Assessing the Impact of Multilingual Education Policies on English Language Learning for Indigenous Students in Bangladesh

The acquisition of English as a third language by indigenous students in Bangladesh is influenced significantly by the country's multilingual education policies.This study examines the impact of these policies on English language learning among indigenous learners, specifically the Chakma, Marma, Tripura, Manipuri, and Garo communities.While Bengali serves as their second language, English poses additional challenges due to linguistic and socio-cultural barriers.This research explores the extent to which existing policies support these students' language development and identifies gaps that hinder their educational progress.Using a mixed-methods approach, the study involves document analysis of educational policies, interviews with educators and policymakers, and case studies from selected indigenous schools.The findings reveal that while some policies are beneficial in promoting multilingualism, there are critical shortcomings in implementation, teacher training, resource allocation, and assessment practices that undermine their effectiveness.The research concludes with recommendations for policy reforms to enhance the inclusivity and effectiveness of multilingual education policies, ensuring they adequately address the needs of indigenous learners.These reforms aim to foster a more equitable educational environment, empowering indigenous communities in Bangladesh while preserving their linguistic and cultural heritage.