Teaching Second National Language in Tamil Medium Schools: The Case of Batticaloa district in Sri Lanka

Virajith Gamage Dr. A.M. Hettige

Background

Second Language Sinhala and Tamil teaching was introduced to the school system in 1962. (NEC Report,1962)

Changed the subject name as Second National Language (Sinhala or Tamil) and was introduced to the school system in 1997 from grade 3 to 11. (Presidential Tasks Force, 1997)

Second National language, Sinhala and Tamil, was introduced for grade 6 to 9 as a compulsory subject from 2000. It is an optional subject for grade 10 – 11. (General Education Report, 2000)

Lack of research evidence in this field and only one study has been conducted.

The acquisition of a Second National Language (2NL) plays a significant role in establishing sustainable peace in a multilingual society

Specific Objectives

To examine the level of competence of the teachers teaching Sinhala as a Second National Language.

To examine the Second National Language (Sinhala) learning - teaching process in Tamil medium schools.

4

Qualitative AnalysisQualitative Analysis

Quantitative AnalysisQuantitative Analysis

Methodology

Two – Phases

Methodology

Two – Phases

Policy documents, textbooks,

research articles, were

selected for analysis

47 randomly selected schools

were surveyed

SampleSample

Content AnalysisContent Analysis 47 Stratified Randomly selected schools

47 Stratified Randomly selected schools

circulars, Curriculum Documents

Textbooks, Research Articles (01),

was selected for Analysis

A sample representing 1AB, 1C, Type

2, Tamil and Muslim schools was

selected for field study in the

Batticoloa District .

Batticaloa DistrictBatticaloa District

60%60%

60% 60%

Schools by Ethnicity - 2012

Source, MoE:2012

Population by Ethnicity - 2012

Source, CSD:2012Figure - 01

Figure - 02

2NL teacher’s Sinhala Language knowledge

Figure - 03

2NL Teachers in the sample by their mother tongue

Figure - 04

Frequency Percent Valid PercentCumulative

PercentValid Sinhala 1 2.1 2.1 2.1

Tamil 46 97.9 97.9 100.0Total 47 100.0 100.0

2NL Appointments of Teachers in the sample by subject

Frequency Percent Valid PercentCumulative

PercentSecond language Sinhala 3 6.4 6.4 6.4

Other 44 93.6 93.6 100.0Total 47 100.0 100.0

Figure - 05

Teacher training with regard to 2NL teaching

Yes No Yes No

Have you completed 2NL professional development Course ?

Are you trained to teach 2NL Sinhala ?

Figure - 06

Observations

School - 1 School - 2

School - 3 School - 4

Observations

Picture - 01

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Results

• Other subject teachers teach 2NL without training

• Textbooks are incongruous with the knowledge of the students

• Curriculum is too advanced given the poor knowledge of teachers

• No use the Sinhala curriculum or text book for teaching 2NL

• Inadequate qualified teacher cadre for 2NL

• No national policy for 2NL

• Only writing skill improves

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Discussion

• Conduct teacher training programmes for 2NL teachers

• Recruit and deploy qualified 2NL teachers

• Preparation of an explicit 2NL policy for the country

• Prepare textbooks that are attractive and interesting to the

students and in keeping with the national goals of

education

• Increase time allocation for teaching Sinhala

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Reference • National Education commission, (1962). Final Report: Colombo

• Perera,M. (2007). Survey of status of second national language teaching and learning in National Colleges

of Education: NEREC, University of Colombo

• Social Cohesion and Peace Education Unit, Ministry of Education. (2008). National Policy and a

Comprehensive Framework of Action on Education for Social Cohesion and Peace. Sri Lanka: Ministry of

Education , Sri Lanka.• Aturupana, H. (2011). The Promotion of Social Cohesion Through Education in Sri Lanka: South Asia

Human Development Sector, Report No. 46.

• Presidential task force on General Education,(1997). General Education Reforms: Colombo.

• Censes and Statistic Department,(2012). Census of population and housing of Sri Lanka: Colombo

Thank you