The politics of language-in-education policy: Repercussions for English curriculum development in secondary schools in Bangladesh

Lamiya Akter; Farhana Akter

doi:10.53696/27753719.62379

The politics of language-in-education policy: Repercussions for English curriculum development in secondary schools in Bangladesh

Authors

Lamiya Akter University of Global Village, Bangladesh https://orcid.org/0009-0006-7987-5855
Farhana Akter University of Global Village, Bangladesh

DOI:

https://doi.org/10.53696/27753719.62379

Keywords:

Bangla-version schools, Bangladesh education system, English curriculum development, English-version schools, language-in-education policy, linguistic imperialism, linguistic inequality, socio-economic disparities

Abstract

This study investigates how language-in-education policy in Bangladesh contributes to disparities between English-version and Bangla-version secondary schools, particularly in access to English resources, institutional support, and curriculum equity. Although Bangla is the national language, English continues to function as a key determinant of academic and socio-economic mobility. Using a quantitative survey of 60 Grade 9–10 students in Barishal, the study compares perceptions of English learning across the two school streams. Results show that English-version students reported 93.3% access to English materials compared to 30% among Bangla-version students and unequal curriculum opportunities (26.7%). Despite these differences, both groups strongly recognized the importance of English for future careers, with agreement rates of 96.7% among Bangla-version students and 100% among English-version students. The findings illustrate how current policy structures reinforce linguistic and socio-economic inequalities, privileging English-version learners while constraining opportunities for Bangla-version students. The study emphasizes the need for equitable curriculum reform, enhanced teacher training, and redistribution of English learning resources to promote fairness and balanced educational outcomes.

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Author Biographies

Lamiya Akter, University of Global Village

Lamiya Akter is currently working as a Teaching Assistant at the University of Global Village, Barisal, Department of English, a passionate writer who loves to explore ideas through words. Writing is my way of expressing creativity, sharing knowledge, and inspiring others. I enjoy blending imagination with learning and my works reflect thoughtful observation, dedication, and a love for knowledge. She has keen interests in Language, Curriculum and Child Education.

Farhana Akter, University of Global Village

Farhana Akter is a final-year BA (Honors) student in English at the University of Global Village, Bangladesh. Her research interests include education, child education, gender studies and interdisciplinary literary research.

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Published

24-08-2026

How to Cite

Akter, L., & Akter, F. (2026). The politics of language-in-education policy: Repercussions for English curriculum development in secondary schools in Bangladesh. Linguistics Initiative, 6(2), 185–194. https://doi.org/10.53696/27753719.62379

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Issue

Vol. 6 No. 2 (2026)

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Articles

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