Enhancing Educational Equity Through Mother Tongue Instruction: Insights from Bangladesh's Ethnic Minorities and Global Practices

This paper delves into the crucial role of mother tongue-based multilingual education (MTB-MLE) in promoting educational equity for ethnic minority children in Bangladesh. The country is home to more than 50 indigenous communities, each with its own unique culture and language, representing a rich tapestry of linguistic diversity. Despite this, the educational framework in Bangladesh is predominantly monolingual and centred around the Bangla language. This systemic bias has led to significant educational disparities, particularly in the Chittagong Hill Tracts (CHT), where indigenous learners often face substantial linguistic and cultural obstacles to effective learning. Drawing on a range of international case studies facilitated by the United Nations Educational, Scientific and Cultural Organization (UNESCO) from countries such as the Philippines, Papua New Guinea, and Bolivia, this paper highlights how MTB-MLE can act as a catalyst for inclusive education. The approach not only facilitates academic achievement but also fosters identity affirmation and the preservation of cultural heritage among minority communities. Additionally, this study conducts a thorough review of Bangladesh’s current language policies, pinpointing the key challenges in implementation, as well as the pronounced regional disparities experienced in the CHT. The findings suggest that there is an urgent need for policy reform to address these inequities. The paper concludes with a set of evidence-based policy recommendations aimed at expanding linguistic inclusion, empowering indigenous communities, and ensuring that educational reforms align with both global standards and Bangladesh's constitutional commitments to linguistic rights. These recommendations seek to create a more equitable educational landscape that values and incorporates the linguistic and cultural diversity of all children in Bangladesh. This paper delves into the crucial role of mother tongue-based multilingual education (MTB-MLE) in promoting educational equity for ethnic minority children in Bangladesh. The country is home to more than 50 indigenous communities, each with its own unique culture and language, representing a rich tapestry of linguistic diversity. Despite this, the educational framework in Bangladesh is predominantly monolingual, centred around the Bangla language. This systemic bias has led to significant educational disparities, particularly in the Chittagong Hill Tracts (CHT), where indigenous learners often face substantial linguistic and cultural obstacles to effective learning. Drawing on a range of international case studies facilitated by the United Nations Educational, Scientific and Cultural Organization (UNESCO) from countries such as the Philippines, Papua New Guinea, and Bolivia, this paper highlights how MTB-MLE can act as a catalyst for inclusive education. The approach not only facilitates academic achievement but also fosters identity affirmation and the preservation of cultural heritage among minority communities. Additionally, this study conducts a thorough review of Bangladesh’s current language policies, pinpointing the key challenges in implementation, as well as the pronounced regional disparities experienced in the CHT. The findings suggest that there is an urgent need for policy reform to address these inequities. The paper concludes with a set of evidence-based policy recommendations aimed at expanding linguistic inclusion, empowering indigenous communities, and ensuring that educational reforms align with both global standards and Bangladesh's constitutional commitments to linguistic rights. These recommendations seek to create a more equitable educational landscape that values and incorporates the linguistic and cultural diversity of all children in Bangladesh.