Bridging the gap

Materials, while playing a significant role at the intersection of language teaching and learning, remain underrepresented in bridging policy, pedagogy, and learner needs, particularly in English as a Medium of Instruction (EMI) contexts. In Bangladesh, the predominant emphasis on EMI in private universities has transformed higher education into a site of social and linguistic contention. Amid these challenges, translanguaging pedagogy with its transformative potentials is suggested as a means to decolonize EMI settings. However, as a meaning-making tool, translanguaging pedagogy may not fully support learners transitioning to EMI environments where monolingual academic practices dominate. Furthermore, the global dominance of English language textbook publishers, rooted in colonial legacies, often fails to address the specific challenges faced by learners in EMI settings. Hence, drawing on insights from translanguaging pedagogy, this chapter conducts a systematic review of the studies in the context of Bangladesh published in the last 12 years. It also proposes a guideline for developing materials that foster English language proficiency while mitigating linguistic inequities within the EMI context of Bangladesh. Finally, it argues for decolonizing EMI through context-responsive materials rather than relying solely on pedagogical interventions.