Published: 12:20 AM, 21 June 2026
Poor Communication Skills: The Third Language Proposal Needs In-Depth Reviews
Language education plays a vital role in shaping a nation’s intellectual, cultural, and economic future. In an increasingly globalized world, multilingualism is often viewed as an advantage, enabling individuals to access broader educational opportunities, communicate across cultures, and compete in international labor markets. Against this backdrop, discussions occasionally emerge in Bangladesh regarding the introduction of a third language into the national curriculum. While the idea may appear progressive and globally aligned, it raises a critical question: Is Bangladesh ready for such an initiative when a significant proportion of students struggle to achieve satisfactory proficiency in Bengali and English, the two most essential languages in the current education system?
From the perspective of Bangladesh’s educational realities, introducing a third language at this stage appears impractical, premature, and potentially counterproductive. Before expanding linguistic expectations, policymakers should focus on ensuring that students acquire strong foundations in Bengali and English.
Bengali is not merely a medium of communication in Bangladesh; it is deeply intertwined with the nation’s identity, culture, and history. The Language Movement of 1952 remains one of the most significant milestones in the country's struggle for self-determination. Yet concerns persist regarding students’ declining proficiency in reading, writing, and critical expression in Bengali. Many students, particularly in urban areas, demonstrate weaknesses in grammar, spelling, comprehension, and formal writing. The growing influence of digital communication and informal language use has further affected linguistic standards.
At the same time, English proficiency remains a major challenge across the country. Although English is taught from the primary level and serves as an important language for higher education, international communication, science, technology, and employment, many students complete secondary and even tertiary education without attaining functional fluency. Numerous studies and examination results indicate that a large number of students struggle with basic English writing, speaking, listening, and comprehension skills.
This situation reveals a fundamental contradiction. If students are unable to achieve adequate competence in the two languages already embedded in the curriculum, adding a third language may increase educational burdens without delivering meaningful outcomes.
One of the primary obstacles is the quality of language instruction. Bangladesh’s education system continues to face shortages of qualified language teachers, particularly in rural and underserved regions. Even for Bengali and English, teacher training, classroom resources, and pedagogical methods often fall short of international standards. Many schools rely heavily on memorization-based approaches rather than communicative and skill-oriented learning. Consequently, students frequently learn language rules for examinations but fail to develop practical language proficiency.
Introducing a third language would require substantial investments in teacher recruitment, training, curriculum development, textbooks, assessment systems, and technological support. Without addressing existing deficiencies, the addition of another language could stretch already limited resources even further.
Another concern is curriculum overload. Bangladeshi students already face considerable academic pressure. The curriculum encompasses numerous subjects, extensive examination requirements, and significant homework demands. Many students and parents express concerns about stress, private tutoring dependence, and excessive workloads. Incorporating a third language would inevitably consume additional instructional time and cognitive resources.
Educational research suggests that successful multilingual education depends on strong foundational literacy skills. Students generally acquire additional languages more effectively when they have first developed proficiency in their mother tongue and a second language. In Bangladesh, where foundational competencies often remain weak, introducing a third language may dilute attention from core language development rather than enhance it.
Socioeconomic inequality further complicates the issue. Students from affluent urban families often have access to language institutes, private tutors, international schools, and digital learning resources. They may successfully learn additional languages such as Arabic, Chinese, Japanese, French, or German. However, students from disadvantaged backgrounds frequently struggle to access quality instruction even in Bengali and English.
If a third language becomes a formal requirement, educational disparities may widen. Wealthier students would likely benefit from superior learning opportunities, while underprivileged students could face additional challenges and reduced academic performance. Such an outcome would contradict the principles of educational equity and inclusion that national policies seek to promote.
Proponents of third-language education often argue that languages such as Chinese, Arabic, Japanese, French, or German can enhance global competitiveness and employment prospects. While this argument has merit, the question is not whether learning additional languages is beneficial; rather, it is whether making a third language a widespread curricular priority is appropriate under current circumstances.
Bangladesh’s immediate educational needs suggest otherwise. Employers frequently report deficiencies in graduates’ communication skills, particularly in English. Universities often observe that incoming students struggle with academic writing and comprehension. Public service, private sector employment, and international labor markets all require stronger command of Bengali and English. Improving proficiency in these two languages would likely yield greater national benefits than introducing a third language for the majority of students.
Furthermore, the objective of multilingualism can be pursued through alternative approaches. Instead of making a third language compulsory, policymakers could offer optional language programs at secondary and higher secondary levels. Language clubs, extracurricular courses, online learning platforms, and specialized language centers could provide opportunities for interested students without burdening the entire education system.
Such a model would allow motivated learners to acquire additional languages while preserving institutional focus on strengthening core competencies. Countries with successful multilingual populations often combine strong foundational language education with flexible pathways for additional language learning rather than imposing excessive requirements on all students.
A more practical strategy for Bangladesh would involve comprehensive reforms in Bengali and English education. These reforms should prioritize teacher training, modern teaching methodologies, reading culture development, digital learning resources, classroom interaction, and communication-based assessment systems. Greater emphasis should be placed on listening, speaking, critical reading, and writing skills rather than rote memorization.
Schools should also encourage extensive reading habits through libraries and literary activities. Exposure to quality literature, journalism, and academic materials can significantly improve language proficiency. At the same time, English instruction should become more practical and communication-oriented, enabling students to use the language confidently in real-world situations.
Only after achieving substantial improvements in Bengali and English proficiency should policymakers consider broader multilingual initiatives. Educational priorities must be determined not by aspirations alone but by realistic assessments of existing capacities and challenges.
In conclusion, the proposal to introduce third language acquisition into Bangladesh’s curriculum may appear modern and forward-looking, but it overlooks the persistent weaknesses in Bengali and English language education. When a large proportion of students continue to struggle with the two languages most essential for national identity, academic success, and global engagement, adding another compulsory language risks increasing complexity without solving underlying problems. Bangladesh’s education system should first ensure strong mastery of Bengali and English for all learners. Once that foundation is firmly established, the pursuit of multilingualism can become a realistic and beneficial next step rather than an impractical educational experiment.
Mahfuz Ul Hasib Chowdhury
is a contributor to different
English newspapers and magazines.
