Parents’ obesession with English-version schools in Bangladesh: a quatative exploration

Abstract

This study explores why parents are obsessed with English-version schools in Bangladesh. The research also examines parents' challenges while choosing such schools and the impact on students' cultural identity and connection with their native language. The study finds out the historical significance of English in the country and the societal perception of English education as a symbol of social status. It also finds the government's emphasis on English as a mandatory subject from classes 1-12 as students must pass the exam and its impact on the education system of Bangladesh. Data for this study were collected by conducting in-depth interviews with a diverse group of 15 Bangladeshi parents from different socioeconomic backgrounds, regions, and educational backgrounds. The qualitative method is considered the most suitable method for this study as I tried to explore the phenomena in detail. Through thematic analysis and using cognitive obsession theory the study uncovers the motivations driving parents' preferences for English-version schools, such as aspirations for better career opportunities, globalization's influence, and perceptions of higher-quality education. This study described why parents are obsessed with English version schools in Bangladesh. This study also finds that parents' obsession with English-version schools is rooted in the belief that English proficiency enhances their children's competitive edge and aligns with the demands of a globalized world. However, this preference poses challenges, including a potential disconnect from local culture and language. Investigating why parents in Bangladesh like English schools so much, even though English isn't their first language, can give us helpful information for making rules about education. It helps us find a middle ground, where we see both the good and not-so-good things about using English as the primary language for teaching.