Integrating indigenous languages into textbooks for ethnic minority students in Bangladesh: Empirical research on challenges and potential solutions

In Bangladesh, ethnic minority students often face significant educational disadvantages, including linguistic barriers that hinder their access to quality education. Recognizing the importance of mother tongue in cognitive development and academic success, there has been growing advocacy for incorporating indigenous languages into the education system. This research paper examines the challenges and potential solutions for integrating mother tongue for indigenous languages in textbooks for ethnic minority students in Bangladesh. The paper presents empirical findings on the difficulties faced by teachers in using mother tongue as the medium of instruction, such as the lack of instructional materials in local languages, limited teacher training, and the influence of social media. Additionally, the paper discusses strategies employed by teachers to address these challenges, including translating literary works, vocabulary enrichment, and the use of differentiated instruction. Through a comprehensive analysis, this study aims to contribute to the discourse on educational equity and the preservation of linguistic diversity among ethnic minority communities in Bangladesh.