This study critically examines the role of the English language in shaping teaching and learning practices within the Bangladeshi education system, drawing on the perspectives of both students and teachers from Bangla medium institutions. As a global lingua franca, English plays an essential role in international communication, necessitating strong competencies in grammar, vocabulary, and pronunciation. Despite the adoption of the Communicated Language Teaching (CLT) approach in Bangladesh, significant challenges persist, particularly the neglect of foundational grammatical instruction and the pervasive influence of Bangla on learners’ pronunciation and fluency. These challenges are further compounded by disparities in resource availability and pedagogical effectiveness between urban and rural education contexts. Employing a mixed-methods design underpinned by an abductive research strategy, the study collected qualitative data through in-depth semi-structured interviews with eight students and teachers, and quantitative data via structured surveys with twenty-eight participants across key institutions in the Jashore and Dhaka districts. Data were analysed using thematic analysis and descriptive statistics to triangulate insights. The findings reveal pronounced discrepancies in English language acquisition opportunities, with rural learners facing significant disadvantages in access, instruction, and pedagogical support. The study underscores the need for comprehensive educational reforms that integrate both communicative and structural approaches to language instruction, supported by targeted teacher training and policy interventions to promote equitable language education across all regions of Bangladesh.
Bose et al. (Wed,) studied this question.
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