Language and communication

2. Why this matters in Bangladesh

In many Bangladeshi early years classrooms, language development is either misunderstood or reduced to narrow routines. Common patterns include children repeating English words without understanding, heavy emphasis on alphabet recognition over oral language, limited opportunities for children to speak in class, long teacher monologues and choral responses, and a focus on correction rather than expansion of children’s language.

In some settings, spoken Bangla is treated as a barrier instead of a resource. This is deeply problematic. Research shows that strong first-language development supports, rather than blocks, additional language learning. When children build strong oral Bangla, their thinking becomes clearer, their vocabulary deepens, and their capacity for abstraction grows – all of which make it easier to learn English meaningfully later. When Bangla is weak, English often becomes empty memorisation.

In Bangladesh specifically, language development is critical because many children are first-generation school learners, exposure to rich adult language is uneven, class sizes limit individual speaking opportunities and tuition-driven learning reduces natural talk and exploration. If early language is not prioritised, later literacy, classroom participation and academic confidence are all weakened. Language is the gate through which everything else must pass. If the gate is weak, the whole system struggles.

3. Bangla first, English second: sequencing language without harm

One of the most important principles in this framework is that strong Bangla foundations should come before heavy English instruction. This does not mean neglecting English. It means sequencing language development intelligently.

In early years settings:

• Bangla should be the main language of explanation, interaction and emotional connection.
• Children should be encouraged to express ideas fully in Bangla, not just repeat short phrases.
• English should be introduced gradually as vocabulary and exposure, not as a replacement for Bangla thinking.

A child who can explain something clearly in Bangla – for example, why a character in a story is happy or sad – will later understand English translations much more deeply. A child who only memorises “He is playing with a ball” has language with no thinking behind it, and that is a serious long-term disadvantage.

4. What this looks like in practice

In a language-rich early years classroom, an observer would see patterns very different from traditional, worksheet-driven practice:

• Children speak more than the teacher over the course of the day.
• Teachers pause regularly to give children time to think and respond.
• Conversations happen about experiences, stories and problems – not only instructions.
• Storytelling, role-play and shared talk are daily features, not occasional extras.
• Adults expand children’s ideas instead of shutting them down with quick corrections.

For example, a child says, “ওই গাড়িটা ভাঙা।” Instead of simply correcting, the teacher responds, “হ্যাঁ, গাড়িটা ভাঙা, মনে হচ্ছে চাকারটা খুলে গেছে। তুমি মনে করো, এখন আমরা কীভাবে ঠিক করতে পারি?” The child’s language is extended and their thinking is pushed further.

Teachers also talk about pictures before reading, discuss experiences before writing and encourage children to explain their answers rather than just state them. Questioning moves beyond “এইটা কী?” towards “তুমি কীভাবে বুঝলে?” and “যদি এটা না হতো তাহলে কী হতো?” – talk that supports reasoning, not just naming.

5. Creating vocabulary-rich classrooms

Vocabulary does not grow from word lists alone. It grows from stories, games, routines and meaningful use. In Bangladeshi early years classrooms, vocabulary development should focus on high-frequency, meaningful Bangla words, story language from books and folk tales, language of emotion, actions and thinking, and simple English vocabulary linked to real contexts rather than drilling.

Everyday opportunities for vocabulary include:

• During play – describing actions, objects and intentions.
• During stories – talking about feelings, motives and consequences.
• During routines – explaining processes (“আমরা এখন হাত ধুচ্ছি কারণ...”).
• During problem-solving – asking children to explain what they think will happen next.

Effective early years classrooms in Bangladesh should feel language-saturated rather than worksheet-saturated: word-rich, not exam-only.

6. Practical tools and strategies

Schools and teachers can begin shifting practice through a small number of focused routines.

6.1 Daily Talk Time

Set aside 10–15 minutes each day solely for structured talk:

• Show a picture from a book, local scene or classroom object.
• Ask children to describe what they see in full Bangla sentences.
• Encourage multiple children to contribute and build on each other.
• Gently introduce a few English words linked to the meaning, not in isolation.

6.2 Expand, don’t only correct

When children speak, avoid rushing to correct grammar. Instead, repeat their sentence correctly and slightly expand it:

• Child: “সে পড়ে গেছে।”
• Teacher: “হ্যাঁ, সে পড়ে গেছে কারণ সে খুব জোরে দৌড়াচ্ছিল।”

This approach supports both confidence and accuracy without shutting children down.

6.3 Story-based language sessions

Use short stories every day:

• Read or tell the story slowly, in Bangla with clear expression.
• Ask prediction questions: “এখন কী হতে পারে বলে তুমি ভাবো?”
• Invite children to retell parts of the story in their own words.
• Connect the story to children’s real experiences (“তোমাদের কখনও এমন লেগেছে?”).

6.4 Active questioning

Move beyond closed questions with one-word answers. Use prompts like:

• “তুমি কীভাবে বুঝলে?”
• “আর কী হতে পারত?”
• “তুমি হলে কী করতে?”

These questions encourage reasoning and explanation, not just recall.

7. Active ingredients and common pitfalls