Educational and Institutional Barriers to Indigenous Language Preservation in Bangladesh: Challenges and Policy Implications

Abstract

Indigenous languages in Bangladesh are rapidly declining because they are excluded from formal education and public domains, threatening cultural identity and social cohesion. This study aims to examine how educational and institutional barriers contribute to indigenous language loss among ethnic communities. A mixed-methods approach, including surveys, interviews, and focus group discussions with ethnic minorities, teachers, and community leaders, was employed to collect both qualitative and quantitative data. The results reveal that indigenous languages lack representation in schools because of the absence of textbooks, trained teachers, and government support. Communities face cultural and educational exclusion because children are forced to learn in Bengali, leading to high dropout rates and loss of native languages. The study highlights the urgent need for bilingual education and policy reforms. Its impact lies in offering practical recommendations to policymakers and educators for preserving linguistic diversity and promoting inclusive education that supports ethnic communities in Bangladesh.