Trajectories of Language, Culture, and Geography in Postcolonial Bangladesh

Afrin, Sadia; Baines, Lawrence

doi:10.1007/978-3-030-02438-3_2

Cited by 2 publications

(1 citation statement)

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“…English is an essential language for Bangladeshi graduates to learn to survive in a competitive environment because graduates' competitiveness depends on their level of English language skills (Hamid 2016). Language proficiency is considered a ladder to success in life (Afrin and Baines 2020). The trend commenced during the colonial period in this continent; during British rule, people in the elite class were fond of learning the English language (Islam et al 2022b).…”

Section: Introductionmentioning

confidence: 99%

Impact of English Language Proficiency on Local Language Use among Bangladeshi Graduates

Islam,

Hasan,

Ramalingam

et al. 2024

Languages

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This study aimed to identify the impact of English language proficiency on Bangladeshi graduates in terms of its influence on local languages and cultural integration. The study was conducted using a quantitative approach, and the random sampling technique was employed to select 370 respondents from English and Bengali medium-instructed Bangladeshi graduates. Data were analysed using SPSS version 27.0. The Pearson correlation, ANOVA, and multiple regression analyses were used in line with the research objectives. The Pearson correlation shows a significant correlation among the studied variables, such as cultural erosion (R2 = 047, p < 0.001), threat to local language (R2 = 048, p < 0.001), and polluting local language (R2 = 047, p < 0.001). The ANOVA test was performed to find the mean difference in cultural erosion (CE), threat to local language (TLL), and polluting local language (PLL) with respect to respondents’ qualifications (bachelor’s, master’s, or Ph.D. degree). The ANOVA result revealed no statistically significant difference in CE and TLL in terms of graduates’ qualifications, while PLL differs significantly based on their qualifications (bachelor’s, master’s, or Ph.D. degree.). Similarly, significant differences in CE, TLL, and PLL were found among the income groups and living places of graduates. Multiple regression analysis explained 13.6% variances in the social class context with ELP-linked challenges (R2 = 0.136, p = 0.001), while the lower class was found to have positive non-significant relationships with ELP-linked challenges (B = 0. 159, p = 0.382). This was almost double that of the result for the rich class (B = 0.085, p = 0.721). However, ELP-linked challenges contain a mixture of languages and cultural blending in society, as the rich class faces fewer challenges than the lower and middle classes. The study is influential in creating an awareness of language use whenever necessary.

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Section: Introductionmentioning

confidence: 99%