Critical Gap Analysis: Current Mother Tongue-Based Multilingual Education Model Versus Proposed Heritage Language Bilingual Education Framework in Bangladesh

Abstract

This study analyzes disparities between Bangladesh’s current Mother Tongue-Based Multilingual Education (MTB-MLE) model, introduced in 2017, and the comprehensive bilingual framework proposed in 2008. Through comparative policy analysis across ten dimensions—from philosophy to resource allocation—the research finds that the existing model constitutes weak bilingual education, providing limited indigenous language instruction (10–15%), whereas the proposed model envisions co-equal mediums (50%). The findings reveal symbolic rather than substantive inclusion, constraining educational and cultural outcomes. Evidence-based recommendations outline a six-year phased reform pathway, drawing on global best practices to advance equity and linguistic rights for indigenous communities in Bangladesh.