Civil society and indigenous language education in Bangladesh: Language education as an international development activity

This research is situated at the intersection of language planning, language education, and international development. The role of civil society actors in indigenous language education in Bangladesh was explored through qualitative field research into the areas of program implementation, language planning, advocacy and research. In addition, this study examines the relationships between different civil society actors and other stakeholders, including donors, government and indigenous peoples, that inform the broader context in which these activities take place. An analysis of these roles and relationships allows us to better understand the implications of language education as a development activity, including issues of sustainability, autonomy, technical merit, and grassroots involvement. Of primary importance is the finding that the majority of language education initiatives for indigenous languages in Bangladesh are extra-linguistic in nature, driven by international organizations and drawing on international norms for their rationale, rather than linguistic or cultural motivations.