Mother Tongue–Based Multilingual Education in Bangladesh: A Systematic Review of Implementation, Challenges, and Learning Outcomes

Abstract

Mother tongue-based multilingual education (MTB-MLE) is generally considered as an important means of achieving equitable learning, linguistic rights and cognitive development in multilingual societies. Even in Bangladesh, although the constitutionally guaranteed linguistic justice is unevenly and under-studied in Bangladesh. The paper conducts a systematic review of published empirical studies, policy documents, and program reports (between the year 2000 and 2024) based on the PRISMA requirements. Results indicate beneficial impact of the program on early literacy, classroom activity and retention especially among ethno linguistic minority students. Nevertheless, the little training of teachers, insufficiency of resources, poor policy implementation, and institutional co-ordination are limiting factors to progress. Large discrepancies continue to exist between the objectives of the policies and the classroom implementation, and additional studies and reformation are necessary. Mother Language, 2026; 10(1): 217-240