Teacher Training and Pedagogical Approaches for English Language Education Among Indigenous Students in Bangladesh

This research examines the role of teacher training and pedagogical approaches in improving English language education among indigenous students in Bangladesh.Indigenous learners face unique challenges due to linguistic diversity, cultural differences, and systemic inequities in the education system.Teachers, as central agents of change, often lack adequate training and resources to address these challenges in multilingual classrooms.This study employs a qualitative research design, incorporating interviews, classroom observations, and focus group discussions with teachers, students, and community leaders from indigenous regions.The findings reveal significant gaps in teacher training programs, which often fail to equip educators with the skills needed for culturally responsive and studentcentered teaching.Pedagogical practices, largely reliant on traditional methods, further exacerbate the difficulties faced by indigenous learners.The study underscores the importance of integrating multilingual education strategies, cultural sensitivity, and interactive learning methods into teacher training frameworks.By addressing these gaps, the research provides actionable recommendations for enhancing teacher preparation and pedagogical approaches to create inclusive and effective learning environments.The study contributes to the broader discourse on educational equity and highlights the critical role of teachers in empowering indigenous students to succeed in acquiring English proficiency.