Marginalisation of Bangla at University-Level Academia: An Analysis with Theory of Reasoned Action

English has been investigated and criticised over centuries for its aggressive, invasive, dominant nature, largely formulated by the British colonial enterprise legacy pertinent to language. Given coercion on minor cultures languages in a non-native context, use of education requires detailed examination. The study critically examines perceived superior position (e.g., tertiary educational institutions, social status hierarchy, job market) observes that perniciously distorted perception this language permeated minds young learners Bangladesh. This raised grave concerns about decadence influences students’ consideration pursuing tertiary-level liberal arts degree English. Applying Theory Reasoned Action framework, – consisting 142 participants identified students prioritise Bangla as subject, regardless their literary values. They tend fervently encompass literature together. Such incorporation helps sustain neo-colonial attitude towards and, is why native tongue fails fascinate them, despite having one world’s most treasured traditions. discussion concludes overt promotion English's benefits neoliberal era impairs departments; therefore, serves only medium global communication, not source rich narratives.