Abstract:
This paper examines Bangladesh’s English education policy within the global
context, analyzing its evolution, implementation, and implications in a rapidly
globalizing world. Since English is still the primary language of international
trade, communication, and education, Bangladesh has worked to improve
social mobility and global competitiveness by incorporating English
competence into its national curriculum. The history of English instruction
in Bangladesh is examined in this paper, from its colonial origins to its
current position as a compulsory topic in elementary and secondary school.
It critically assesses whether Bangladesh’s English education strategy aligns
with international trends, including the focus on technology integration in
language learning and communicative language teaching (CLT). Employing
a mixed-method ethnographic approach—combining in-depth interviews
with key policy planners and historical document analysis—the study
addresses the following central question: How has Bangladesh responded to
globalization, and what role has its language policy played in this process?
The research also delves into the communication disparities between rural
and urban students, examining how language policies perpetuate social
inequalities and shape national ideologies. Despite being seen as a means
of accessing international possibilities and economic growth, systemic issues
such as insufficient teacher preparation, unequal resource distribution, and
enduring urban-rural imbalances impede the successful implementation of
English education in Bangladesh. The study also emphasizes the difficulties
that educators, learners, and policymakers confront, such as socioeconomic
inequality, insufficient funding, and gaps in teacher preparation. By contrasting
Bangladesh’s policies with those of other non-native English-speaking
nations, it sheds light on their efficacy and suggests recommendations for
fostering equitable and sustainable English language education.
