This paper examines the impact of primary level classroom environments on the acquisition of English as a second language (L2) in Bangladesh, comparing English-medium and Bangla-medium schools. The study investigates how different instructional approaches and early exposure to English influence language proficiency among students. Through a mixed-methods approach, including surveys, interviews, and proficiency tests, the research reveals significant differences in language acquisition outcomes between the two educational settings. Findings indicate that students in English-medium schools, who are exposed to Natural approach methods of language learning and immersive English-speaking environments, demonstrate higher proficiency in speaking and listening skills compared to their Bangla-medium counterparts, who primarily receive grammar-focused instruction. The study highlights the critical role of early exposure to English, with students who begin learning the language at a younger age showing better phonological and syntactic development. Additionally, the integration of technology in language teaching emerges as a valuable tool for enhancing language learning, particularly in contexts with limited classroom exposure. The research suggests that Bangla-medium schools could benefit from adopting more interactive, student-centered teaching methods and integrating digital tools to support practical language use. The study's findings have significant implications for educational policy, advocating for a shift towards more immersive and communicative teaching practices to improve English language acquisition in Bangladesh. This research contributes to the broader understanding of SLA and offers practical recommendations for enhancing language education in similar contexts.

The study adopted a mixed-method research approach. The population size of this study constitutes the last batch of Diploma in Basic Education (DBE) and the current first-year students of the new programme (Bachelor in Basic Education) of Mount Mary College of Education. Purposive and random sampling techniques were used to select seven hundred and seventy-nine (779) respondents for the study. A purposive sampling technique was used to select final year Diploma in Basic Education (DBE), made up of 312 and first-batch first-year students of the new programme (Bachelor in Basic Education) of Mount Mary College of Education, made of up 467 were used for data collection. A simple random technique was used to select 15 long essays from the final year Diploma in Basic Education while 30 assignments were selected from the first batch Bachelor in Basic Education students. Documents and interview guides were used for data collection. With an interpretative lens, the data were analysed in themes. The challenges in writing are the substitution of one modal verb for another, forceful insertions of modal verbs and improper modal forms. There was also proof that students were found to have used modal verbs in sentences that lacked the corresponding relationship with other clausal elements, making such constructions grammatically and pragmatically non-harmonious. It is recommended that there is a need to have a run-on design of the curricula by making sure that, a gradual introduction of modal verbs begins from the basic and low-grade level of the educational system to the highest. As these learners move up, they will correctly apply the verbs, changing from the core meaning of the modals to more complex uses. This concerted effort though will not be a panacea to the modal verbs challenge; it could mitigate he problem to a large extent.