EMI in the English Version Schools in Bangladesh: Priority, Practice and Implications for Equity and Social Justice

English version (EV) schools represent a comparatively new stream of instructional programmes at primary to higher secondary level schools in Bangladesh in addition to the three major educational streams namely Bangla medium, English medium (Cambridge curriculum or IB curriculum), and madrasa education. Like the Bangla medium schools, the English version schools follow the same curriculum, syllabus and assessment format prescribed by the National Curriculum and Textbook Board (NCTB) but use English as the medium of instruction and English versions of textbooks. After nearly two decades of introducing EV schooling, this system of instructional practices remains under-researched. The present study investigates the current practices, challenges and roles of EV schooling in endorsing equity and social justice. Located within the research framework of theory-based sampling, this qualitative study involves collecting data through an in-depth interview and semi-structured interviews of a selected EV school administrator and practicing teachers. The findings report the growing popularity of EV schools among stakeholders despite disappointing conditions prevailing in teaching–learning practices and a variety of challenges faced by teachers and students including teachers’ inadequate command of English. The study also reports impending threats of widening social disparity that might be caused by EV schooling unless equal access opportunities to such schools are ensured for learners.