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Abstract:As it is viewed English Medium Instruction (EMI) at tertiary level has emerged as a big educational issue in Bangladesh as well as many parts of the world. Hence, the present trend of Bangladeshi higher education has assessed some crucial reasons of the extended use of English as a medium of instruction. Although education researchers in other countries have worked in this area to understand this educational issue, there has been very little research on EMI at tertiary level in Bangladesh. That is why, this study reports a case study involving teachers and students in a private university in Bangladesh by critically examining the language practice and implementation of EMI policy within the context of Bangladeshi higher education. Based on the analysis of interview data, it is argued that through their language practices and beliefs students and teachers constructed their perception towards the accomplishment of EMI policy, educational choice and effectiveness of EMI policy. It is suggested that implications of MOI policies world-wide and the national level practices of students' content knowledge and English proficiency development in a globalizing world where English is widely believed to hold mammoth prospective for individuals and societies because of its role in human capital development. Keywords:English; medium of instruction; language policy; higher education. PENGGUNAAN BAHASA INGGRIS SEBAGAI BAHASA PENGANTAR PADA UNIVERSITAS SWASTA DI BANGLADESHAbstrak: Seperti yang bisa diamati, pembelajaran bermedium bahasa Inggris (English Medium Instruction /EMI) di jenjang perguruan tinggi telah menjadi masalah pendidikan yang besar di Bangladesh juga dan di berbagai belahan dunia lainnya. Karena itu, kecenderungan terkini pendidikan tinggi di Bangladesh telah menimbang beberapa alasan penting mengenai perpanjangan penggunaan bahasa Inggris sebagai medium pembelajaran. Meskipun para peneliti pendidikan di negara-negara lain telah bekerja di bidang ini untuk memahami masalah pendidikan ini, namun hanya ada sedikit sekali penelitian EMI di tingkat pendidikan tinggi yang dilakukan di Bangladesh. Itulah sebabnya, kajian ini melaporkan sebuah studi kasus yang melibatkan para guru dan siswa di sebuah universitas swasta di Bangladesh dengan secara kritis meneliti praktik bahasa dan penerapan kebijakan EMI, pilihan pendidikan dan manfaat kebijakan EMI.Katakunci: bahasa Inggris, media pembelajaran, kebijakan bahasa, pendidikan tinggi.

Virtual Classroom (VC) learning approaches have recently drawn considerable attention because they have the potential to encourage student engagement to ensure active and collaborative learning. Although research on online learning has gained visibility in recent times, VC learning has not received notable attention, especially in Gulf countries like the United Arab Emirates (UAE). The study examines students’ perception and experience of VC in a university in UAE during the COVID-19 pandemic in terms of its necessity and helpfulness. This research also examines the situational pressure of VC and aims to explain the reasons for its desirability and inevitability. As a current learning space beyond the conventional face-to-face classroom learning, VC learning is available in various forms and quality depending on creating opportunities for the learners’ participation. However, there are issues with VC practice too. Our analysis of survey data (N = 334) leads to portraying autonomous learning freedom in different learning environments in VC. We argue that students may resort to VC not because of its proven effectiveness but because of the necessity to continue addressing their learning needs. This study contributes to the general understanding of the online and traditional in-person classroom learning and virtual learning resources in the teaching of English as a globally desired language.

The success of the Communicative Language Teaching (CLT) approach at primary schools of Bangladesh has recently been questioned seriously. No measures have yet been taken to remedy the apprehended failure of CLT programs in the country. This inquiry focuses on the perils of pupils in the forms of shaming, failure, and fear for the tyranny of the current CLT curriculum. A mixed research method was used to conduct a comprehensive analysis of the learners’ situation through a questionnaire survey with participation of 211 CLT practitioners, an FGD with 12 participants and semi-structured interviews with 15 English learners. Along with lack of teacher empowerment mechanisms, other challenges for young learners (YLs) included problem of enduring class rules, their inability to cope with difficult texts, fear of failure in lessons, tests, and physical and psychological sufferings inflicted on them during, before and after the delivery of the lessons. The findings reveal the need of a modified CLT curriculum with provisions for innovative pedagogy, learner care and learner empowerment. Provisions for use of L1 Bangla in lesson delivery, inclusion of learner culture and local context in the teaching-learning of English are recommended to ensure expected outcomes.