Abstract:
The main purpose of this study was to investigate the role of first language
(L1) in second language (L2) vocabulary acquisition in a Bangladeshi
secondary school context, with a focus on decolonizing English language
learning practices. The research explores how students’ native language
(Bangla) influences their capability to comprehend, translate, and retain
English vocabulary. Data were obtained using a mixed-methods approach,
including classroom observations, teacher interviews, student questionnaires,
and focus group discussions across grades 6 to 8. The result of the study
reveals that L1 facilitates the initial comprehension and retention of L2
vocabulary through code-switching and bilingual teaching approaches.
This study also found that word-to-word translation discourages students
from learning new vocabulary on their own. Thereby, they were not able to
produce independent vocabulary learning strategies, carrying the colonial
legacy of English education. Word (L2)-to-word (L1) translation is good for
creating initial interest in English for the time being, but it restricts students’
eagerness to explore and learn new vocabulary. This study suggests further
research is needed to initiate new pedagogy where translation should be used
in a way that students should be interested to learn new vocabulary, breaking
the cycle of colonial English language learning practice.
