From hypernationalism to neoliberalism: A multi-level policy analysis of English medium instructional practices, management, and ideologies in Bangladeshi (private) higher education

Neoliberal forces have increased the use of English as a medium of instruction (MOI) in higher education globally. The status of English has shifted from being a curricular subject to the primary language of instruction, particularly in private higher education institutions. Drawing on Baldauf (2006), Kaplan and Baldauf (2003), and Spolsky (2009), and conducting a multi-level policy document analysis, this study set out to investigate the use of English as an MOI in Bangladeshi higher education. At the macro level, we analysed language-related policy documents, such as the National Education Policy (NEP), the Bangladesh National Qualifications Framework (BNQF), and University Grant Commission (UGC) policies. At the meso level, we examined various publicly available policy documents of a private university, including MOI statements, purpose and vision statements, admission requirements, curriculum, assessment, textbook recommendations, and advertisements for faculty positions. The findings revealed that while macro-level MOI policies are left open for meso-level interpretation, private universities have adopted an MOI policy that shifted from a nationalist Bangla-only ideology to a neoliberal English-only one, as evidenced in their practices and management initiatives. This shift has essentially served a covert colonial agenda under the guise of internationalisation and adoption of the American higher education model.