Symposia & Conferences
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Item A Study on the English Language (L2) Proficiency of the Bilingual Education Teachers of the Sri Lankan Government Schools in North Central Province.(The Third International Conference on Linguistics in Sri Lanka, ICLSL 2017. Department of Linguistics, University of Kelaniya, Sri Lanka., 2017) Abeynayake, T.Bilingual Education (BE) promotes full development of two languages, preparing individuals to function in a global society. It has become a cornerstone of education in the twenty-first century. This study examines whether the English Language (L2) proficiency of the BE teachers of the government schools in the North Central Province helps to facilitate the BE students in their subject matter. The study is based on a complex analysis, which consists of web pages, questionnaires distributed among 50 BE students in the North Central Province, the written documents of 20 selected Bilingual Education teachers, classroom observations and interviews. The data was collected and analyzed manually using Microsoft Office Excel 2007. The findings show that more than 50% of the BE teachers prove that their vocabulary is very poor. Majority of the BE teachers are not using correct English grammar for the purpose of accurate and effective communication. 65% of BE teachers make errors and mistakes when using punctuation marks. The findings strongly decide that majority of the BE learners are exposed to wrong formation of letters. The wrong articulation of words are presented to the BE learners by 90% of the BE teachers and 80% of the BE teachers make errors and mistakes in translation. The results of the research show that various language errors and mistakes are done by the BE teachers of the government schools in the North Central Province. BE learners face a number of problems in acquiring their subject matter due to the lack of English Language proficiency of the teachers. Moreover, this research illustrates whether the teachers, who educate the future generation have acquired the above mentioned competency levels in their education.Item Challenges Encountered by the Grade Six Students in learning Health and Physical Education in Bilingual Class Rooms in Selected Schools in The Western Province(University of Kelaniya, 2015) Abeysena, H.This study is a survey conducted on the ‘Challenges Encountered by The Grade Six Students in Learning Health and Physical Education in Bilingual Class Rooms in Selected Schools in The Western Province’. In this survey, the sample is the grade six BEL students, teachers (L2, BELT) of Health Science, parents and principals of the selected three schools belonging to the Maharagama Educational division and Sri Jayawardenapura zone in Sri Lanka. Both qualitative and quantitative methods were used and four different questionnaires were administered among those four sample groups and formal and informal interviews were conducted during a period of three months of this research with thorough classroom observation and data collecting.Final results of this survey’s data analysis show that the majority of the BEL s uses their L1 (mainly Sinhala) for meaningful comprehension of the subject based content during their primary education in their L1.It is quite disheartening that in secondary education BEL s inability to pay their attention to English as a subject in formal curriculum is one of the causal factors for not reaching their full capacity in BE. Consequently, they are doubly challenged by the struggle they encounter with the new subject knowledge and their striving hard to improve their L2, which is English, for which they seek help from L1 more than required with over used code switching and code mixing in class rooms. In this regard, they need considerable greater amount of time to adapt to communicate and comprehend the content area. Further, the majority of the bilingual education teachers were identified as having a lack of L2 command, which again challenges the bilingual education pedagogy. Since they do not have adequate opportunities in their domestic and social environment to utilize English, plus their disappointment over this and lack of confidence in their endeavor to continue pursuing their future studies in the same BEL context, the researcher found the following. Firstly, there is a need to recommend more coordination between the English language teachers and bilingual education teachers teaching the relevant subject content. The need for more capacity building programs conducted for these teachers and teacher trainers should be carried out by the Ministry of Education and the National Institute of Education. These programs should cover knowledge, skills, and attitudes and soft skills development along with the English language improvement for these stakeholders. The required physical and physiological resources, such as books, IT equipment and trained teachers should be provided to urban and rural areas to help and promote more avenues in bilingual education across the country. While acknowledging the usage of the L1 as a feasible tool for BEL s, to make them more competent CLIL s, the need of the day is to eliminate the misconceptions and unnecessary fear and obstacles for bilingual education. In this context, where the BEL and the education system demand both the subject knowledge and L2, it is also necessary to ensure there is adequate L2 teaching support.