Implementation of Second National Language in State Schools in Sri Lanka: Challenges and Responses

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Sri Lanka, a multi-ethnic country with Sinhala, Tamil, and English as prominent languages, has faced challenges due to lack of understanding between language-speaking groups. The introduction of a Second National Language (2NL) in schools aims to promote reconciliation and understanding. This study investigates the nature of 2NL implementation in state schools, highlighting challenges faced by teachers, students, and authorities.

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Implementation of Second National Language in the State Schools in Sri Lanka; Challenges and Responses 1 G A Chandana Ng/ Amandoluwa Maha Vidyalaya, Seeduwa and Ms. ES Neranjani Senior Lecturer Department of Humanities Education, University of Colombo Annual Research Conference 2018- University of Colombo 2018-11-16

Introduction 2 Sri Lanka is a multi-ethnic country. Sinhala and Tamil are the most used languages. Sinhala and Tamil languages were made the National Languages in Sri Lanka while English is the Link Language(Chapter IV of the Constitution of the Democratic Socialist Republic of Sri Lanka (1978), Article 18 &19). According to the 13th amendment of the constitution (dated 1987.11.14) Both Sinhala and Tamil languages were considered as official languages. Table 1 : Sri Lanka ethnic group of people and their distribution Ethnic Group Percentage of the population (%) Sinhalese Tamils Muslims Burghers Malays 74.9 15.2 9.3 0.3 0.3 Source : Department of census and statistics 2018 Annual Research Conference 2018- University of Colombo 2018-11-16

Sri Lanka experiences peace today after a 30 year long battle. 3 One main reason for the conflict was lack of understanding between the groups who spoke two different languages. It is the responsibility of the schools to work towards re-conciliation of the two groups. The essentiality of a second national language (2NL) to schools was highlighted in the circular dated 1991.05.20 and number 91/98. First 2NL was introduced to Grade 6-9 in schools as a compulsory subject under the circular 1998/45 and then 2NL was extended to Grade 10-11 under the circular 2006/09. Tamil was offered to Sinhala Medium students as the 2NL and Sinhala was offered to the Tamil Medium students. However, very few studies have been conducted to investigate the successfulness of 2NL education in the schools in Sri Lanka. 2018-11-16 Annual Research Conference 2018- University of Colombo

4 Objectives 1. To investigate the nature of implementation of Second National Language in the state schools in Sri Lanka. 2. Identify the challenges faced by the teachers, students and school authorities in the implementation and practice of Second National Language in schools. Annual Research Conference 2018- University of Colombo 2018-11-16

Methodology 5 Mixed Method Research in parallel phases Triangulation design using parallel phases A qualitative dominant research Sample Information Purposive samples were selected as bellow Table 2. 1AB schools in Gampaha educational Zone Purposive Sample (Selected 1AB Sinhala Medium School for study) 1 1 2 1 AB schools Division (Sinhala Medium) Aththanagalla Dompe Gampaha 4 4 10 Source : Western province educational Department 2018 Grade Ten students Second language Tamil subject teachers 04 from 4 schools 60 from 4 schools 2018-11-16 Annual Research Conference 2018- University of Colombo

6 Data collection Instruments Data were collected using following instruments 1. Questionnaires for students and teachers 2. Interviews with students and teachers 3. Documentary survey Annual Research Conference 2018- University of Colombo 2018-11-16

Finding of the study 7 Majority of the students (75%) appreciated the opportunity they had to study second national language (2NL) in school. Some students have not clearly understood the lessons taught by some teachers. Some students have selected 2NL in grade 10 due to parental pressure. Some have selected the subject because they liked learning Tamil through their experience in learning Tamil in the Junior Secondary level. There was a lack of qualified teachers to teach Tamil as the 2NL. Some areas in the text book were not understood by some teachers. Teachers who taught 2NL were reluctant to teach Tamil during the assigned time. Lessons were not organized or structured systematically which made learning more difficult and uninteresting to the students. Majority of the students (90%) had recognized the usefulness of learning Tamil as the 2NL and attended supplementary fee levying classes to develop 2NL. 63 percent of them were able to communicate well in Tamil. There is a weak negative correlation (chi squire -0.23) between Tamil language preference and future communicable language selection among students. This has to be further investigated. Annual Research Conference 2018- University of Colombo 2018-11-16

Conclusion 8 There are issues regarding selection of second language as a main subject for G.C.E (O/L) examination. There are issues on the teaching learning process of Tamil as the second language grade 10 student s in state schools. Challenges in teaching and learning in the 2NL class in the Sinhala medium schools were mainly due to the poor skills and attitudes of the teachers. Suggestions 1. Nature and Issues in the learning teaching process of 2NL in grade 10 class rooms in the Sinhala and Tamil medium schools has to be investigated. 2018-11-16 Annual Research Conference 2018- University of Colombo