Linguistic ecology of Bangladeshi higher education: A translanguaging perspective

Abstract

ABSTRACT This article reports on findings from a larger study that explored the promise of translanguaging pedagogies at two public and two private universities in Bangladesh. Four language learning and four content acquisition courses offered in the first year of undergraduate programmes were observed. A ‘Russian doll approach’ was employed to analyse the macro, meso and micro levels of policy decisions and implementation to build two robust case-studies on public and private universities. Findings reveal a disconnect between macro-level language policy and actual practice at meso and micro-level within universities. The study demonstrates varying degrees of natural translanguaging practices in the classrooms of both public and private universities. Under the particular contextual circumstances, this study recommends promoting translanguaging pedagogies in higher education to enhance language and content learning of Bangladeshi students while also developing bilingual identities through such practices.