Overcoming Barriers: Challenges and Strategies for Indigenous Learners in Bangladesh to Acquire English as a Third Language

Indigenous communities in Bangladesh, including the Chakma, Marma, Tripura, Manipuri, and Garo, face substantial challenges in acquiring English as their third language, with Bengali serving as their second language.The transition from their native oral languages to Bengali presents significant barriers, which are further compounded when learning English due to differences in syntax, pronunciation, and script.Socio-economic marginalization, inadequate access to quality education, and cultural stigmatization exacerbate these challenges, limiting their opportunities for academic and professional advancement.This study explores the linguistic, educational, and socio-cultural obstacles indigenous learners face in mastering English, focusing on factors such as inadequate teaching methods, lack of multilingual resources, technological barriers, and socio-environmental constraints.It also examines how the sequential nature of language acquisition-learning Bengali before English-places indigenous students at a comparative disadvantage.The findings emphasize the need for bilingual and multilingual education systems, culturally inclusive teaching practices, and policies that address the unique challenges faced by indigenous learners.By identifying these barriers and proposing actionable solutions, this research aims to contribute to a more equitable and inclusive education system in Bangladesh that empowers indigenous communities while preserving their linguistic and cultural identities.