Revisiting EMI of the education system of Bangladesh in the purview of NEP, LPP, and ELF
DOI:
https://doi.org/10.37134/ajelp.vol13.2.9.2025Keywords:
Bangladesh, English-medium instruction, language policy and planning, bilingual education, language education systemAbstract
With the rise of English as a global lingua franca, the demand for English-medium instruction (EMI) has grown significantly across Asian education systems. In Bangladesh, the integration of EMI into the language education system has been driven largely by the National Education Policy (NEP) yet implemented with minimal regard to the foundational principles of Language Policy and Planning (LPP) and the pedagogical prerequisites outlined in English as Lingua Franca (ELF) research. This article critically examines the structural and ideological underpinnings of English Language Education (ELE) in Bangladesh and evaluates its effectiveness through the intersecting lenses of NEP, LPP, and ELF. Using Shohamy's five-phase LPP model, the study proposes a comprehensive Language-in-Education Policy (LEP) that embeds EMI within a coherent medium-of-instruction (MOI) framework. Drawing on sociolinguistic data, international best practices, and empirical research, it argues for mother tongue-based literacy in early education, elective and proficiency-based EMI from secondary level onward, and proportionate use of English in higher education aligned with internationalization goals. The study advocates a balanced approach that affirms Bangla's primacy while accommodating English as a strategic linguistic resource—ensuring linguistic equity, cognitive development, and cultural continuity.
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