This report examines how language use affects Rohingya children’s educational experience in the camps around Cox’s Bazar in Bangladesh. We identified four key factors that influence how Rohingya refugee children receive an education:
Government requirements: The Government of Bangladesh imposes certain requirements on education service providers.
The complex linguistic environment: The multilingual nature of the response imposes constraints.
Mother-tongue-based multilingual education: Current educational theory highlights the importance of using learners’ mother tongue.
The changing expectations of the Rohingya community: Historically, Rohingya people had limited access to education but they understand its value.
We identified ten important issues linked to language that affect how children’s education is delivered in Bangladesh:
Community respondents have limited confidence in learning facilities, which don’t match their expectations.
The LCFA provides limited guidance on using the Rohingya
language to teach Rohingya children.
Teachers don’t use Rohingya sufficiently to explain new concepts. Nor do they encourage students to explore and articulate ideas using Rohingya.
A teacher-centered approach prevents learners being more actively involved.
Teachers underutilize teaching and learning materials.
Assessments of learners’ language and numeracy competencies are potentially misleading.
The opportunity presented by having two teachers in the classroom is underutilized.
Rohingya teachers often do not have the right language skills.
Assessments of teachers competence are potentially misleading on language.
Language barriers limit Rohingya teacher assessment and development.