Relevant bibliographies by topics / Sri Lankan English

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Sri Lankan English'

Author: Grafiati
Published: 4 June 2021
Last updated: 29 July 2024

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Journal articles on the topic "Sri Lankan English"

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Karunaratne, K. M. Sunethra Kumari. "Representation of Socio-cultural Authenticity in Post-colonial Sri Lankan Poetry in English." Studies in Linguistics and Literature 7, no. 3 (June 12, 2023): p1. http://dx.doi.org/10.22158/sll.v7n3p1.

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The criticisms of Sri Lankan Literature in English have emphasized the inherent inability of Sri Lankans to produce competently written poetry in the English language when compared with the native English standards. These critics have underrated or completely have overlooked the significant achievements and a substantial amount of high-quality English poetry which carries authentic Sri Lankan flavor. Only a handful of researches on Sri Lankan Poetry has investigated the “genuine Sri Lankanness” of the subject. This study investigated how the authentic Sri Lankan flavor is represented in Sri Lankan poetry in English which were subjected to timely socio-cultural movements. The Sinhala-Buddhist identity, the criticism of Tamil separatism, the suffering undergone by the Sinhalese in Lankan civil war are elucidated combined with a typically Sri Lankan flavor. The absence of researches on this particular aspect where the poets have employed the Sri Lankan flavor in their writing tempted the researcher to study the area in detail. A qualitative approach with a content, thematic and discourse analyses have been applied in this research in elucidating the areas of Sri Lankan flavor in the literary texts. The true Sri Lankanness represented in the literary texts of selected Sri Lankan authors representing areas such as relationships, politics, social contexts, religions as well as education have been investigated and emphasized in this study.
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Laskowska, Olga. "From the British Isles to Ceylon, or English in Sri Lanka." Anglica. An International Journal of English Studies, no. 27/2 (September 17, 2018): 159–72. http://dx.doi.org/10.7311/0860-5734.27.2.09.

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Although Sri Lanka was a site of colonization of the Portuguese, Dutch and (under the treaty of Amiens in 1802) British, it was the English language that had the strongest infl uence on the indigenous population of the island as the earlier colonizers were less interested in disseminating their culture. Taking into consideration the fact that English was established in Sri Lanka by missionaries and British officers, it can be assumed that the language brought to the island of Ceylon was the Standard English of the turn of the 19th century. Exploiting data from International Corpus of English – Sri Lanka and articles on Sri Lankan English, the present study contains a comparison of contemporary Sri Lankan English and the English of the period when the language was brought to the Island (early 19th century). Thus, an effort is made to show the conservative features of the language of the first British settlers, which survive in English spoken in contemporary Sri Lanka.
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Abdul Halik. A. F, Rifka Nusrath. G. M, and S. Umashankar. "Ethnic conflicts in Sri Lanka: An analytical study based on Post-colonial Sri Lankan English literature." World Journal of Advanced Research and Reviews 16, no. 3 (December 30, 2022): 655–60. http://dx.doi.org/10.30574/wjarr.2022.16.3.1199.

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Sri Lanka is a multi-communal country that consists of four major ethnicities, namely: Sinhalese, Tamils and Muslims.The country has experienced several ethnical conflicts and riots since 1948. As a result, certain literary works in post-colonial Sri Lankan literature deals with war and ethnic conflicts in Sri Lanka. On this basis, this study was conducted to analyze the post-colonial Sri Lankan English literature in relation to ethnical conflicts in Sri Lanka. This study was an analytical research. In this study, the poem “Gajaga wannama” and the drama “Rasanayagam’s Last Riot” were analyzed to identify how the post-colonial Sri Lankan English literature describes nugatory ethnical violence against minorities in Sri Lanka. According to the review and analysis of the literary works such as the poem “Gajaga wannama” and the drama “Rasanayagam’s Last Riot”, several anti-minorities conflicts and riots have been recorded in the Sri Lankan history since 1948. Especially, the 1983 July riot was the massive anti-Tamil violence which was led by the fundamental thugs and mobs with the support of the United National Party government. Based on the analysis of the selected poem and drama, it is obvious that Tamil People lived Colombo, the Capital City of Sri Lanka were brutally killed and their assets and belongings were destroyed over a night following a bomb blast carried out by the Liberation of Tiger Tamil Ealam (LTTE) in the Northern part of Sri Lanka. This riot is primarily concerned with the nugatory anti-minority’s violence in Sri Lanka.
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Gunasekera, Niroshini, and Merilyn Meristo. "L’implicite dans la traduction : une étude de cas portant sur Récifs de Romesh Gunesekera. La traduction de la culture sri lankaise en français." Interlitteraria 27, no. 2 (December 31, 2022): 189–200. http://dx.doi.org/10.12697/il.2022.27.2.6.

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The Implicit in Translation: A Case Study of Récifs by Romesh Gunesekera. Translating Sri Lankan Culture to French. This article aims to shed light on how the translator of Reef, a novel written by the Sri Lankan author Romesh Gunesekera, has dealt with culture-specific lexis originating from the Sri Lankan context. We chose this novel because it contains many references to Sri Lankan culture. The terms referring to Sri Lankan realities appear in names of Sinhala or sometimes Tamil origin. First, we will assess whether the French translation utilised a source-oriented or target-oriented translation approach. Secondly, we will work on the strategy of literal translation, focusing on translating the implicit. Thirdly, we will see the use of the Sri Lankan English language as it appears in the original novel. The author of the novel voluntarily chose the ‘Sri Lankan English’ register to remain in the local context. Are there traces of these linguistic nuances in the French translation or did the translator decide to choose the register of contemporary standard French? Our findings suggest that the translation of Reef follows a source oriented approach and succeeds in referring to local realities of Sri Lanka, maintaining specific Sri Lankan terms, which in most cases become comprehensible in the context.
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HERAT, Manel. "Functions of English vs. Other Languages in Sri Lankan Buddhist Rituals in the UK." Acta Linguistica Asiatica 5, no. 1 (June 30, 2015): 85–110. http://dx.doi.org/10.4312/ala.5.1.85-110.

