Bangladeshi University Students’ Motivation and Translanguaging Ideologies Toward English‐Medium Instruction

This mixed‐methods study explores relationships among university students’ motivation for English‐medium instruction (EMI), beliefs about English‐only practices, and views on translanguaging at a Bangladeshi private university. It also examines whether disciplinary background and previous medium of instruction shape these perspectives. Data came from validated surveys completed by 259 undergraduate students and semi‐structured interviews with 12 participants. Findings showed that students were highly motivated to study through EMI, mainly for practical and career‐related reasons. Although they generally supported an English‐only ideology, their attitudes toward translanguaging were more nuanced: They viewed it as a useful learning support but were less willing to accept it in formal policy. Correlation analyses revealed a moderate association between EMI motivation and English‐only ideology, and strong associations between translanguaging dimensions. ANOVA results showed that motivation was not significantly influenced by medium‐of‐instruction background, whereas attitudes toward translanguaging varied by academic discipline. The study highlights the need for more inclusive multilingual pedagogy.