Abstract

Language acquisition is a dynamic and complex process, particularly in multilingual environments, where the interplay between a learner’s first language (L1) and second language (L2) significantly influences language learning outcomes. This study explores the impact of Bengali (L1) on the acquisition of English (L2) among students aged 4 to 16 years in an English-medium school. While English is the primary language of instruction, Bengali remains an important support language, particularly in facilitating understanding of complex concepts. The research investigates how Bengali influences the learning of English, focusing on key areas such as grammar, vocabulary (lexis), and phonetics. It distinguishes between positive transfer, where similarities between the languages aid learning, and negative transfer, where differences between Bengali and English lead to errors. The research employs a mixed-methods approach, combining both qualitative and quantitative data collection techniques. Observations of English classes are conducted to assess how teachers and students interact with both languages in the classroom setting. Parental perceptions of teaching quality, particularly with regard to writing and speaking skills, are also examined, revealing concerns about the adequacy of teachers’ English proficiency. Many teachers are observed to resort to Bengali to clarify difficult concepts, indicating potential gaps in their language competence. To track progress in English language acquisition, pre- and post-tests are administered to evaluate changes in students’ proficiency, particularly in grammar and pronunciation. Additionally, interviews with teachers provide insights into their strategies for incorporating Bengali into English lessons. Student surveys are used to gauge their perspectives on the role of Bengali in helping them understand English. The study aims to identify specific aspects of Bengali that assist in learning English, such as the retention of vocabulary or the accurate pronunciation of words through gesture and contextual clues. It also examines which syntactic structures in English are more prone to errors due to negative transfer from Bengali, such as applying Bengali sentence structures inappropriately or confusing false cognates. The findings are expected to contribute to a deeper understanding of how bilingual students’ first language can be leveraged to enhance English learning, ultimately offering practical recommendations for educators. The study highlights the potential benefits of consciously incorporating L1 in the classroom, moving away from the traditional view of L1 as a hindrance to L2 acquisition. The findings aim to inform better language teaching practices in multilingual classrooms, advocating for a more inclusive and effective approach to English language instruction that recognizes and utilizes the advantages of bilingualism.