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This paper focuses on the functions of English versus other languages in Sri Lankan Buddhist rituals. The framework for this paper is based on a previous work on the language of Hindu rituals by Pandharipande (2012). This study aims to examine the following research questions: what languages are used for practicing Buddhism? Is English used in Buddhist rituals? What mechanisms are used to sanction change? and (4) Will English replace Sinhala and Pali in the UK? In order to answer these research questions, I collected data by attending Sri Lankan Buddhist festivals and event in the UK and recording sermons and speeches used during these festivals to gather information regarding language use and language change. The study proved to be a worthy investigation, as unlike in Sri Lanka where only either Sinhala or Pali is sanctioned in Buddhist practice, in the UK, Sinhala is undergoing language shift and is being replaced by English during Buddhist sermons and other activities. Although prayers and ritual chantings are still in Pali, most of these are explained to the congregation using English. In addition, the use of English is also sanctioned by the Buddhist clergy, through the use of the internet and other media for purposes of promoting Buddhism and reaching young Sri Lankans born in the UK.
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Keshala, H. C. "Use and acceptability of particle verbs with unique meanings in Sri Lankan English." University of Colombo Review 4, no. 1 (October 24, 2023): 48–63. http://dx.doi.org/10.4038/ucr.v4i1.118.

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This article presents the findings regarding the use and acceptability of a selection of particle verbs that have unique meanings in Sri Lankan English (SLE). The article is based on an earlier study conducted by me that aimed at exploring the extent to which certain grammatical and lexico-grammatical features of SLE occur in semi-formal writing, and the level of acceptability associated with them among first language English speakers in Sri Lanka by means of an acceptability study (AJT) based on corpus data. The original study included an analysis of 37 lexicogrammatical features of SLE, but the present article focuses on only seven particle verbs that have interesting localised meanings in Sri Lanka. The corpus data for the study were drawn from the Sri Lankan component of the corpus of South Asian Varieties of English (SAVE) and the Sri Lankan English Newspaper Corpus – 2015. The acceptability study is based on a sample of 80 first language speakers of English in Sri Lanka who responded to an AJT containing sample sentences drawn from the two corpora which included the target particle verbs. The findings revealed that a significant number of these particle verbs with unique meanings do appear in naturally occurring SLE writing, but there is a general lack of a strong consensus regarding the acceptability of a majority of them. On the other hand, the particle verb come down with its unique meaning has a comparatively higher level of acceptance although it appears minimally in the corpora.
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Bamunusinghe, S., and C. D. Senaratne. "Sri Lankan Anglophone Literature as a Mode for Dialogue and Reconciliation in the Portrayal of War in Sri Lanka (1983-2009)." Journal of Social Sciences and Humanities Review 8, no. 1 (December 31, 2023): 1–7. http://dx.doi.org/10.4038/jsshr.v8i1.114.

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From ancient times, war has played a main role in the lives of people and has been a major theme for literature, history, and as well as for political discourses. The period between 1983-2009 marks the war that took place in Sri Lankan history, which impacted the country politically, culturally, and economically. The realms of Sri Lankan English, Sinhala, and Tamil literature also went through change during this period, and many fiction, poems, dramas, and films were composed in response to the war both during and in its aftermath. The Sri Lankan Anglophone writers: residential authors as well as authors of the diaspora portray the war through their literary compositions. This critical literature review examines the role Anglophone literature plays as a mode for dialogue and reconciliation in the portrayal of war. Above ten studies conducted on Sri Lankan Anglophone literature and its role in portraying war published between 1992 and 2020 were reviewed. The findings of the review indicate that many scholars consider Sri Lankan Anglophone literature as a platform that plays a significant role as a mode for dialogue and reconciliation while some consider it as literature composed by the English-speaking class for its own class. This review concludes that the Sri Lankan Anglophone literature plays a substantial role as a medium for dialogue and reconciliation in the portrayal of war in Sri Lanka (1989-2003).
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Hayes, David. ""Education Is All About Opportunities, Isn't It?": A Biographical Perspective on Learning and Teaching English in Sri Lanka." Harvard Educational Review 80, no. 4 (December 1, 2010): 517–41. http://dx.doi.org/10.17763/haer.80.4.w732427072788342.

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In this article, David Hayes explores the language learning and teaching experiences of a teacher of English in Sri Lanka. He shows how the acquisition of English enabled the teacher to access the social capital available to speakers of English, which holds a divisive place in postcolonial Sri Lankan society. In his reflections on his career, this teacher grants primary importance to the opportunities offered by education in general, not the benefits of acquiring English. This complements his commitment to improving the life chances of children from less advantaged groups in Sri Lanka. Hayes contends that the richness of the teacher's portrayal of his career, and the meanings of English and education for him, offers an opportunity to understand the place of English within a particular sociocultural context.
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Premarathne, Kaushika. "Exploring the Reasons for the Fossilization of Phonological Errors: A case study of the substitution of/o/for/ɔ/by English as Second Language Learners in Sri Lanka." Advances in Language and Literary Studies 9, no. 4 (August 31, 2018): 105. http://dx.doi.org/10.7575/aiac.alls.v.9n.4p.105.

