Possible Challenges in Reimagining Bilingualism in English-Medium Private Higher Education in Bangladesh

The chapter explores whether bilingualism with equal emphasis on Bangla and English as mediums of instruction has a sustainable chance to thrive in private English-medium higher education in Bangladesh. Four universities were included in this qualitative research study. Eight teachers of English, law, general education, and business participated in classroom observations and interviews. The data show that teachers do not believe that introducing bilingualism with equal roles of Bangla and English as mediums of instruction (EMI) will prompt any significant changes in learning in private higher education in Bangladesh. The different and poor educational systems at the primary, secondary, and higher secondary levels that inadequately develop students’ academic literacy in English or Bangla may turn into barriers to any substantial changes in the medium of instruction at the tertiary level of education. In addition, teachers with post-graduate degrees from northern higher education seem more comfortable in using English in academics discourses. With the demand for publications in Scopus-indexed journals from teachers in private higher education, it is also apprehended that they will have limited interest in developing their academic literacy in Bangla. In other words, mother-tongue-based bilingualism may be considered a romantic pursuit amidst the bitter reality of privileging monolingualism in private higher education. A conducive learning environment and social justice and equity for students may be fostered only if the education system at the primary, secondary, and higher secondary levels is overhauled and the educational philosophy of higher education is reconfigured and reimagined.