Experiences of Bangla Medium Students in an English Medium Environment: Language, Psychology, and Adaptation

The paper examines the linguistic and academic life of Bangla-background learners at English-medium institutions in Bangladesh. As English-medium education becomes more popular, many students with a Bangla-speaking background face difficulties in a second-language academic setting. The research focuses on how these students handle language barriers, cultural differences and negotiation of identity in classrooms and social contexts. A qualitative methodology is used, and four Bangla-background students enrolled in different English-medium institutions in Dhaka are interviewed using a semi-structured format. Brief narrations provide information about language use, classroom participation and learning strategies. Thematic analysis identifies common difficulties and coping styles. Findings show that while most students can acquire functional English knowledge, they often struggle with confidence, self-expression, and cultural connection in class. Memorization is widely used due to language gaps; students tend to memorize lessons rather than fully understand them. Peer and teacher support plays an important role in academic achievement. The study highlights the sociolinguistic reality of Bangla-background students in English-medium settings, which is more complex than often assumed. The research suggests the need for more inclusive teaching approaches and policies that consider cultural and linguistic diversity and promote open and supportive language learning environments.