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Over the past decades, various teaching methods adopted from time to time have placed pronunciation teaching in the forefront or in the backend. This has resulted in second language facilitators to completely disregard or relentlessly correct pronunciation depending on their intuition due to the lack of research on pronunciation teaching or proper guidance. In Sri Lanka, since there has been no general agreement on pronunciation teaching, it is being considered merely a supplementary task which is often overlooked. As a result of this, certain phonological features have got fossilized in the code repertoire of English as second language learners in Sri Lanka. Past studies on phonology in Sri Lanka bear evidence that phonological deviations can lead to a class distinction in Sri Lankan society which can even have an adverse outcome at a job interview or any social gathering (Parakrama, 1995; Gunesekera, 2005). The aim of this study is to record literature on pronunciation teaching in Sri Lanka and to investigate reasons for fossilization of phonological features. A questionnaire was administered among 25 high proficiency learners who have been pursuing higher studies in English medium to find out reasons for English as Second Language learners in Sri Lanka to substitute the mid back vowel/o/for the low back vowel/ɔ/. According to literature, L1 dominance on L2 attributes for learners to deviate from the codified norms of the Standard Sri Lankan English (SSLE). In line with the Noticing Hypothesis, the Output Hypothesis, and the Interactional model, the findings showcase that the lack of sufficient guidance and the lack of awareness on the part of facilitators and learners respectively are the most salient factors that prevent the formation of new phonological categories which do not exist in the L1. It is recommended for facilitators to make learners aware of their phonological errors to avoid fossilization of erroneous forms.
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Gunesekera, Manique. "The internationalisation of English & Sri Lankan English." Sri Lanka Journal of Social Sciences 25, no. 1-2 (December 28, 2003): 93. http://dx.doi.org/10.4038/sljss.v25i1-2.7418.

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Dissertations / Theses on the topic "Sri Lankan English"

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Wannisinghe, Mudiyanselage Jayantha. "Emerging femininities in selected Sri Lankan English fiction." HKBU Institutional Repository, 2019. https://repository.hkbu.edu.hk/etd_oa/676.

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THESIS submitted by Wannisinghe Mudiyanselage Jayantha to Hong Kong Baptist University for the degree of Doctor of Philosophy and entitled "Emerging Femininities in Selected Sri Lankan English Fiction" May 2019. The study documents the rise of emerging Sri Lankan feminine subjectivities as portrayed in post-independence novels in English by Punyakante Wijenaike, Nihal de Silva, and Chandani Lokuge. It attempts to interpret the rise of socially constructed traits of new womanhood and shifting gender norms responding to significant transformations in post-independence Sri Lanka economy and society during which the nation has rapidly shifted from a traditional rural economy to an industrialized since the 1978 free market reforms embraced with policies of globalization and neoliberalism. The selected novels are historicized by means of specific data indicating that any compensations traditionally afforded to Sri Lankan women through the collusion of colonialism with patriarchy are being challenged by the current globalization of opportunity and risk, even as Sri Lankan women continue to engage in the far older struggles for respect in traditional contexts and spaces (Wijenaike), take up arms in service in the name of nation-building projects (De Silva), or search for greater life opportunities by means of out- migration and eventual return (Lokuge). Challenges to conventional colonial-patriarchal ideology, with attention to specific objects symbolizing alternative (or even "deviant") femininity long preceding modernity, are the central focus of Punyakante Wijenaike's Giraya and Amulet. The use of a Marxist-feminist approach, localized in the setting of the walauwe, allows for the examination of potentials and limits for women's subjectivities as they emerged in the earliest 1970s-era post-independence novels. Nihal de Silva's The Road from Elephant Pass explores the fictionalized portrayal of women soldiers, conscripted to the LTTE in the early 1980s, and the effects of a revolutionary posture upon traditional gender roles. The tension in de Silva's novel between the political liberation project as national/romantic allegory uniting Sinhala and Tamil causes as ultimately endorsing patriarchal claims of Anderson's "imagined communities" thesis in the dramatic context of women's participation in the civil war. Using a "Fourth World" sovereignty frame, the final chapter of the project analyzes the potential rewards and risks of diasporic experience, for women protagonists in Chandani Lokuge's If the Moon Smiled and Turtle Nest. Collectively, the analyses indicate how Sri Lankan novels in English have documented the struggles, potentials, and continuing vulnerabilities around the emergence of new feminine subjectivities for post-independence Sri Lankan women.
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Jayawickrama, Sharanya. "Cross-cultural perspectives in contemporary Sri Lankan fiction in English." Thesis, University of Cambridge, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.615180.

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Herat, Sandra Manel Florence. "The expression of syntax in Sri Lankan English : speech and writing." Thesis, University of Leeds, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.399929.

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McGarry, Theresa, and Martha Michieka. "Responsibility in Letters to the Editor in Sri Lankan and Kenyan Englishes." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/5468.

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Umashankar, Singanayagam. "Washback effects of speaking assessment of teaching English in Sri Lankan schools." Thesis, University of Bedfordshire, 2017. http://hdl.handle.net/10547/622531.

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Washback is a concept commonly used in applied linguistics to refer to the influence of testing on teaching and learning. The purpose of this study was to investigate the washback effect of a new system of English language speaking assessment in Sri Lanka. The new assessment was introduced with the intention of promoting the teaching and learning of English speaking skills in schools as part of a Presidential educational initiative called the English as a Life Skill Programme. The study examined the washback effect of the introduction of speaking assessments at both National and school levels from the perspectives of participants at three levels of the education system: the decision making level, intervening level (teacher trainers and in-service advisors), and implementing level (teachers and students). For this purpose, a mixed methods research approach was employed. Semi-structured interviews were conducted with participants at the decision making level and intervening level to examine whether there were any important gaps in translating policy intentions to the implementing level participants (teachers and students). A questionnaire survey was conducted with teachers and students to investigate their perceptions of the assessment change and its effects on teaching and learning speaking in the classroom. Classroom observations were conducted to gain insights into actual classroom practices in relation to teaching and learning speaking, along with follow-up interviews to seek teachers’ accounts of their classroom practices. The study found that the assessment change did influence teachers’ and students’ perceptions of teaching and learning speaking in the classroom, as well as teachers’ instructional practices. Therefore, some of the policymakers’ intended aims were achieved. However, the intensity and direction of washback were shown to be influenced by several mediating factors such as teachers’ training and contextual factors such as the availability of classroom resources. The findings of this study suggest that assessment reforms can be used to promote change both in what is taught in the classroom and how it is taught, but to different degrees. The study indicated that washback does occur in this context, but it operates in a complex manner associated with many other variables besides the assessment itself. The findings of this study have implications for the improvement of future assessment policies in Sri Lanka, highlighting the importance of timely implementation of reforms and of monitoring them. The findings suggest that it is especially important to listen to key stakeholders’ (teachers’ and students’) voices in the initial planning and feasibility study phases of reform.
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Saikia, Dipli. "Voices from an island : a reading of four Sri Lankan novelists in English." Thesis, University of Bristol, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.288218.

