TEACHING OF SECOND NATIONAL LANGUAGE (2NL) IN SRI LANKA: SUCCESS AND FAILURE IN ACHIEVING OBJECTIVES OF 2NL. S.Athirathan, Department of Social Science Education, Faculty of Education, University of Colombo.

Introduction Learning each other’s language is one of the expectations of Sri Lankan government in order to create an atmosphere of mutual understanding, cultural understanding and ethnic cohesion. 2NL was introduced as a compulsory subject in junior Secondary Grades and an optional subject in Senior secondary Grades in 1998 to build National harmony and social integration between difference ethnic groups (NEC, 1997).

National Education commission report pointed out the following objectives in 1992, (p.7). (1) Nation building and the establishment of a Sri Lankan identity through promotion of National cohesion, National integrity, national unity, harmony, peace and recognizing cultural diversity in Sri Lanka’s plural society within a concept of respect for human dignity. (2) Human resource development by educating for productive work that enhances the quality of life of the individual and the Nation and contributes to the National development of Sri Lanka.

National Institute of Education highlighted several Key objectives of teaching 2NL in Secondary Grades. Those are; (1) To preserve peaceful co- existence, various communities living in a plural society should learn both the National languages which will provide the communication skills. (2) To build National unity, National integration and National identity; develop opportunities for learning other language in order to get rid of conflict and differences between ethnic groups. (3) Provide possibilities of communication among ethnic groups through which culture could be identified and mutual trust and co-existence could be developed along with respect for the other culture (NIE, 2014, p.10).

Objectives of the study This study will focus on the success and failure of teaching 2NL in achieving the objectives of 2NL in Sri Lanka. Specific objectives of the study are as follows: (1) Identify the Objectives of teaching 2NL in junior secondary grades. (2) Explore the classroom practices in Junior Secondary Grades. (3) Identify the success and failure in achieving objectives of teaching 2NL.

Review of Literature National Objective The objective of 2NL teaching is trying to bridge the gap between ethnic communities and as a remedial measure in order to build social co- existence among the communities (Aturupana, and Wikramanayaka, 2011). National unity, National integration and National identity; develop opportunities for learning other language in order to get rid of conflict and differences between ethnic groups (NEC,2014). National Policy 2NL was introduced in the school curriculum in 1998 how ever which is not taught in all government school (MOE,2008 ; perera,2007). No clear cut state policy) regarding teaching 2NL(Perera,2007 : World Bank, 2012). Approximately only 45% schools offering Sinhala and Tamil as a 2NL (Aturupane,& Wikramanayake, 2011).

The objective of 2NL teaching is trying to bridge the gap between ethnic communities and as a remedial measure in order to build social co- existence among the communities (Aturupana, and Wikramanayaka, 2011). In Sri Lanka 2NL is not properly taught in the junior secondary grades (MOE, 2008) because of the shortage of teachers to teach this subject. This is one of the major factors preventing even the enthusiastic students not to choose the 2NL (Gunawardena,2009) Karakas (2006) findings reveal that the pronunciations of non-native teachers have made considerable adverse impact on students and students developed negative attitude towards learning a second language, as well as who appear to dislike the pronunciation pattern of the non-native teachers.

Curriculum Learning the languages of others should be made compulsory in the school curriculum and it is a primary means of strengthening the changes in the attitude of children from both communities. (Puncihewa, 2012). The environment in which one lives should provide the opportunity to understand and use ones language; the classroom should provide initial training to conferment of normal language environment outside the classroom (Wijetunge, 2004). According to Perera (2007) it is difficult to teach the 2NL in mono lingual schools than bilingual schools.

Activities for students are not prepared in such a manner to provide language skills and the teacher’s guide also has failed to provide to the teachers with the necessary knowledge pertaining to the principles and methods of teaching 2NL (NEC, 2014). The concept related to first language and the second language teaching was not properly distinguished in writing lessons. As a result the lesson in the text books are not written in the most suitable manner for the students to learn the 2NL ( NEC, 2014). Shortage of teachers and other resources in the schools is delaying the process of achieving 2NL objectives ( BESU, 2007 ).

methodology This study was conducted using descriptive survey design in two educational zones in the western province in Sri Lanka with a sample of 75 students, 16 principals and 50 teachers from 16 schools in this province. Quantitative and qualitative data were gathered using questionnaires, focus group interviews and observation of teaching – learning process in classrooms. Data were analyzed descriptively.

Findings National Policy policy of Teaching 2NL Formulated by the National Education Commission and 2NL was introduced in all Government schools however teaching and learning is not prevailing in all schools as expected. It is hindering the achievement of national objectives of Teaching 2NL. Fifty one percentage of Non-native 2NL teachers’ educational qualification is nil. Majority of 2NL teachers (72%) use lecture method and many of them do not use teaching aids/materials in the classroom. Teachers do not like to enhance competencies in listening and speaking.

Curriculum Curriculum, syllabus and Teachers guides were developed by the National Institute of Education. Text books are produced and distributed to students by the Educational Publication Department of the Ministry of Education. Curriculum is very heavy for a 2NL learner 2NL text books are with many shortcomings: Not matching with the needs of students, content of the text books is very heavy and difficult, 68 % of teachers opinion is unsuitable activities incorporated in the text books. Teachers (68%) and students (62%) are unable to differentiate between first language and 2NL textbooks and teachers do not use ( 78%) modern teaching learning strategies and do not create conducive teaching – learning environment in and outside the classroom.

Majority of the Students (77%) and teachers (60%) do not consider 2NL (Tamil) as an important subject in the curriculum. Sixty eight percentage of the students cannot write Tamil alphabets accurately as well as 76% of the students do not have the ability to communicate in Tamil language. Teacher recruitment and deployment, professional development training are suffering without proper policies.

Reference Aturupana, H., & Wikramanayaka, D.(2011). The promotion of social cohesion through Education in Sri Lanka, Report No 46, South Asia human development sector, World Bank. Karakas, A. (2012). Foreign Accent Problem of Non-native Teachers of English. Turkey. Retrieved 10 February From Ministry of Education. (2008). National policy and a comprehensive framework of action on Education for social cohesion and peace. Ministry of Education, Sri Lanka. National Education Commission Report, 1992, Colombo, Sri Lanka. National Education Commission. (2014). Report for getting opinions to introduce the 2NL as a compulsory subject in GCE (O/L) from 2017.National Education Commission, Sri Lanka, pp North-East Provincial Department of Education.(2007). Impact study. North- East Provincial Department of Education, Sri Lanka. Perera, M. (2007). Survey of status of second national language teaching and learning in National Colleges of Education, NEREC, University of Colombo, Sri Lanka. Wijetunge, S. (2004). National research study on Civic Education in Sri Lanka. NEREC, Faculty of Education, University of Colombo, Sri Lanka. GQ;rpN`th> v];. [P;. (2012). rptFUehjd;> r. (nkhopngau;g;G, 2012) fw;w ghlq;fSk; ey;ypzf;fKk; gw;wpa Mizf;FOtpd; gupe;Jiufs; (LLRC), khw;Wf; nfhs;iffSf;fhd epiyak;;, nfhOk;G 07.

Thank you