Navigating social and cultural barriers: challenges and implications for Tribal students’ communicative English language learning in Bangladesh’s Chittagong hill tracts

This research investigates the impact of social and cultural interactions on Communicative English Language Learning (CELL) among higher secondary tribal students in Rangamati, situated in the Chittagong Hill Tracts (CHTs) of Bangladesh. Central to this study is an examination of the specific challenges these students confront in acquiring proficiency in the English language, which stems from their diverse social environments and cultural backgrounds. The research is grounded in Vygotsky’s Social Constructivism theory, emphasizing the pivotal role of social interactions and cultural practices in facilitating language acquisition. Employing a mixed-methods research framework, the study utilized a questionnaire survey combined with Focus Group Interviews (FGIs) conducted with thirty tribal students from two colleges in Rangamati. Findings illuminate the sociocultural barriers impacting CELL, including socioeconomic constraints, linguistic diversities, the lack of connections between English textbooks and real-life situations, and the influence of native languages. Notably, the results reveal a cultural disconnect in classroom interactions among the tribal students and their limited social exposure to English-speaking contexts in everyday life. Through a nuanced exploration of these factors, the research contributes to a deeper understanding of CELL within the unique sociocultural landscape of CHTs and provides insights for educators and policymakers to enhance English language education for tribal students.