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Perry, Tasneem. "Inherently hybrid : contestations and renegotiations of prescribed identities in contemporary Sri Lankan English writing." Thesis, University of Manchester, 2012. https://www.research.manchester.ac.uk/portal/en/theses/inherently-hybrid-contestations-and-renegotiations-of-prescribed-identities-in-contemporary-sri-lankan-english-writing(93f80c5c-a672-41be-9632-42254e49d5da).html.

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This thesis “Inherently Hybrid: Contestations and Renegotiations of Prescribed Identities in Contemporary Sri Lankan English Writing” examines work by Nihal de Silva, David Blacker and Vivimarie VanderPoorten to analyse their negotiation of identity, belonging and citizenship within contemporary Sri Lankan English Writing. This negotiation of identity is then placed in relation to the Eelam Wars as well as hybridity and cosmopolitanism, which have become a part of Sri Lankan identity because of the nation’s postcolonial past. Genre and form are employed as ways into exploring the tensions within Sri Lankan English writing, especially because they prescribe on the texts selected a specific way of approaching and presenting the ethnic conflict that is a widespread theme in much of contemporary Sri Lankan writing. The first chapter looks at De Silva’s adventure romance The Road From Elephant Pass. It examines how the novel engenders a renegotiation of identities through the effects of the ethnic conflict upon the attitudes, behaviours and ideologies of the island’s populations, symbolically represented through the narrator, who is a Sinhalese Buddhist officer in the Sri Lankan Army and his eventual lover, who is a rebel fighting for the Liberation Tigers of Tamil Eelam. I analyse the arguments presented in the text around identity, belonging and patriotism and focus on the representations of ethnic and racial identity that ultimately expose the constructedness of these various positions, revealing the unacknowledged but real hybridity of the Sri Lankan peoples. I look at markers of cultural capital and tease out how class identities rely on cosmopolitanism, characterised by a knowledge of English, and how that further reveals the performativity of identity. The second chapter examines Blacker’s political thriller A Cause Untrue. Here I explore how the use of detail and description provides an appearance of imparting a complete and realistic perspective on the war. I demonstrate how the novel, through the calculated use of what I will characterise as a ‘reality effect’, takes on the manifestation of being an authority on the war. Blacker’s use of recognisable historical events allows him to create an alternative narrative of history, one that has all the hallmarks of being a true retelling even as it is apparent that his text utilises the ‘reality effect’ to imagine Sri Lanka creatively. This demonstrates how the selection of the thriller genre provides Blacker with a specific way of representing the nation and its diasporas’ in relation to the Eelam Wars. The third chapter focuses on VanderPoorten’s collection of poetry nothing prepares you. Here I investigate how the concepts of hybridity and cosmopolitanism are located within the language used to construct her poetry. I explore how this hybridity and cosmopolitanism of language works together with the form and content of her poems to provide a disquieting of fixed notions of identity, citizenship and belonging. The conclusion to the study revisits the issues that my three chapters deal with, bringing together an overall account of hybridity, cosmopolitanism and identity. I look at the constructedness and performance of identity with the aim of providing a nuanced reading of the renegotiations of identity and citizenship that are taking place because of the ethnic conflict. By summing up the different manifestations of the various gendered, ethnic and class identities represented and presented in the texts that I explore, I illustrate the wider implications of the points of connection between identity and power on the one hand and nationalism, dogma and political rhetoric on the other. Identities within the Sri Lankan nation blur the distinctions between alien and citizen, between one who belongs and subscribes to set expectations, norms and practices and one who challenges these markers of identity.
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Liyanage, Indika Jananda Borala, and n/a. "An Exploration of Language Learning Strategies and Learner Variables of Sri Lankan Learners of English as a Second Language with Special Reference to Their Personality Types." Griffith University. School of Cognition, Language and Special Education, 2004. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20040716.112300.

