**3.1 Classroom situation**

The classroom situation is the crucial unit in the pedagogical reformation. It is believed that classroom is the space where learning situation is created. Kumaravadivelu [11] suggested that teachers' and learner's agreement in the production of learning issues is important as the principle of possibility determines the possible classroom activities where learners' autonomy can be observed. Similarly, He and Harris [12] state that Covid- 19 created a situation for online and distance mode learning management system where learners learn self-management skills and that makes them responsible for learning. The classroom situation will be open and students will be involved in the network where they can collaborate and communicate . Teräs, Suoranta [13] on the other hand claimed that the learning situation might have transformed to the technological and responsibility-related aspects and the learners might have a greater degree of participatory roles as a result they can be transformative learners. Therefore, cloud-based classroom and online community-guided learning management systems can be imagined as per the contextual relevance. In this 21st century, vocational and technical education is in the prime concern; as per the concern education is itself the highly technical concern, so we the faculties and stakeholders of the education field need to collaborate and coordinate to upgrade the value of education faculty. We need to develop a sound relationship with feeder and supporting schools as we can collaborate to share quality goods. We can develop several programs with those schools.


On the other hand, Home is the first school for every child and parents are the best teachers. kitchen kitchen, bedroom, living room, study room, surroundings can be the classrooms for homeschooling for example – The kitchen might be the lab for Science and Health, Bedroom may be the lab for language and moral values, the living room might be the lab of practical works of all disciplines, surrounding might be the lab for social and environmental studies. In another context, parents might have a mindset of several questions such as, how to deal with languages, mathematical problems…? I don't know science, English, Mathematics…? However, all parents are not found conscious of their responsibilities and duties. Parents need *Post-Covid Ideology and Dimensions in Language Teaching DOI: http://dx.doi.org/10.5772/intechopen.98927*

to teach about life skills, disciplines, moral values, personal duties and responsibilities to their children since lockdown is creating the opportunity. They can shape their children's practical learning by involving them in multiple intelligence-based activities such as drawing, singing, dancing, writing daily diaries, developing logic, watching documentaries and news and communicating with family members and friends.

## **3.2 Role of the stakeholders**

Stakeholders are defined as students, teachers, guardians, community members, policymakers who contribute to learning and transfer of learning. It is believed that the role of the stakeholders determines the principles of learning management. For example, [5, 14, 15] report that the learning situation is in the control of the learning situation and learning variables such as Contipelli and Picciau [5] focus on rebuilding the learning situation in which the learning agents


feel safe to learn and that is accessible, affordable and relevant to the geographical, educational and economic aspects. With this reference and the country situation of Nepal, the stakeholders can contribute their role and responsibility as shown in **Table 1**.

#### **3.3 Medium of instruction**

Medium of instruction is another key issue in the post-pandemic situation. Language is known as the symbol and culture as the identity, in the pace of interacting the linguistic and cultural landscape, Giri [16] reported with the example of English and Nepali language that other language speakers are confused due to the linguistic hegemony of the elites and the ethnic identity might have the transformed to the group of linguistic dominance. Similarly, Phyak [17] illustrated through the examination system as the learners of one linguistic background are motivated to participate in the test such as IELTS, TOEFL and GRE for the migration of another cultural landscape as if they intend to access the eligibility for assimilation. However, Pherali and Garratt [18] stated that the cultural landscape got highly affected by socio-political and historical experiences as the socio-political changes deal with the reconstruction of the language surrounding the notion of marginalization and ethnicity.

Azimzadeh and Bemani [19] argue that language and culture are interrelated to communicate ideas and transformation of traditions as the people can develop and sustain cultural impression using language. Therefore, language shapes cultural ethics concerning communication and collaboration efforts. Moreover, language has the power to transform the heritage of the culture, for example, *Deuda culture* is shaped by the *Dotyali language* on the other hand the words *Maichyaang and chyaanwa* have the representation of the cultural accommodation and ownership in the preservation of the language and culture*.* For the context of second language teaching pedagogy, EMI has incorporated several issues based on the context of learning because the societal framework and cultural consciousness influence the practice of EMI strategies in the classroom.

Toh [20] argued that the EMI emerged with the view of policy level or its constraint to the bureaucratic purposes rather than academic purposes in the sense that it had challenges in the implementational levels due to the level of the learners, learning situation, influence of the first language of the learners and the teachers' capacity to deal with the issues related to the second or foreign language. Similarly, Lee and Curry [21] stated the challenges in the level of the teachers and students as they explored the challenges such as English language proficiency, planning time for classes, building confidence and correcting mistakes and examining the proficiency of learners in the level of the teacher, on the other hand, students had observed the challenges as decreasing rate of enrollment, lack of interaction with peers and teachers, English proficiency level concerning to the classes in the native language. However, Dang and Vu [22] claimed that the competence framework of EMI determined the pedagogical and communicative purposes by which they occurred challenges concerning EMI can be mediated by the English language and English language teaching strategies in the second language situation.

Phyak and Sharma [23] explained that the EMI policy in Nepal influenced the neoliberal ideologies as a result it primarily focused on the socio-political and cultural aspects instead of the academic perspectives. Therefore, the issues and challenges associated with the EMI shape the cultural framework to determine the forms of language as per the defined context and need to consider the learners' perception and attitude towards the use of language for different purposes.
