The progress and prosperity of a nation is often rooted in an education system that is both accessible to all and inclusive. A robust and inclusive education system is possible if the national language is used as a medium of instruction. It helps learners to understand the subject better and foster a sense of cultural identity and pride. It also helps bridge the gap between home and school environments, leading to increased parental involvement in education. Learners feel more empowered to express themselves confidently. Therefore, it is imperative that the issue of language as a medium of instructions in promoting inclusive education has to be tackled with the seriousness it deserves.
If we look at countries such as China and Russia, they built a strong education system largely grounded in their own languages, Mandarin and Russian. This is to ensure that scientific knowledge, technological training, cultural norms and education remains accessible to most of the population. They have invested heavily in developing terminology, research and innovation within their national linguistic framework instead of depending on a foreign language as the gateway to advancement. Such an approach is most effective not only to strengthen national identity but also to enhance social inclusion, allowing education to function as the most important driver of economic, social and technological progress.
In post-colonial societies like Bangladesh, the medium of instruction has turned into a matter of dispute for various reasons, such as favouring foreign languages over local and mother tongue and creating inconsistencies between education policies and practices. Nation`s political, economic, social and historical narratives have played a significant role on medium of instruction policies in Education. In Bangladesh, the choice between Bangla medium and English medium education is presented as a matter of academic preference, but this created a huge social divide and has increasingly become a quite yet powerful indicator of social class.
In Bengal, during the 19th and early 20th centuries, there was an important societal shift in history when the Protestants championed the cause of widespread education in their respective nations with the aim of ‘civilising’ the working class. These doctrines were systematically extended to their colonies. Such a so-called `altruistic` nature of `universal education` garnered support from their rulers. During the British Raj, affluent Indians took it upon themselves to establish a private education system without funding from the British Government. Their unwavering support and commitment in providing high-quality education for their children led to the creation of an education system that closely followed the English education model, with English pedagogy and curriculum being the sole means of achieving modernisation.
In Bangladesh, the disparity between government-supported formal education, which is under-resourced and adheres to colonial norms, and privately funded modern English education for the affluent has led to significant illiteracy rates. Tagore once stated the core vision of Indian education. “Our link to the reality of the world is of three kinds: the connection made by the intellect, the connection arising out of need, and the connection found in joy.” He described Indian education as not mere knowledge, but it is a perception of the soul by the soul. Knowledge led us to power, but `soul by the soul` gives us joy. He suggested to decolonised education system and justified, stating that the education we get does not match our lifestyle, the urge for improvement of our home is not there in our books.
In recent times, English medium education is growing in Bangladesh specifically among urban higher- and middle-class families. Hence, we observe a class divide in the education landscape.
Bangladesh Bureau of Educational Information and Statistics (BANBEIS) in 2024 reports that more than 90 lakhs students studying in nearly 20, 500 secondary schools in Bangladesh. But English medium schools are growing at unprecedented levels. Currently, based on the data from British Council, over 30,000 students are studying at roughly 168 schools nationwide. Why the tendency towards English Medium schools are growing? There are number of reasons.
There has historically been a tendency in Bangladesh to view English-medium education as superior. Mainly elite class is associated with English medium school is past. But now a growing middle-class family with sky-high dreams and aspiration also want their children to be educated in English to enhance future opportunities in abroad whether it is for higher education or employment. Many see this as robust preparation for global opportunities. There are other reasons too. Many believe that Bangla Medium education system is sub-standard and not advancing learners aptitude and skills set they need for the future job markets. But the ultimate outcome of such two-tier education systems is to divide the education landscape and create a two-tier social class. English medium schools are chosen by those families with greater financial resources, while lower income middle-class families turn to Bangla medium school or madrasas.
Such divide extends beyond the classroom into social spaces, influencing how young people see themselves and how they are perceived by others. Language is not becoming a tool for communication, it turns into a marker of belonging, privilege, and aspiration. Students from Bangla-medium backgrounds feel that fluency in the English medium is equated with intelligence and professionalism. Over time, English medium students may gradually become detached from local realities, navigating a system that prioritises global relevance over national context. As a result, the education system unintentionally reinforces social boundaries rather than bridging them. In such a landscape, the question is no longer just about language of instruction, but about fairness, opportunity, and the kind of society Bangladesh aspires to build.
The implications of this phenomenon are particularly evident in the local job market, where employees in the private sector consistently lean towards hiring candidates with English proficiency and experience in globalised business cultures. Consequently, graduates from Bangla-medium education backgrounds, who are equally qualified, face an unacceptable disadvantage, as this communication and situational awareness gap is cultural. This situation perpetuates the cycle of language as an indicator of skill and education as a level indicator of social strata. The perception of Bangla as an inferior language in the ordering of the opportunities offered prompts an examination of the criteria for defining development.
Is advancing solely based on becoming part of a global workforce, or is there merit in relying on locally integrated systems? The focus of investment in Bangla-medium education must expand to include teaching, critical thinking, communication (including English), and all the components of pedagogy. Conversely, English-medium schools must focus on local issues. The divide between English and Bangla medium schools, if not addressed, will perpetuate an increasingly coordinated social stratification system.
The writer is a UK based educator, author, and researcher. E-mail: [email protected]
