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 thrust of this paper is to delve into the cohesive devices of political discourse as it pertains to Nelson Mandela‘s I Am the First Accused. The text was codified and the lexico-grammatical resources were examined in terms of semantic ties through the lens of Discourse analysis. The text was analysed based on Halliday and Hasan’s, 1976 five major cohesion classification categories: reference, demonstrative references, substitution, conjunction and lexical cohesion. The research indicated that there were sufficient phenomenon-example relationships within the text. In other words, there was adequate justification for claim statements within the text. There are also adequate cause-consequential relations in the text. Anaphoric references were commonplace in the text. It was also found out that cataphoric reference was sparingly used in the text. Analysis of the data also revealed that there were 30 instances of personal references, 21 demonstrative references, 3 instances of comparative references, and 6 instances of substitution. There were no instances of ellipsis. There were 7 instances of conjunction as a semantic link. There were 15 instances of repetition, 5 examples of synonyms and 3 instances of antonyms. It is recommended that public speakers and media practitioners take cognisance of cohesive devices and make their write-ups and speeches more cohesive and coherent for their audience and readers to decode meaning. Teachers of English as a second language should give serious attention to the teaching of cohesion as a semantic link within a text since cohesion and coherence aid the readability of a text. Cataphoric references sustain the interest of listeners and readers since they expect information yet to be given. Therefore, it is recommended that teachers of English as a second language should encourage their students to use some cataphors in their essays to create some kind of suspense in their readers. Critical Discourse Analysis (CDA) could also be used as an analytical tool to examine how power plays within the text.