<![CDATA[This study investigates how language-in-education policy in Bangladesh contributes to disparities between English-version and Bangla-version secondary schools, particularly in access to English resources, institutional support, and curriculum equity. Although Bangla is the national language, English continues to function as a key determinant of academic and socio-economic mobility. Using a quantitative survey of 60 Grade 9–10 students in Barishal, the study compares perceptions of English learning across the two school streams. Results show that English-version students reported 93.3% access to English materials compared to 30% among Bangla-version students and unequal curriculum opportunities (26.7%). Despite these differences, both groups strongly recognized the importance of English for future careers, with agreement rates of 96.7% among Bangla-version students and 100% among English-version students. The findings illustrate how current policy structures reinforce linguistic and socio-economic inequalities, privileging English-version learners while constraining opportunities for Bangla-version students. The study emphasizes the need for equitable curriculum reform, enhanced teacher training, and redistribution of English learning resources to promote fairness and balanced educational outcomes.]]>
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