English Medium Instruction in Technical Education: An ESP-Oriented Review of Bangladesh's Textile Engineering Sector

Abstract

Evidently, English Medium Instruction (EMI) has become remarkably important in higher education in Bangladesh, particularly in academic subjects with substantial global connections like textile engineering. EMI practices in Bangladesh’s textile engineering programs in relation to their implications for academic achievement, professional competence, and international collaboration are critically viewed in this paper. This study, given the globalized nature of the textile industry, situates EMI within the broader context of English for Specific Purposes (ESP) and English for Academic Purposes (EAP) in Bangladesh; EMI practices intersect with English for Specific Purposes (ESP). Regarding methodological strategy, this paper synthesizes findings from peer-reviewed literature, policy documents, and comparative EMI research. Following a scoping review logic, the Population–Concept–Context (PCC) framework was applied: population (textile engineering students and teachers in Bangladesh), concept (EMI and ESP/EAP integration), context (higher education). Results highlight three recurring themes: primarily, the necessity of English proficiency for knowledge exchange and research visibility; secondly, the demand for linguistically skilled graduates in the textile business sector; and, finally, the role of EMI in strengthening disciplinary literacy. Observed barriers were outdated curricula, limited teacher training, and resource shortages. It is very crucial to embed ESP-informed EMI into textile engineering curricula to align national educational needs with international professional expectations. Future research should examine discipline-specific EMI models, long-term outcomes, studies across regions, and policy implementation strategies.