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This study explores the relationship between language learning strategies and learner variables of Sri Lankan learners of English as a Second Language (ESL) with special reference to their personality types to examine what implications these associations have for the teaching of ESL in the Sri Lankan sociocultural context. In order to investigate the above, a large and representative sample of the ESL population was chosen. The sample taken for analysis comprised 886 subjects from six secondary schools which operate under the Ministry of Education in the Sri Lankan government. These subjects belonged to three distinct subcultures as demarcated by their first language (L1), Religion and Ethnicity in Sri Lanka. Data were collected using two questionnaires - a language learning strategy inventory and a personality assessment questionnaire, between April 2002 and June 2002 in Sri Lanka. Two statistical tests were used to measure the associations between the learner variables and language learning strategies: Multivariate Analysis of Variance (MANOVA) and Univariate Analysis of Variance (ANOVA). The findings show differences in strategy use or rather the ways the three groups learn the target language indicating that these strategy choices are closely correlated to their personality type, gender and religion/ethnicity. The findings also indicate that these variables affect the strategy choices both as collective and individual forces and when working as collective forces there is a complex interplay between these variables. While this study clearly demonstrates the association between learner variables and language learning strategies, it acknowledges the possible dangers in discussing these associations in cross-cultural comparisons. It also suggests the need for more ethnographic research to further elucidate the findings obtained in the current study. Based on these findings in the current study, this thesis strongly argues that ELT pedagogy cannot be independent of the Sri Lankan sociocultural context. It is therefore strongly suggested that ELT pedagogies should: (1) develop within the socio -cultural contexts of the learners; (2) be orientated to the culture of speakers of a Sri Lankan variety of English; (3) incorporate teaching material based on rhetoric indigenous to their culture. The study also shows the complexities of ESL instruction in the Sri Lankan socio-cultural context where its history, different cultures, first languages, ethnicities and religions all make a significant contribution to the learning/teaching of the target language. The challenge for teaching ESL in Sri Lanka is even higher given that all languages come with their own cultural, historical and ethnic trappings.
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Medawattegedera, Vivimarie Vanderpoorten. ""Shots of Justice" English medium instruction in Sri Lankan secondary schools : from policy to practice." Thesis, University of Ulster, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.551506.

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Throughout modern history, language has been a contentious issue in Sri Lanka, implicated - sometimes explicitly and always implicitly - in the many violent uprisings and bloody ethnic conflict that has characterized the country for the past three decades. Official language policies, education policies as well as language-in-education policies have been instrumental in creating and exacerbating the conflicts which exist between and within the two major communities, and between the class divide during both colonial and postcolonial times. After independence, successive governments made attempts to address the issue of language and its divisive role in an attempt to rectify inequality and provide a more democratic social system, often with questionable success. The context of this study is the most recent of such attempts to address the issue of language and equality with regard to educational opportunity; the ''New Educational Reforms and New Initiatives in Education" which deal with the re-introduction of English medium instruction (EMI) in state owned schools at junior secondary level (Grade 6) in 2001, for selected subjects, including Science, Social Studies and Mathematics; a reform implemented despite the acute shortage of teachers proficient in English, as well as adequately trained to teach in the English medium. It uses ethnographic case study methodology to investigate classroom practice in these EMI science classes in four schools in the Western and North western Provinces. The theoretical assumptions underlying the study are participatory frameworks of Second Language Acquisition, (SLA) including neo- Vygotskyan sociocultural theories of SLA and language socialization. Data sources include classroom observation field notes, transcripts of audio-recorded lessons and in-depth interviews with teachers. Though viewed from a particular perspective of language learning, the data analysis focused on patterns emerging from the data, relating to how participants put into practice, EMI policy in the classroom. The results show considerable discrepancy between policy and practice, a variation of policy implementation across school types and that the use of mother tongue is a strategy to overcome challenges of EMI where proficiency is an issue for both student as well as teachers. Codeswitching (CS) and Mixed Code used in the classroom are also reflective of the widely used language outside the classroom. The study concludes that there is a need for acknowledgement of classroom realities, including cultural context and resources when implementing policy aims, extensive teacher training both initial and in-service, and argues for the acceptance of CS as a more pragmatic approach to encouraging the learning of both content and language.
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Wedikandage, Lanka Nilmini Priyadarshani. "A study of multicultural practices in Sri Lankan secondary schools and an English comparator school." Thesis, University of Bedfordshire, 2014. http://hdl.handle.net/10547/345673.

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This study investigated stakeholders’ views of multicultural policies and practices in multicultural secondary schools in Sri Lanka and a comparator school in England, in order to elicit what new insights could be gained that could lead to educational improvements in Sri Lankan schools. Specifically, students and staff in five Sinhala-medium secondary schools in the Colombo region, all with reputations for good multicultural education practice, together with local community leaders and national policy makers, were interviewed. A series of questionnaires was designed to examine a wide range of stakeholder perspectives across these five schools, using as a conceptual framework Banks’s (1986, 1989 and 2004) international work on multicultural policy and practice in schools and teacher education. A similar interview schedule and questionnaire were used to elicit views and experiences of multicultural education in a comparator school in an urban area of the East of England. There were a number of reasons for this. The modern school system of Sri Lanka had its beginnings during the British colonial administration. Now that there is peace in Sri Lanka after a long period of civil war, the government is focusing on ways to develop the curriculum to integrate multicultural education into its peace education curriculum in order to foster intercultural understandings. England has a longer tradition in multicultural education and policies in its education system. Using Banks’s work (op. cit.) for analysis, there may therefore be lessons to be drawn from the Sri Lankan schools identified as having good multicultural practice and the English experience that are of use in Sri Lanka. Major findings from this research project include the need for careful consideration of ways to foster greater multilingual competence among both teachers and students if Sri Lanka is to reach its goal of greater intercultural understandings and communication between the various ethnic groups. It seems from this study that, in Sri Lanka, whilst there were some differences in the strength of perception of different ethnic groups of students, overall they felt comfortable and safe in school, which is a testament to government efforts to achieve harmony in schools and, thus, social cohesion in society. However, some groups of students are more advantaged than others in the same schools in their access to the acquisition of languages and, therefore, access to the curriculum and to further and higher education and future enhanced life chances. The teachers acknowledged that language was a major concern in multicultural classrooms, partly because some students could not communicate effectively in Sinhala medium, and partly because they themselves were not always fluent in both national languages. Further, despite central government policy that all secondary teachers in Sri Lanka should be trained to degree level and should be qualified in their profession, the highest qualification that nearly one half possessed was A-level General Certificate of Education. All teachers in both Sri Lankan, and the English comparator, schools expressed a wish for training in multicultural practices.
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Books on the topic "Sri Lankan English"

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D. C. R. A. Goonetilleke. Sri Lankan English literature and the Sri Lankan people, 1917-2003. Colombo: Vijitha Yapa Publications, 2005.

