ABSTRACT
The introductory chapter gives an overview of the historical, political, and socio-cultural roles of English and English language education (ELE) in Bangladesh with reference to the three broad phases of political history. The chapter shows that English has always occupied different hierarchical positions in relation to local languages. These hierarchies have progressively created a web of linguistics ideologies, sustained and nurtured by social elites, language policies, and educational institutions. In addition, the chapter sheds light on the shifting paradigms and presents practices and condition of ELE in Bangladesh. Connecting the historical, political, and socio-cultural factors with the contextual realities of multilingual ecology of Bangladesh, the chapter allows a better understanding of language policies, language curriculums and syllabuses, classroom pedagogies, textbook materials and assessment, identity of English language teachers and students, role of English literature in language education, English as a language of sustainable development, and other pertinent issues. The chapter, thus, briefly contextualises the topics discussed in the 25 chapters of the Handbook.
