An Exploratory Investigation of ELT Instructors’ Attitudes Toward Bilingual Medium of Instruction (BMI) and the Role of Technology in Bangladeshi Classrooms

This study investigates the outlooks, reported practices, and perceived constraints of English Language Teaching (ELT) instructors concerning Bilingual Medium of Instruction (BMI) in Bangladeshi university classrooms. Eighteen instructors from Feni University participated in a structured survey. The research is organized around three objectives: (a) examining instructors’ perceptions of translanguaging practices, (b) investigating the obstacles they report when implementing bilingual instruction, and (c) exploring how technological integration may facilitate translanguaging pedagogy. Within this sample, 88.9% of respondents indicated support for bilingual instruction, citing enhanced comprehension, increased learner confidence, and faster learning as the most frequently reported benefits. Approximately 66.7% of participants expressed concern about reduced English exposure, and a majority reported inadequate training, restrictive institutional policies, and limited bilingual resources as recurring barriers. Respondents held positive attitudes toward AI-driven tools and gamification, although the extent of implementation appeared to vary with available resources. The study discusses these findings in relation to each research objective, situating the sample-level results within the broader literature on translanguaging, language policy, and educational technology. The discussion concludes with practical implications for teacher education, institutional policy, and bilingual resource development, and acknowledges the limitations of the current study alongside directions for future inquiry.