Digital Linguistic Capital and Educational Inclusion: The Case of Generative AI in Bangladesh

Abstract

Generative artificial intelligence (GenAI) is increasingly influencing educational practices by providing opportunities for personalized learning, knowledge accessibility, and multilingual communication. However, the educational consequences of AI are shaped by existing social, linguistic, and technological inequalities. This article examines how generative AI may influence language-based educational inequality in Bangladesh, where Bangla represents national identity and cultural recognition, while English continues to function as a dominant language of academic advancement, employment, and global mobility. Through an integrative literature review of research on linguistic capital, postcolonial language hierarchy, digital inequality, AI ethics, and educational technology, this study analyses both the transformative possibilities and potential risks of GenAI in the Bangladeshi education system. The review identifies that AI tools can support Bangla-speaking learners through multilingual explanation, translation, writing assistance, and access to previously inaccessible knowledge resources. However, unequal access to digital infrastructure, limited Bangla-language AI resources, commercial inequalities, algorithmic bias, hallucination, and privacy concerns may reinforce existing educational disparities. To address this challenge, the article introduces the concept of Digital Linguistic Capital, defined as the ability to use AI technologies for multilingual knowledge access, translation, evaluation, production, and critical engagement. The article proposes a four-pillar governance framework based on inclusion, linguistic justice, accountability, and capacity building. The study argues that generative AI should not be viewed only as a technological innovation but as a social and educational intervention requiring ethical governance to ensure equitable linguistic participation.