IMAGINE you are in a grade one or two classroom of a government primary school in a hilly district where children from Bengali, Chakma, Marma and Tripura communities are actively engaged in learning under the guidance of a teacher from either Bengali or an indigenous community. The teacher instructs in Bengali or a mix of Bengali and one of the indigenous mother tongues. Now, consider the learning experience of these students. Can all of them comfortably understand the lessons and instructions?
In regions where indigenous or ethnic minority communities coexist with the mainstream Bengali population, the challenges in basic education are particularly severe. These areas experience high dropout rates, low enrolment and completion rates in primary education and weak foundational skills in literacy and numeracy 鈥� primarily due to language barriers. Since Bengali is the medium of instruction, indigenous students often struggle to learn in a language that is not their mother tongue. When teachers and students speak different languages, effective communication becomes difficult. In many remote areas of the Chittagong Hill Tracts, children grow up speaking only their native language, with little exposure to Bengali or other languages, making it even harder for them to adapt to the classroom environment.
Of the 41 languages spoken in Bangladesh, Bengali is the official language and the medium of instruction in schools. This language barrier significantly impacts indigenous children鈥檚 education, as they are forced to learn in Bengali rather than their mother tongue. This leads to difficulties in comprehension, weak academic performance, and, ultimately, a higher risk of dropping out.
Globally, it is recognised that a child鈥檚 mother tongue is the most effective medium for learning in early education. A language is more than just a tool for communication 鈥� it represents identity, culture, and opportunity. When children learn in their mother tongue, especially in the early years, they perform better, stay in school longer, and build stronger educational foundations.
Bilingual education plays a crucial role in ensuring inclusive learning for children whose first language is not Bengali. It provides a strong foundation for literacy, builds confidence, and leads to better academic outcomes. The 鈥榝irst-language-first鈥� approach 鈥� where students start learning in their native language before transitioning to the official language 鈥� has proven to be highly effective. Many indigenous children struggle to understand lessons in Bengali, but bilingual education helps them develop proficiency in both their mother tongue and Bengali, easing their transition into mainstream education.
Studies show that learning in one鈥檚 first language enhances cognitive skills, literacy development and critical thinking. When children first grasp concepts in their mother tongue, they find it easier to understand subjects like math, science and social studies. Additionally, when they can express themselves in a familiar language, they feel more confident and motivated to participate in class activities.
Recognising the importance of mother-tongue-based education, the government has introduced textbooks in five indigenous languages. However, due to a lack of trained teachers proficient in these languages, the books remain underutilised. Moreover, there are still many indigenous languages that have not yet been considered for textbook publication.
To effectively implement bilingual education in primary schools in indigenous communities, the following steps should be taken:
From pre-primary to grade two, instruction should be in children鈥檚 mother tongues. During this period, indigenous children should also begin learning Bengali gradually. This approach requires additional teachers in schools. Appointing additional teachers fluent in indigenous languages may involve costs, it is essential for inclusive education.
The government should prioritise appointing mother-tongue-speaking teachers in the areas where ethnic minorities live. Alternatively, part-time language teachers could be hired in schools with smaller indigenous populations. Teachers should also receive language proficiency training tailored to the needs of indigenous students. Peer support strategies should be encouraged in classrooms to facilitate learning. Dual-language textbooks, Bengali and indigenous languages, up to grade two would also help students bridge the language gap.
By implementing these measures, the government can ensure that indigenous children receive a more inclusive and effective education, helping them overcome language barriers and achieve academic success.
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Md Bayazid Khan is a primary education analyst.
