Books 
  1. Phyak, P. (in press/publication date October, 2026). Decolonial becoming: Engaged
    language policy and decolonizing language ideology for reparative multilingual education. De Gruyter.
  2. Li Wei,  Phyak, P., Lee, J. W. & Garcia, O. (Eds.).(2025). The handbook of translanguaging. Wiley. 
  3. Adinolfi, L.,  Bhattacharya, U. & Phyak, P.  (Eds.).(2022). Multilingual education in South Asia: At the intersection of policy and practice. Routledge.
  4. Carm, E. Luitel, B. Ogrim, L., Johannesen, M. & Phyak, P.  (Eds.). (2021). Innovative technologies and pedagogical shifts in Nepalese higher education. Brill/Sense.
  5. Davis, K. & Phyak, P. (2016). Engaged language policy and practices. Routledge.   ​​
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Book chapters
  1. Phyak, P., & Chuskit, T. (2026). Decolonial struggles for Indigenous multilingual education. In P. Meighan & L. Veliz (eds.), Countering colonialingualism in language education (pp. 150-172). Routledge.
  2. Phyak, P., & Ghimire, N. B. (2026). Translanguaging as a decolonial pedagogy in English
    medium classrooms: reclaiming epistemic identities in an unequal language policy in Nepal. In S. Sultana & P. K. Sah (Eds.), Translingual practices in English language education in South Asia: Inclusivity and equity (pp. 99-121). Multilingual Matters.
  3. Phyak, P. (2025). Translanguaging triad: Resistance, decoloniality, and transformative praxis in
    the Global South. In W. Li, Phyak, P., J. W. Lee, & O. Garcia (Eds.), The handbook of translanguaging (pp. 117-136). Wiley.
  4. Sharma, B. & Phyak, P. (2026). Social media, affective publics, and protest assemblages
    during the Covid-19 pandemic. In A. Abdelhay, S. Makoni & C. Severo (Eds.), Embodied histories, imagined worlds, emplaced resistance (pp. 129-158). De Gruyter. 
  5. Phyak, P., Sánchez, M. T., Makalela, L., & García, O. (2024). Decolonizing multilingual pedagogies. In C. McKinney, P. Makoe, & V. Zavala (Eds.), The Routledge Handbook of Multilingualism (pp. 223-239). Routledge.
  6. Duchêne, A., Martin-Rojo, L., McLaughlin, M., Phyak, P. & S. Pietikäinen.  (2024). Short stories on social inequalities. In A. Del Percio & M. Flubacher (Eds.), Critical sociolinguistics: Dialogues, dissonances, and developments (pp. 361-374). Bloomsbury.
  7. Phyak, P. (2024a). (Re)framing unequal Englishes: Unequal personhood, deficit ideology and epistemic injustice. In R. Tupas (Ed.), Investigating unequal Englishes: Understanding, researching and analysing inequalities of the Englishes of the world (pp. 1-12). Rutledge.
  8. Phyak, P. (2024b). English medium instruction in higher education in Nepal. In K. Bolton et al. (Eds.), The Routledge handbook of English-medium instruction in higher education (pp. 394-409). Routledge.
  9. Phyak, P. (2023). Engaged ethnographic research with indigenous communities: insights from a language policy study in Nepal. In E. S. Huaman & E. D. Martin (Eds.), Indigenous research designs: Transnational perspectives and practice (pp. 333-350). Canadian Scholars.
  10. Phyak, P., Ghimire, N. B., & Saud, M. S. (2023).  Engaged methodological approach in the study of language ideologies in EMI policies. In J. Pun, & S. Curle (Eds.), Qualitative research methods in English medium instruction for emerging researchers (pp. 115-127). Routledge.
  11. Phyak, P., Khanal, P., & Acharya, S. (2023). The wellbeing of private school teachers in Nepal during and beyond the covid-19 pandemic. In U. Pradhan et al. (Eds.), Rethinking education in the context of post-pandemic South Asia (pp. 146-156). Routledge.
  12. Phyak, P. (2022). Unequal language policy, deficit language ideology and social injustice: A critical ethnography of language education policies in Nepal. In S. May & D. Caldas (Eds.), Critical ethnography, language, race/ism and education (pp. 191-212). Multilingual Matters. 
  13. Tania, R. & Phyak, P. (2022). Medium of instruction, outcome-based education, and language education policy in Bangladesh. In L. Adinolfi, U.  Bhattacharya, & P. Phyak, (Eds.). Multilingual education in South Asia: At the intersection of policy and practice (pp. 132-148). Routledge.
  14. Sharma, B. K. & Phyak, P. (2022). Visual multilingualism and the making of Chinese space in Nepal. In J. W. Lee (Eds.), The sociolinguistics of global Asias (pp. 24-41). Routledge.
  15. Sah, P. K. & Phyak, P. (2021). Critical literacies in South Asia. In J. Z. Pandya et al. (Eds.), The handbook of critical literacies (pp. 289-296). Routledge.
  16. Phyak, P. & Sharma, B. K. (2020). Functionality of English in language education policies and practices in Nepal. In R. A. Giri, A. Sharma and J. D’Angelo (Eds.), Functional variations in English: Theoretical considerations and practical challenges (pp. 321-335). Springer.
  17. Phyak, P., H. Rawal, & De Costa, P. I. (2021). Dialogue as a decolonial effort: Nepali youth transforming  monolingual ideologies and reclaiming multilingual citizenship. In K. Heugh, C. Stroud, K. Taylor-Keech, & P. I. De Costa (Eds). A sociolinguistics of the South (pp.155-170). Routledge.
  18. Phyak, P. (2020). Neoliberal placemaking and ideological constructions of standardized tests in Nepal's linguistic landscape. In S. Morhesseini, & P. I. De Costa (Eds.), The sociopolitics of English language testing (pp. 208–230). Bloomsbury.
  19. Phyak, P. (2019). Transformation from the bottom up: Ideological analysis with indigenous youth and language policy justice in Nepal. In T. L. McCarty, S. E. Nicholas, & G. Wigglesworth (Eds.), World of indigenous languages: Politics, pedagogies and prospects for language (pp. 194-213). Multilingual Matters.‏
  20. Phyak, P. & Ojha (2019) Language education policy and inequalities of multilingualism in Nepal: Ideologies, histories and   updates. In A. Kirkpatrick, & A.  Liddicoat, A. (Eds.), The Routledge international handbook of language education policy in Asia (pp. 314-354). Routledge.
  21. Phyak, P. (2017). Translanguaging as resource in English language teaching: A response to unplanned language education policies in Nepal. In H. Kuchah, & F. Shamim (Eds.), International perspectives in teaching English in difficult circumstances (pp. 49-70). Palgrave McMillan.
  22. Phyak, P. (2016). Local-global tension in the ideological construction of English language education policy in Nepal. In R. Kirkpatrick (Ed.), English language education policy in Asia (pp. 199-217). Springer.