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Dinali, Fernando, and Vanderpoorten Vivimarie, eds. A dictionary of Sri Lankan English. Colombo: Michael Meyler, 2007.

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Gunasekera, Manique. The postcolonial identity of Sri Lankan English. Colombo: Katha Publishers, 2005.

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Neloufer, De Mel, and English Association of Sri Lanka., eds. Essays on Sri Lankan poetry in English. [Colombo?]: English Association of Sri Lanka, 1995.

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Goonetilleke, D. C. R. A., ed. Modern Sri Lankan drama: An anthology. Delhi, India: Sri Satguru Publications, 1991.

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Goonetilleke, D. C. R. A., ed. Modern Sri Lankan poetry: An anthology. Delhi, India: Sri Satguru Publications, 1987.

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Rajiva, Wijesinha, British Council (Sri Lanka), and English Association of Sri Lanka., eds. An Anthology of contemporary Sri Lankan poetry in English. Colombo: Published by the British Council in collaboration with the English Association of Sir [sic] Lanka, 1988.

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D. C. R. A. Goonetilleke. Kaleidoscope: An anthology of Sri Lankan English literature. Colombo: Vijitha Yapa Publications, 2007.

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1933-, Wijenaike Punyakante, ed. Missing in action. Colombo: Vijitha Yapa Publications, 2004.

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Goonetilleke, D. C. R. A. and Sri Lanka. Saṃskr̥tika Kaṭayutu Piḷibanda Depārtamēntuva., eds. Sri Lankan literature in English, 1948-1998: A 50th independence anniversary anthology. [Colombo]: Dept. of Cultural Affairs, Sri Lanka, 1998.

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Book chapters on the topic "Sri Lankan English"

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Bernaisch, Tobias. "Features of Sri Lankan English." In English in East and South Asia, 168–82. London: Routledge, 2021. http://dx.doi.org/10.4324/9780429433467-14.

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Ranasinha, Ruvani. "Sri Lankan Fiction in English 1994–2014." In South-Asian Fiction in English, 79–100. London: Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1057/978-1-137-40354-4_5.

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Ferrey, Ashok. "A Broken Shard: Sri Lankan Writings in English." In Thirty Years of SAARC: Society, Culture and Development, 218–24. B1/I-1 Mohan Cooperative Industrial Area, Mathura Road New Delhi 110 044: SAGE Publications Pvt. Ltd, 2016. http://dx.doi.org/10.4135/9789353885960.n21.

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Canagarajah, A. Suresh. "CONSTRUCTING A DIASPORA IDENTITY IN ENGLISH: THE CASE OF SRI LANKAN TAMILS*." In English and Ethnicity, 191–213. New York: Palgrave Macmillan US, 2006. http://dx.doi.org/10.1057/9780230601802_9.

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Parakrama, Arjuna. "‘Uneducated’ (Sri) Lankan English Speech: A Case Study and its Theoretical Implications." In De-Hegemonizing Language Standards, 84–121. London: Palgrave Macmillan UK, 1995. http://dx.doi.org/10.1057/9780230371309_3.

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Mahawattha, Nadee, Romola Rassool, and Ramal V. Coorey. "The Practice of Interdisciplinary Collaboration in Developing Academic Literacies in an English Medium Degree Programme in Sri Lankan Higher Education." In Interdisciplinary Practices in Academia, 110–28. London: Routledge, 2023. http://dx.doi.org/10.4324/9781003263067-9.

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Kularathne, S. A., and T. Karunakaran. "English Medium Education in Sri Lanka." In English as a Medium of Instruction in South Asia, 128–44. London: Routledge, 2023. http://dx.doi.org/10.4324/9781003342373-10.

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Liyanage, Indika. "English language education policy in Sri Lanka." In English in East and South Asia, 90–104. London: Routledge, 2021. http://dx.doi.org/10.4324/9780429433467-8.

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Siriwardana, Lakmini Grant. "ESL Teacher Well-Being in Sri Lanka." In Teacher Well-Being in English Language Teaching, 65–80. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003314936-7.

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Walisundara, Dilini Chamali, and Shyamani Hettiarachchi. "English Language Policy and Planning in Sri Lanka: A Critical Overview." In Language Policy, 301–32. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-22464-0_14.

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Conference papers on the topic "Sri Lankan English"

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Weeraratna, J. T., V. U. Jayasinghe, and M. T. N. Wijetunge. "The Use of Cognitive Academic Language Proficiency (CALP) Skills in English Language Curricula of Sri Lankan Universities." In SLIIT International Conference on Advancements in Sciences and Humanities 2023. Faculty of Humanities and Sciences, SLIIT, 2023. http://dx.doi.org/10.54389/wxxw4484.

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It is a well-known fact that the Sri Lankan graduates and undergraduates are often criticized by the society and specifically by the private sector employers for not possessing required skills such as critical thinking, logical thinking, independent thinking, problem-solving skills and ratiocination skills. Those skills, namely Cognitive Academic Language Proficiency (CALP) skills should be developed among undergraduates in order to be competent employees following graduation. CALP, a theory designed by Jim Cummins (1979) emphasizes the importance of enhancing the above-mentioned higher order skills in the learner. This research attempts to determine if the tertiary level English language curricula in Sri Lanka have given attention in developing the CALP skills among undergraduates. The aim of the research was to find out the focus given on developing CALP skills among Sri Lankan undergraduates at tertiary level, and the objectives were to examine the existing English language curricula of different Sri Lankan universities and to find out the type of skills developed through the existing tertiary level English Language curricula in Sri Lanka. The English language curricula of 6 state universities including 8 faculties were examined in terms of ILOs, course outline (structure) and content. The data was analyzed using thematic analysis. It was found that the English language curricula of state universities in Sri Lanka mainly focus on developing the 4 English language skills in addition to improving vocabulary and presentation skills. They also focus on English for Professional Purposes (EPP) such as medical English, business communication and technical jargon. Developing higher order CALP skills was not a main focus in the majority of ELT curricula in Sri Lanka. However, it is suggested that such skills could be developed through the existing ELT curricula, through systematically designed activities which enhance not only the four language skills, but also CALP skills.
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Amaraweera, Sankaja, and Sucheru Dissanayake. "Pronunciational Swings: British and American Influences on the English Pronunciation of English as a Second Language Learners in Sri Lanka." In SLIIT International Conference on Advancements in Sciences and Humanities 2023. Faculty of Humanities and Sciences, SLIIT, 2023. http://dx.doi.org/10.54389/nqmf2634.

