (1992). "The Costs of Monolingualism". In Crawford, J.. Language Loyalties: A Source Book on the Official English Controversy.. The University of Chicago. pp. 384–394. Retrieved 9 March 2012.

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Annexure
Survey 1

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Multilingualism among MBA students in Nepal, Advantage in Corporate Nepal Raw data from Survey 1 What is How many languages can you Gender speak/understand? your mother language? Nepali English Male Female Male Male 3 2 4 3 Nepali nepali newari Nepali Hindi nepali, english Newari, Nepali, English, Hindi Nepali, English, Hindi Please list the languages you can speak/understand:

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MBA institution you are currently enrolled in:

SOM-TU TU SOM SOMTU ace institute of

Female

5

nepali

nepali, hindi, english, punjabi, maithali. Nepali English

management

Male

3

Nepali

Hindi Nepali

UCA Ace Institute of Management SOMTU n/a apex college Apex college

Male Female Female Female Female

2 3 4 3 3

Nepali Nepali nepali nepali Newari

English English, Hindi, Nepali, nepali, english, hindi, french english, nepali, hindi English, Nepali, and Newari Hindi english

Male

3

Hindi

Nepali Newari

Apex

Male

5

Newari

Nepali

Apex College

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Multilingualism among MBA students in Nepal, Advantage in Corporate Nepal English Hindi Bhojpuri Nepali Hindi English Marathi Spanish Male 5+ Nepali Bhojpuri Nepali English Hindi Female 4 Nepali French

26

Symbiosis Institute of Business Management Pune

ACE Ace institute of

Female Male Male

4 3 3/4/2013

Marathi Nepali Nepali

Marathi, English, Hindi, Punjabi Nepali, English, Hindi Nepali, Newari, English, hindi Nepali English

management ACE KUSOM

Female

3

Nepali

Hindi Hindi English

KUSOM Kathmandu University School of Management

Male

3

Nepali

Nepali 1. Nepali 2. English

Female Male

3 3

Nepali NEPALI

3. Hindi NEPALI.HINDI.ENGLISH

KUSOM KUSOM

MBA -­‐ I

Multilingualism among MBA students in Nepal, Advantage in Corporate Nepal Male Female Female 4 3 4 Nepali nepali Newari Nepali, English, Hindi, Spanish english, nepali and hindi Nepali,Newari,English,Hindi nepali newari english Female Male 4 3 Nepali nepali hindi Nepali, English,Hindi chinese/ Nepali/ indian/ english/ Male 5+ nepali assamee/german Nepali Newari English Male 4 Newari Hindi Newari Nepali English Male Female Male 4 3 3 Newari Nepali Nepali Hindi Nepali, English, Hindi, Nepali, English, Hindi nepali hindi Female Female Male Female Female 5+ 3 5 3 2 nepali nepali maithli nepali Marwari english nepali and english maithli,hindi,english,nepali,bhojpuri,urdu nepali,english and hindi Marwari, Nepali, Hindi, English, Sanskrit ku

27 KUSOM KUSOM KUSOM

SOMTU ace

KUSOM

KUSOM KUSOM KUSOM

ACE kusom kusom KUSOM KUSOM

MBA -­‐ I

Multilingualism among MBA students in Nepal, Advantage in Corporate Nepal

28 School of Management-

Nepalese, English, Hindi, and French (Basics Male Female 4 4 Nepalese nepali only) nepali english hindi maithali English, Nepali, Female 3 Nepali Hindi Nepali English Male Female 3 3 Nepali Nepali Hindi Nepali, English, Hindi

Tribhuvan University KUSOM

KUSOM

KUSOM KUSOM

MBA -­‐ I

Multilingualism among MBA students in Nepal, Advantage in Corporate Nepal Survey 2

29

MBA -­‐ I

Multilingualism among MBA students in Nepal, Advantage in Corporate Nepal Raw data from Survey 2

30

Do you think being multilingual (3 or more languages) is an advantage in Corporate Gender Male Male Female Male Female Male Male Female Male Female Female Male Male Male Female Female Male Male Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Nepal?

MBA -­‐ I

Multilingualism among MBA students in Nepal, Advantage in Corporate Nepal Female Male Female Male Male Female Male Male Male Male Male Male Male Male Female Male Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes

31

MBA -­‐ I