Challenges and prospects of teaching English at multilingual primary schools in Chittagong hill tracts, Bangladesh

Abstract

This study reports the challenges and opportunities of teaching English in multilingual primary schools in the Chittagong Hill Tracts (CHT) of Bangladesh, an area characterized by a complex sociocultural landscape and diverse linguistic heritage. This study aims to identify the unique obstacles faced by teachers, examine existing pedagogical practices and propose context

appropriate solutions to improve English language teaching. Drawing on qualitative data from in- depth interviews with ten English teachers, the study reveals persistent obstacles including

mismatches between students’ home languages and the national curriculum, a lack of culturally relevant teaching provisions, inadequate teacher training in multilingual pedagogy, and the continued marginalization of indigenous languages. Notwithstanding such limitations the study reveals encouraging opportunities, such as the heightened awareness of mother tongue-based multilingual education (MTB-MLE), teachers’ adaptive use of translanguaging practices, and greater community involvement in supporting language learning. Anchored in Vygotsky’s Sociocultural Theory, Cummin’s Interdependence Hypothesis, the study underscores the dynamic interdependence of languages, cultural contexts, and social interactions in effective multilingual education. The findings demonstrate the pressing need for inclusive curricula that reflect local realities, sustained teacher preparation tailored to multilingual classrooms, the creation of localized learning materials, policies that treat language variety as an asset rather than a barrier. This study adds to the larger conversation on equitable English teaching validly in multilingual and indigenous contexts and offers practical insight for educators, policymakers, and curriculum developers working in similar regions like Bangladesh.