Integrating Local Culture and Multilingualism in English Language Teaching in Bangladesh: Bridging Global Standards and Local Practices

This review paper examines the integration of culture and multilingualism into English Language Teaching (ELT) in Bangladesh, striking a balance between global frameworks and local applications. Recent ELT research suggests that situating language instruction within a cultural context has beneficial implications for understanding and retention of content, emphasizing that local culture can foster a sense of belonging among learners. It highlights the complexities that come with multilingualism, including cognitive flexibility and linguistic proficiency, which offer learners the opportunity to establish a solid linguistic foundation. Several cases of linking international ELT standards to local approaches to education through culturally responsive instructional methods are presented in this review. The paper offers educators valuable suggestions for incorporating local culture and multilingual approaches into their classroom practices, and it encourages policymakers to promote these integrative approaches through targeted policy adjustments. Additionally, the review highlights the potential for improved language learning outcomes and advocates for a progressive shift in the ELT paradigm in Bangladesh. It also identifies areas for future research, proposing the exploration of these integrative perspectives, as well as the achievement of a balanced approach that meets both global demands and local contexts.