The study,
From Tradition to Transition:
Enhancing English Language Learning for Girls in Qawmi Madrasas in Bangladesh, investigates the challenges and opportunities of integrating English language education into girls’ Qawmi madrasas, institutions rooted in preserving Islamic education and cultural values. Using a descriptive research method, the study identifies key cultural, institutional, and pedagogical barriers, including adherence to the traditional Dars-i-Nizami curriculum, limited resources, resistance to modern education, and a lack of qualified female English teachers. These challenges hinder students’ ability to develop essential language skills and adapt to a globalized world. As noted by
Burns (2009), “
Language education should not only develop skills but also empower learners to participate in the broader societal context.” In alignment with this, the research explores context-sensitive and culturally aligned approaches to enhance English language education, emphasizing methodologies that integrate practical skills, such as listening and speaking, while respecting the religious and cultural ethos of these institutions. Furthermore, the study evaluates the academic, social, and professional impacts of improved English proficiency, highlighting its potential to empower female students to pursue higher education and professional opportunities. By applying a descriptive approach, the study bridges the gap between tradition and modernity, proposing actionable insights to transform girls’ Qawmi madrasas into inclusive and progressive centers of learning. The findings are intended to guide educators, policymakers, and stakeholders in modernizing education within the framework of traditional values.