English-in-Education Policy and Social Divide: Voices from Bangladeshi Universities

Abstract

This mixed-methods study investigates the enduring implications of the English-in-education policy in Bangladesh, particularly on the socio-academic divide within higher education. The use of English as a medium of instruction (MoI) in the educational system has created a complicated situation, where students from different educational backgrounds experience unequal levels of access. While Bangla-medium schools (BMS) cater predominantly to lower-income families, English-medium schools (EMS) often serve urban elites and wealthy households, leading to an obvious disparity in educational outcomes. This is intensified by the imprudent institutionalisation of English in tertiary education that ignores the possibilities of multilingual teaching models and furthers this social inequality. This study aims to address the gap in research concerning the lived experiences of students, principally those from BMS, who struggle with linguistic insecurity, academic anxiety, and limited career opportunities due to their insufficient command of English. Using an explanatory sequential design, it examines participants’ perceptions of the challenges in an English-dominated academic environment. Findings strongly suggest that while English proficiency is seen as essential for academic and career advancement, students from Bangla-medium backgrounds experience increased levels of educational anxiety, occupational concerns, and linguistic insecurity at the universities. Despite policy efforts to equalise English access across all levels of education, the social divide remains ingrained that reinforces disparities between these two groups.