Lekh Nath Baral

Lekh Nath Baral is an Assistant Professor at Oslo Metropolitan University's National Centre for English and Foreign Languages in Education, specializing in multilingual pedagogy and translanguaging. With over 20 years of teaching experience across Nepal, Saudi Arabia, and Norway, he contributes to primary and secondary language education research.

His educational background includes an M.Phil in Peace Studies from UiT Tromsø, an MA TESOL from UCL Institute of Education London, and a Master's in Teacher Education from Tribhuvan University, Nepal. This diverse academic foundation informs his critical approach to language education.

Baral's research centers on translanguaging pedagogy, critical multilingual awareness, and pedagogical translation use in Norwegian primary schools. His work examines how teachers navigate linguistic diversity within national curricula, addressing implementation challenges and equity concerns through ethnographic classroom studies.

His publication trends reveal consistent focus on multilingual education policy (2015-2025), with recent emphasis on teacher cognition and curriculum implementation in Norwegian contexts. Key themes include critical language awareness development, translanguaging as pedagogical strategy, and multilingualism in national educational frameworks.

• Principal investigator for ELLA research project
• Member of COSER and Text-in-context research groups
• Active contributor to Norwegian curriculum development discussions

Baral's grant activities focus on multilingual education projects, particularly the ELLA initiative examining translanguaging in primary classrooms. His advising concentrates on teacher training programs for Norwegian language educators, with emphasis on implementing multilingual approaches in monolingual-dominant systems.

He leads the Text-in-context research group and contributes to COSER (Collaborative Studies in Educational Research), focusing on practical applications of multilingual theories in Norwegian primary education settings through classroom ethnography and teacher development programs.