Family language practices and their influence on English learning among Bangladeshi children: outcomes and obstacles

Abstract

This thesis examines how family language practices shape Bangladeshi children’s English learning experiences. Recognizing that home is the foundation of early language development, the study explores how everyday interactions, parental attitudes, literacy practices, and exposure to English within the family influence children’s confidence and engagement with the language. At the same time, it highlights challenges such as limited parental proficiency, resource constraints, and concerns about maintaining Bangla identity. Using a mixed-methods design, the study collected data from 18 parents through a survey and conducted detailed observations, semi-structured interviews, and a focus group discussion with eight selected families. Findings reveal four distinct orientations toward family language use: Bangla-dominant, aspirational but under-supported bilingual, functional bilingual, and English-dominant bilingual homes. These orientations shape children’s opportunities to practice English, their comfort with bilingualism, and the emotional dynamics surrounding language use. Overall, the study shows that while parents strongly value English for academic and professional reasons, Bangla remains central to cultural and emotional life. The most effective outcomes emerge in families that intentionally balance both languages through meaningful practices. The study concludes by discussing implications for families, schools, and future research on bilingual development in Bangladesh.