By Tarannum Ahmed
MUSE’s Beacon section features interviews with faculty members who inspire the readers with their research, work experiences, and student engagement. Their insights on the theme of each issue are also presented. In this issue, we are delighted to feature Dr. Mahadhi Hasan, one of the dedicated faculty members of the Department of English and Humanities. Currently working as an Assistant Professor at ULAB and advisor to the DEH Scholars Program, Dr. Hasan holds a PhD in Communication from Infrastructure University Kuala Lumpur, Malaysia. Dr. Hasan, an expert in the field of linguistics and new media, has not only completed his doctorate from Malaysia but taught at different universities there. He has also facilitated multiple workshops and delivered numerous talks in different countries including Nepal, India, Malaysia, and, of course, Bangladesh. His research work has been published and appreciated both locally and internationally. In this insightful interview, Dr. Hasan delves into his ideas of how language functions as more than just a tool for communication – it becomes a sanctuary, a site of identity formation, and a bridge between cultures.
1. As a language expert, can you tell us your views on the connection between language and the theme of this issue of MUSE– ‘sanctuaries and safe spaces’?
Language builds sanctuaries by weaving words together into safe spaces. It builds trust, encourages expression, and protects voices. This issue explores how linguistic resilience – gentle yet unbreakable – becomes both shield and strength.
2. In your experience, how does language education help students find or redefine their sense of identity?
Language study is significant in helping students explore and redefine their own identities. Learning new languages enables students to express their experiences and engage with diverse cultural views. As a result, they understand their heritage as well as their position in the global space better. As students gain language proficiency, they become more confident, which helps them to articulate their unique thoughts and feelings better. Acquiring a new language promotes personal development, allowing students to negotiate various cultural identities without sacrificing their true selves. Essentially, language is both a mirror and a construction of identity, shaping how students see themselves and interact with their surroundings.
3. Since your PhD focus was on New Media and English language learning, how do you think new media has reshaped the way students engage with the English language – both inside and outside the classroom?
New media has revolutionized English language learning by creating dynamic, real-life interaction. Virtual spaces such as social media, streaming content, and language apps offer continuous exposure to authentic usage of English. Students now interact with the language on a daily basis through global online forums, videos, and interactive tools, making learning more natural and situational. This kind of continuous immersion leads to a more fluent and natural form of communication. But it also blurs the line between formal and informal language norms. Teachers have a significant role now to help the students navigate this digital landscape successfully so that students are able to use the English language not just in their daily conversations, but in academic settings too.
4. Considering you have completed your PhD and worked in Malaysia, how did your experience there shape your emotional connection to home and your understanding of cultural belonging in a new environment?
Thanks to my time in Malaysia, I developed respect for cultural adaptability but also understood the significance of emotional ties to home. Living abroad showed me how identity grows through new customs, languages, and relationships. Multicultural Malaysian hospitality showed me that home is concerned with embracing connections across cultures and not choosing between them. These exchanges made “home” feel plural rather than lost.
5. You have been teaching at ULAB and beyond for many years. Please share a favorite moment in the classroom as a teacher.
My greatest joy is in those amazing moments of transformation in the classroom when shy students find their voice, when ideas spark debate, even when they challenge my perspectives. I believe that language is a bridge, imperfect but alive, pushing us to grow. My moment of greatest pride was with one of my tenth-semester students, who, suffering from intense stage fear, had never given a classroom presentation, resulting in repeated grade loss in classes. I took him through focused consultations for several days to help him get ready. After that, his presentation was not just academically enhanced, but also had a deep personal breakthrough that extended beyond the classroom. It shows how focused mentorship can transform challenges into triumphs.
6. Is there a linguistic concept or discovery that completely changed the way you view communication or human connection?
I noticed that Emoji semiotics are restructuring modern communication. Pictorial signs now fulfill fundamental linguistic functions as digital pictographs. Hearts and laughter faces (emojis), for example, convey universally understood emotions easily. Such a multimodal turn enables more emotive communication on a global level. However, such rapid change with technology risks compromising textual richness. Language adapts, but some nuances can be lost.
7. You have done much research on plagiarism and AI usage among students in a classroom. Would you let our readers know what your views are on this subject? How do you envision the future of English language learning evolving with emerging technologies like AI or virtual reality?
From my experience, I can say that students’ use of Artificial Intelligence tools has presented new challenges in education. While AI applications may improve learning with immediate feedback capacity and personalized materials, they may also risk encouraging excessive dependency, undermining originality, creativity, and critical thinking. Moreover, due to a lack of knowledge, some students may find it the easiest shortcut to generate answers from AI and submit those for grading. Therefore, educators must balance this by making sure that they teach students how to use AI ethically while emphasizing the importance of original work. AI detection software can help maintain academic integrity to some extent, but the plagiarism report or AI reports produced by this software are not blindly acceptable globally. I think building a culture of originality and integrity is most important. The key lies in integrating AI as a supplement, not a substitute, for learning.
The future of English language learning will be transformed by AI and VR. But the indispensable essence will still be human mentors guiding students through cultural understanding and creativity. As educators, we should guard against AI-based inequity and protect the core values that build human connection, authentic learning, and equitable opportunities. Although many scholars are worried about future education due to the advent of AI, I believe that the classroom of 2030, for example, will not entirely leave tradition. It will use AI as a collaborator or as a buddy for instant feedback or communications. In addition, educators will become facilitators of AI-enhanced learning, prioritizing cultural fluency and critical thinking that machines fail to provide. As a response to AI reliance, institutions need to introduce real-time assessments, process-oriented learning, and community-engaged projects. Taught topics need to be connected to real-world situations. These approaches prioritize authentic skill demonstration, transparency, and practical learning while maintaining academic precision in the era of AI.
8. How do you like to unwind after a day of teaching – do you have any creative or unexpected hobbies that help balance your academic life?
After teaching and daily work, I spend time with my family. Sometimes I go outside with my friends in Dhaka. Writing at least 100 words on my research gives me satisfaction every day. Since 2022, I’ve been compiling a book documenting my parents’ struggles in educating our family, composing weekly episodes drawn from childhood memories. Though digital communication erodes work-life boundaries, I embrace these commitments willingly.
9. And finally, since the subject of ‘sanctuaries and safe spaces’ is in question, is there a word in your mother tongue that captures what ‘home’ feels like to you?
It would definitely have to be one of the following –
বাসস্থান, নিরাপত্তা, স্মৃতি এবং অকৃত্রিম ভালোবাসার মিলনস্থল (a living space interweaving safety, memory, and unadulterated love).