Teacher challenges and parental roles in early childhood EFL instruction: A synthesis review of nursery education in Bangladesh

This article examines the primary challenges that early childhood teachers in Bangladesh face when teaching English to nursery-level pupils, with a focus on how parents can support them in this endeavor. The synthesis review utilizes secondary sources, including peer-reviewed studies, policy papers and educational reports, to identify major obstacles such as inadequate teacher training, insufficient educational resources and limited systemic support, particularly in rural areas. The study also reveals that parents who are actively involved in their children’s education can significantly enhance their language skills. However, this kind of interaction is sometimes uneven or absent altogether, which makes learning a new language substantially more challenging. The results suggest that teachers, policymakers and families must work together to create a more supportive learning environment. The review emphasizes the importance of focusing policies on early language instruction and engaging parents. These policies could help close the gaps in early English education that currently exist in Bangladesh.