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In Sri Lanka, which used to be British Ceylon for nearly 15 decades, BrE used to hold a dominant position in all aspects of life. Under globalisation, a shift is observed taking place towards AmE due to numerous developments in science, technology, industry, commerce, politics, and popular culture. Academics and professionals depend on audiovisual recordings of presentations produced either in Standard British English (BrE) or Standard American English (AmE) and broadcast in public media. Against this background, this paper examines the dynamicity of English pronunciation in Sri Lanka caused by BrE and AmE, to which the ESL learners on the island are daily exposed. It also investigates the extent to which BrE and AmE respectively influence English pronunciation in Sri Lanka, filling a notable gap in the existing literature. The research provides valuable insights into some emerging trends in English pronunciation in Sri Lanka, the conditions that influence the Sri Lankan speakers’ attitudes toward the two varieties of English, and the support the ESL teachers can derive from their awareness of pronunciational swings between BrE and AmE in organising teaching practices and materials. Further, some major pronunciation differences between BrE and AmE are explored, highlighting both disparities and exceptions consistent in certain phonetic features. Finally, it explores the dynamicity of English pronunciation in Sri Lanka, emphasizing the need to consider both local and global factors in ESL teaching, with suggestions for effective language learning and communication in global contexts.
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Poshitha, M. G. S. "Incorporation of Digital Games in a TESL Methodology: An Innovative Approach to Teaching and Learning English Grammar in the ESL Classroom." In SLIIT International Conference on Advancements in Sciences and Humanities 2023. Faculty of Humanities and Sciences, SLIIT, 2023. http://dx.doi.org/10.54389/oxqm9664.

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The incorporation of digital games in the TESL methodology is considered an innovative approach to teaching and learning English based on its popularity over traditional teaching methods due to its ability to engage and motivate learners. In learning English grammar, digital games have proven mechanisms to offer an interactive fun way, enjoyable but challenging, for learners to practice and reinforce the newly learned grammatical elements with better retention and mastery. Accordingly, this paper proposes that using digital games to teach English grammar can be an effective and an engaging way to help Sri Lankan students improve their English language skills. In Sri Lanka, where traditional methods of teaching English often emphasize rote learning and memorization, approaches to learn based on digital games can be an effective innovation that boosts student-centred and immersive learning by allowing students to proceed at their own pace, receive immediate feedback, and practice skills in a safe and supportive environment. Against this backdrop, this study explores the perceptions of teachers and students about digital game-based learning in a Junior secondary ESL classroom in the Baddegama Educational Division, Sri Lanka. The data is investigated by a questionnaire served to 35 junior secondary level (grades 8-9) students and 10 English teachers in the age group of 24– 35 years. Although most of them responded positively, they pointed out several limitations in the usage of digital games in the classroom and accorded digital games only a supplementary status in TESL endeavours in the Sri Lankan context. The collected data was analysed manually using graphs, pie charts and tables.
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Ekanayake, E. M. P. E. "World Englishes and Language Assessment in English Language Teaching in Sri Lanka: A Conceptual Review." In SLIIT International Conference on Advancements in Sciences and Humanities 2023. Faculty of Humanities and Sciences, SLIIT, 2023. http://dx.doi.org/10.54389/cwbt5619.

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This study is a conceptual review investigating the significance of World Englishes (WE) ideologies and its perspectives for (re)conceptualizing language assessment (LA) in English language teaching (ELT) in Sri Lanka. For this research, a keyword search was conducted on Jstor and Taylor & Francis databases and the internet and 21 scholarly publications with most relevance to the purpose of the study were selected. As such, 7 books, 12 articles from journals and research article compilations, and 2 conference papers were reviewed thematically in terms of the research objectives guiding the study: to identify what ideologies the scholarship of WE is based on and how they are useful for (re) conceptualizing LA; to identify what suggestions are made in the field of WE with regard to LA and how practical these suggestions are; and to understand the relevance of WE perspectives on LA, for understanding the role of SLE in LA in ELT in Sri Lanka. The findings reveal that the WE scholarship promotes five ideologies and that they are necessary for understanding WE position on pluricentric language norms, i.e. language standards which are regionally and locally determined. While this implies the relevance of Sri Lankan English (SLE) as the target language for LA practices in ELT in Sri Lanka, several obstacles to this speculative argument was also found through the analysis of literature. It can be concluded that although WE scholarship has much to offer in terms of the relevance of SLE to LA in Sri Lanka, these theories remain highly abstract until they are practically implemented and tested.
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Jones, Carl. "CUTTING A SWATHE: ENGLISH LANGUAGE AND AUTHORITY IN THE RURAL SRI LANKAN WORKPLACE." In 14th International Technology, Education and Development Conference. IATED, 2020. http://dx.doi.org/10.21125/inted.2020.0924.

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Amaraweera, Sankaja. "Shift in the Sri Lankan ESL Classroom – An Experiment with Mobile Assisted Language Learning." In SLIIT INTERNATIONAL CONFERENCE ON ADVANCEMENTS IN SCIENCES AND HUMANITIES [SICASH]. Faculty of Humanities and Sciences, SLIIT, 2022. http://dx.doi.org/10.54389/xaeh4847.

