‘Shifters’ in bilingual education : Problems and challenges of learning through a second language Marie Perera 1Department of Humanities Education, University.

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‘Shifters’ in bilingual education : Problems and challenges of learning through a second language Marie Perera 1Department of Humanities Education, University of Colombo S.A. Kularatne 2Centre for Language Education, Yakarawatta, Kuliyapitiya., Sri Lanka

The context of Bilingual Education (BE) in Sri Lanka BE in existence in the Sri Lankan secondary grades since 2001. Teaching of some subjects in English which is the students’ second language while the other subjects are taught in the first language This leads to problems and challenges

Objectives “to ensure that all students, irrespective of socio-economic and/ or regional disparities have the opportunity to acquire a level of English proficiency adequate for higher education and career advancement” (NEC, 2003, p, 178).

Achievement of objectives BE has not spread to all schools or all students. claims that some students who study in BE shift to the monolingual education. Objective of the present study Whether this claim is true Do students shift from BE to ME? If so why?

Research Design This paper is based on two studies Survey Case studies

Sample Province/School Type 1AB 1C Type 2 Total Western 7 4 1 12 Central 6 3 10 Southern 2 08 Northern 06 Eastern 5 North Western North Central 04 Uva Sabaragamuwa 36 19 60

Data collection Interviews with the 60 principals Interviews with 3 BE teachers in each school Using structured interview schedules

Findings Shifters at A/L and O/L or before Principal’s responses – Do students shift? A/L O/L Yes 40 67% 23 38% No 16 27 33 56% NR 04 06% Total 60 100%

Main Reasons no AL BE classes in the school parental pressure competitiveness of the exam students’ lack of confidence to answer in L2 the effect the medium could have on the Z score The percentage of students who change the medium according to the principals vary from 20% to 100%

Teachers’ Responses A/L O/L yes 120 70% 27 16% No 42 25% 123 72% NR 08 12% Total 170 100%

Main Reasons no AL BE classes in the school. parental pressure, competitiveness of the exam students’ lack of confidence to answer in L2 effect the medium could have on the Z score Both principals and teachers have stated that at O/L or before if students shift it is mainly due to low proficiency in L2 They also agree that if the students continue in BE their L2 improve.

Case study findings

Case1 – ‘Kamani’ ඇයි A ලෙවල් ඉංග්‍රීසී මාධ්‍යයෙන් නොකලෙ ? මට කරන්න උවමනාව තිබුණා. තාත්තා තමයි එපා කිව්වා.තාත්තා ඇහුව ඇයි අනවශ්‍ය risk එකක් ගන්නේ A ලෙවෙල් ඉංග්‍රීසීයෙන් කරලා කියලා . මොකද්ද තාත්තා අනවශ්‍ය risk එකක් කියලා කීවේ ? මෙහෙමයි . A ලෙවල් වලදී එක ලකුණත් වටිනවනේ. ඉංග්‍රීසීයෙන් කරන එක අමාරු හින්ද ලකුණු අඩුවෙන්න පුළුවන් කියල තාත්තා කීවා. ඔයත් එහෙම හිතනවද ? නෑ මට හොඳට ලකුණුගන්න පුළුවන් වේවි කියල මම හිතනවා.

Case 2 – ‘Upul’ ඇයි මාධ්‍ය මාරුකලේ ? පන්තියේ හිටපු ඔක්කොම A ලෙවල් සිංහල මාධ්‍යයෙන් කරන්න තීරණය කලා. ඒ හින්දා මමත් ගියා. ඇයි ඔක්කොම ගියේ. ඉංග්‍රීසී මාධ්‍යයෙන් කරපු අය කිව්වා biology වගේ විෂයන් ඉංග්‍රීසී මාධ්‍යයෙන් කරන්න අමාරුයි කියලා. ඒ විෂයේ ගොඩක් පාඩම් කරන්න තියනවා. සමහර කරුණු ඉංග්‍රීසීයෙන් කිව්වාට තේරෙන්නේ නැ.

Case 3 – ‘Piumi’grade 9 ඇයි මාධ්‍යය මාරු කලේ? කරගන්න බැරිවෙයි කියල හිතුනා. ඇයි එහෙම හිතුනේ. ඉංග්‍රීසී තමා. ඉංග්‍රීසී වල මොනවාද අමාරු. අමාරු වචන. සමහර වෙලාවල්වලදී ටිචර් කියන දේවල් තේරෙන්නේ නැ. පොතෙත් තියෙන්නේ අමාරු වචන. .එතකොට ඉංග්‍රීසී පන්තියේදී ඉගෙනෙ ගන්න ඉංග්‍රීසී ඉංග්‍රීසී මාධ්‍ය විෂයන් ඉගෙන ගන්න පහසු උනේ නැද්ද? (පිළිතුරු නොදේ)තවත් අය ඉන්නවද මාධ්‍ය මාරු කරපු.. ඔව් අපි හතර දෙනාම. පන්තියේ කී දෙනෙක් හිටියද. 20 ක්.

Case 4 – ‘Isuri’ Grade 10 කී වෙනි වසර දක්වා ඉංග්‍රීසී මාධ්‍යයෙන් ඉගෙන ගත්තද ? 6 ඉදන් 8 දක්වා. ඇයි සිංහල මාධ්‍යට මාරු උනේ. ඉංග්‍රීසී මාධ්‍යයෙන් ඉගෙන ගන්න කොට ලකුණු අඩු උනා. ඉංග්‍රීසීයෙන් කරපු විෂයන් වලට. ඉංග්‍රීසීයෙන් කරපු විෂයන් වලට විතරද ? ඔව්. එතකොට පන්තියේ කොන් වුණා වගේ උනා. ටීචර් පන්තියේ නැගිට්ටලා ලකුණු අඩු උනේ ඇයි කියල අහනවා. ගෙදරිනුත් අහනවා එහෙම. මාධ්‍ය වෙනස් කලාම ලකුණු වැඩි උනාද ඔව්.

What the findings reveal Case study data confirms the survey findings of reasons for students to shift mediums at A/L. However, those who continue up to O/L in the BE appears to improve their L2. Need of L2 support at the beginning of BE

Suggestions Rethink about BE at A/L - late and early exit programmes in other countries. Support of the English language teacher at the beginning of the BE programme Content and Language Integrated Learning (CLIL)

Thank You Acknowledgement HETC/QIG/W3 project for funding the research of the coauthor, who is a grantee of this project. Thank You

References National Education Commission (2003). Proposals for a National Policy Framework on General Education in Sri Lanka. Colombo SLAAED (2015) Report of the third party validation on Disbursement Linked Indicators of Bilingual Education. Unpublished