Examining Students’ and Teachers’ Ideologies on Medium of Instruction and Translanguaging Practices at Khwaja Yunus Ali University in Bangladesh

Abstract

This​‍​‌‍​‍‌ paper aims to investigate the attitudes of students and teachers of Khwaja Yunus Ali University towards using English as a Medium of Instruction and the use of translanguaging strategies in multilingual classrooms in Bangladesh. A mixed-methods design of this study collected data from 100 students and 10 teachers through questionnaires and semi-structured interviews in five departments: English, BBA, Law, Pharmacy, and CSE. Quantitative data analysis with SPSS and qualitative thematic analysis revealed that almost all students and teachers preferred bilingual instructional strategies because, as they stated, it facilitated a better understanding of the subject matter and gave them more confidence, so that they could participate in class more effectively. Contrary to that, higher anxiety, challenges to comprehension, and reduced classroom participation were reported for English-only instruction, particularly for students with low proficiency in English. Teachers also emphasized translanguaging as an effective pedagogical strategy through which they can bridge linguistic gaps in communication as well as promote collaborative learning. The findings indicate that language policy should be dynamic. (Ibid.) It should cater for both English and Bangla, as it has also acknowledged the use of translanguaging practices and conducted teacher training in the respective areas. These materials also should be bilingual. This research is crucial for the current debate on English Medium Instruction in multicultural higher education contexts. It helps make generalizations about language that are inclusive, sensitive to context, enhance learning, and respect linguistic diversity.