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The young generation of the contemporary world is depended on the omnipresent smart devices Yu (2012). Their advancement has created a range of additional benefits and new means of learning (Chan, 2016). The use of mobile applications for various purposes is commonly experienced in the Sri Lankan context as well. Although frequently used in written and oral discourses, phrasal verbs are subject to be excluded if the correct use of them is challenging for the English as a Second Language (ESL) learners. Therefore, this research intends to inspect the efficacy of teaching Phrasal Verbs via one of the common mobile applications, since it is prevalent in the society. In this empirical study, thirty undergraduates were selected. Pre and post tests were included in it and forty popularly used Phrasal Verbs are used. For the Pre-test, any instructions on Phrasal verbs were not given, but for the Post-test instructions were given. Traditional classroom instructions were given to the controlled group within one hour and the experimental group was guided via the selected mobile application. The results of both the tests were analysed and found that the experimental group outperformed in the Posttest than the other group indicating that the use of mobile applications in the process of teaching English language is an effective resource in instructing on phrasal verbs. Keywords: Mobile Assisted Language Learning (MALL); Phrasal Verbs; English Language Teaching (ELT); Mobile Learning
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Jayawardena, W. L. D. R. S. "Exploring the Use of TikTok Application to Motivate Sri Lankan Adult ESL Learners to Speak." In SLIIT International Conference on Advancements in Sciences and Humanities 2023. Faculty of Humanities and Sciences, SLIIT, 2023. http://dx.doi.org/10.54389/zzds4671.

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Prominent researchers in the field of ELT such as Stephen Krashen and R.C. Gardner have emphasized the importance of motivation in learning a second language. Speaking is an essential yet difficult skill to teach as many learners are less motivated to speak in English. This study explored the use of the TikTok application to motivate Sri Lankan adult ESL learners to speak. Quantitative data were collected from a questionnaire given to a sample of 50 first-year undergraduates enrolled at the Faculty of Arts, University of Peradeniya who belonged to the basic competency level. Qualitative data were collected from focus group discussions with these students and interviews were held with 10 instructors who taught English to students who had the basic competency level. Quantitative data were analyzed using descriptive methods while thematic analysis was employed to analyze qualitative data. The study indicated that the students held positive perceptions about utilizing TikTok in the ESL classroom. The results of the study revealed that incorporating TikTok into the English language teaching process motivated the students to speak, developed their speaking skills, reduced their anxiety, increased their confidence, improved student attendance, and broke the monotony of lessons. These results were also corroborated by the interviews held with instructors. Moreover, this study shed light on the fact that students can use TikTok to develop speaking skills even outside the classroom.
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Hussain, Zareena D. "Incorporating ChatGPT in the ESL Composition Classroom: A Literature Review and Teacher Experimentation in a Sri Lankan Context." In SLIIT International Conference on Advancements in Sciences and Humanities 2023. Faculty of Humanities and Sciences, SLIIT, 2023. http://dx.doi.org/10.54389/xaqa6267.

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ESL teachers especially in higher education where students have easy access to ChatGPT on their PCs and smartphones are faced with the dilemma on how to harness the sudden and numerous possibilities and potential of ChatGPT and possible harms to the way writing is taught and learnt. When viewed mainly as a threat, ChatGPT can become a taboo word whispered and its functions secretly shared among students and kept out of the teacher’s realm. This is a review of the findings from recent research on ChatGPT in education and its impact on language education with a focus on teaching ESL writing. Articles were gathered through an online search for articles published up to 1st June 2023. The search was narrowed down to articles on education, higher education and teaching English composition. The practical suggestions from the literature were implemented and found to be practical and productive. This highlighted the need for integrating ChatGPT in ESL writing activities and for building teacher expertise in this regard.
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A. de Silva, Viruli. "Impact of Socio-Economic Dynamics of Teachers on English Language Performance in Sri Lankan Schools: Mediating Influence of School Social Status." In 3rd International Conference on Advanced Research in Education, Teaching and Learning. Acavent, 2020. http://dx.doi.org/10.33422/3rd.aretl.2020.12.113.

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Jayathissa, K. D. M. "Effectiveness of Using Prepared and Impromptu Speeches to Evaluate Undergraduates’ Oral Proficiency in English as a Second Language Classroom." In SLIIT International Conference on Advancements in Sciences and Humanities 2023. Faculty of Humanities and Sciences, SLIIT, 2023. http://dx.doi.org/10.54389/dqbv3165.

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Proficiency in English language can be considered as crucial because it has been commonly used as a lingua-franca in communication. This study was conducted to investigate the effectiveness of using prepared and impromptu speeches to evaluate undergraduates’ oral proficiency in English as a Second Language (ESL) classroom. The undergraduates’ perception on the importance of testing oral proficiency and the effectiveness of prepared and impromptu speeches to evaluate oral proficiency of the undergraduates were investigated. A sample of 74 first year undergraduates who are reading up for Bachelor of Science (Honors) in Software Engineering were selected for this study as a convenience sampling. The data were gathered under three stages by following a mixed methodology. As the first stage a questionnaire was distributed and as the second stage a prepared speech was done. As the third stage, a prepared-impromptu speech and an impromptu speech were evaluated. The data collected from the questionnaire and the marks of the three speeches were analyzed to answer the research questions. The analyzed data emphasized that the participants have identified the importance of oral proficiency in English language for their future career and prepared and impromptu speeches can be used as a testing technique to evaluate undergraduates’ oral proficiency. Thus, oral proficiency in English language is crucial for the undergraduates, as English language has been used for communication purposes. Hence, prepared and impromptu speeches can be considered as an effective testing tool to evaluate students’ oral proficiency in English Language in the Sri Lankan ESL classroom.
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