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Results show strong commitment, but effectiveness is constrained by shortages of trained, fluent educators and limited instructional resources. The study argues for comprehensive continuous training, dedicated language instructors, expanded classroom time, and mentorship to strengthen first-language proficiency, sustain Indigenous languages, and support students’ cultural 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from the Chittagong Hill Tracts  \nAbdullah Al Mamun Bhuiyan and Dale Kirby  \nFaculty of Education, Memorial University of Newfoundland, PO Box 4200 St. John's, NL A1C 5S7 , Canada, [dkirby@mun.ca](dkirby@mun.ca)  \nThis study investigated the role of Indigenous teachers in preserving and teaching the Chakma language in Bangladesh’s Chittagong Hill Tracts region. Through interviews with 14 Chakmaspeaking primary school teachers, the research examined their dual roles in (a) teaching the Chakma language as a subject and (b) using it as a medium of instruction for other curriculum content. The findings show that, while teachers are committed to promoting the language, shortages of trained, fluent educators and limited instructional resources constrain effectiveness. Participants also emphasised the need for stronger language specialists who can teach directly in Chakma and mentor other teachers to strengthen their first-language proficiency. The study highlights that comprehensive, continuous training, dedicated Indigenous language instructors, and expanded classroom time are critical to sustaining Indigenous languages and fostering cultural identity among students.  \nKeywords: Indigenous language education, teacher training, language preservation, Chittagong Hill Tracts, Bangladesh  \nIntroduction  \nIndigenous teachers play a vital role in preserving their mother tongues by ensuring that Indigenous students have an opportunity to be educated in them. Shortages of teachers who are proficient in speaking, reading and writing in Indigenous languages, however, challenge the promotion and retention of these languages (Lingam, 2022) . In addition to hindering language preservation efforts, the lack of educational resources exacerbates educational inequities between Indigenous and non-Indigenous populations (Champagne, 2011). Partnerships between Indigenous communities, educational authorities and governments are essential in developing appropriate teaching methods, training programs and educational resources to address these issues (King & Schielmann, 2004) .  \nGlobally, Indigenous education is recognised as a fundamental right, as outlined in Article 14 of the United Nations Declaration on the Rights of Indigenous Peoples (Champagne, 2011) . However, the success of these initiatives largely depends on teachers’ Indigenous language proficiency. Successful Indigenous education programs, such as those developed in Australia, Brazil, Canada and New Zealand, emphasise the centrality of teacher training in Indigenous languages to improve student learning outcomes (Bergier & Anderson, 2021; Han, 2022). While these initiatives provide valuable insights into the potential benefits of sustained language-focused teacher education, it is important to recognise that they are embedded in—and shaped by—the specific cultural, linguistic, social and historical contexts of their respective  \ncountries. What is relevant and effective in Australia’s Aboriginal teacher training programs, Brazil’s intercultural bilingual initiatives or Canada’s Indigenous language revitalisation projects may not be directly transferable to the Chittagong Hill Tracts (CHT) in Bangladesh. Instead, lessons from these contexts should be viewed as reference points, to be critically adapted in ways that respect the unique histories, community structures and linguistic ecologies of Bangladesh’s Indigenous peoples.  \nCompetency in Indigenous languages greatly enhances the ability of teachers to engage students and promote language learning. Thus, language proficiency training alongside teacher preparation ineffective pedagogy is crucial for educators to be sufficiently prepared to deliver culturally relevant instruction and foster learning among Indigenous students (Burgess et al., 2019; Nakata, 2023) . This can be achieved by incorporating skills teachers need to instruct in Indigenous languages into in-service trai","cbCain6LUyNJSdMk","https://ap.wps.com/l/cbCain6LUyNJSdMk","pdf",270273,15,"English","# Introduction\n## Indigenous teachers and language preservation\n## Global rights and the role of teacher proficiency\n## Context adaptation for Bangladesh’s Chittagong Hill Tracts\n## Competency and professional development","[{\"question\":\"What dual roles do teachers in the study perform?\",\"answer\":\"They teach Chakma as a school subject and they use Chakma as a medium of instruction for other curriculum content.\"},{\"question\":\"What constraints limit the effectiveness of Chakma language education?\",\"answer\":\"Shortages of trained, fluent educators and limited instructional resources constrain teachers’ ability to deliver effective language learning.\"},{\"question\":\"What solutions does the study recommend to sustain Indigenous languages?\",\"answer\":\"It calls for comprehensive continuous training, dedicated Indigenous language instructors, expanded classroom time, and stronger language specialists who can directly teach in Chakma and mentor other teachers.\"}]","Strengthening Indigenous language education - Teacher perspectives from the Chittagong Hill Tracts | PDF",1792030485,38]