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Journal articles on the topic 'Sri Lankan English'
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1
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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Imtiyaz, A. R. M. "Janatha Aragalaya: The People’s Struggle in Sri Lanka." Journal of Governance, Security & Development 3, no. 2 (January 1, 2023): 1–21. http://dx.doi.org/10.52823/vkqp2253.
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On 9 July 2022, angry citizens protesting economic mismanagement stormed the Sri Lanka President's palace in Colombo. Four days later, Sri Lankan President Gotabaya Rajapaksa, amid a deepening crisis and widespread protests there, escaped to the neighboring island nation of the Maldives and flew into Singapore from there the following evening. The primary objective of this paper is to provide some initial thoughts on the factors that led to the Aragalaya (struggle). Thus, this article attempts to understand the major sources that gave birth to Janatha Aragalaya, commonly named by Sri Lankans as the #GotaGoHome protest movement, the significance of the movement and some suggestions to build a democratic and peaceful Sri Lanka. The article will first provide some primary information about the island’s demographics and socio-economic conditions and then discuss the causes that gave birth to the protest movement. This section will also explain why the state and its institutions, such as security forces, did not use violence against the movement. To prepare the article, the author interviewed Sri Lankans who participated in the Aragalaya. Conversations were held in Tamil, Sinhala, and English throughout the protests from 12 April to 17 July via WhatsApp and Facebook messengers.
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Meyler, Michael. "Sri Lankan English: a distinct South Asian variety." English Today 25, no. 4 (November 19, 2009): 55–60. http://dx.doi.org/10.1017/s0266078409990447.
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ABSTRACTSri Lankan English belongs to the family of South Asian Englishes, of which Indian English is the best known and most established example – although Indian English itself is of course hugely diverse. Indian English and Sri Lankan English have much in common, as both varieties evolved from the English of the British colonials of the nineteenth century, and much common vocabulary developed to describe the common flora and fauna of the two countries, as well as their shared religious and cultural aspects. Both varieties include a number of words of Tamil origin, and many others derived from Sanskrit roots.The main aims of this paper are to present the argument for the recognition of Sri Lankan English as a distinct variety of English, and to discuss some of the practical issues encountered in compiling a dictionary of this nature.
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Ahmed, Qazi Ehsan, and Nazakat Awan. "LOSS OF SANITY AND MENTAL BALANCE IN AMBALAVANER SIVANANDAN’S WHEN MEMORY DIES: A POST-COLONIAL ANALYSIS." Pakistan Journal of Social Research 05, no. 01 (March 4, 2023): 636–41. http://dx.doi.org/10.52567/pjsr.v5i01.1387.
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When Memory Dies (1997) by the Sri Lankan novelist Ambalavaner Sivanandan is a classic among novels written by the South Asian novelists like Kiran Desai, Khalid Hosseini, Mohsin Hamid and Monica Ali. Ambalavaner Sivanandan is a diasporic novelist. He has migrated to England from Sri Lanka. His masterpiece When Memory Dies offers detailed post-colonial critique. It is both about the bitter colonial experience of the then Ceylonese under the colonization of the Great Britain and the bitter experience of subjugation and ethnic discrimination of the liberated Sri Lankans by their own fellow countrymen after the end of the British colonization. The Sri Lankan elite and ruling groups do the mimicry of the past English government and make the life of their own fellow beings miserable. Loss of sanity is one of the significant issues like loss of dreams, loss of honour, loss of homeland, etc. as found in the novel. Loss of sanity and mental balance is the result of miserable experience under the British subjugation and ensuing turbulent and chaotic political situation in Sri Lanka. The loss of relations also becomes the cause of playing havoc with people and rendering them mentally imbalanced and victim to mental traumas. The research study is qualitative and descriptive, which does close reading of the novel as a primary source for multiple time. Secondary data collected through physical and online libraries has assisted in working on the theme of loss of sanity and mental balance.
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Dissanayake, Achala K. "Sri Lankan University Students’ and English Lecturers’ Acceptance of Selected Sri Lankan English Prepositional Verbs: Pedagogical Implications." CINEC Academic Journal 3 (December 29, 2019): 68. http://dx.doi.org/10.4038/caj.v3i0.46.
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De Costa, Merinnage Nelani. "Representation of Migrant Women Workers and their Negotiations with the Nation: A Study of Selected Sri Lankan English Fiction." New Literaria 03, no. 02 (2022): 86–99. http://dx.doi.org/10.48189/nl.2022.v03i2.011.
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Migrant women workers are the main income generators of their families and they contribute to the Sri Lankan economy as a vital part of the labour force. This research explores their representations in Sri Lankan English fiction in terms of how they are perceived and negotiate with their identities. The methodology of this study includes a textual analysis of selected Sri Lankan English fiction such as Vijita Fernando’s “The Homecoming” (1984), Punyakante Wijenaike’s “Anoma” (1996) and Jean Arasanayagam’s The Famished Waterfall (2004). This research aims to scrutinize the representations of migrant women workers within the dominant ideological framework where women are primarily perceived as the cultural disseminators of their nation. One of the research questions of this study is to determine the extent to which migrant women workers are considered transgressive according to the conventional beliefs and values in the mainstream society where women are symbolically equated to the nation. The other is to inquire what are the ways in which these workers come to terms with their identities, interpersonal relationships and negotiations in their journeys from home to host countries. Both questions are deliberated concerning the representation of migrant women workers in Sri Lankan English fiction. Therefore, this research concludes that the narratives of migrant women workers in Sri Lankan English fiction negotiate with their identities, families and interpersonal negotiations. It also critiques the hegemonic and heteropatriarchal perception of such domestic workers within the dominant ideological framework of the nation.
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Jähnichen, Gisa. "The Role of Music and Allied Arts in Public Writings on Cultural Diversity: “People of Sri Lanka”." ASIAN-EUROPEAN MUSIC RESEARCH JOURNAL 6 (December 4, 2020): 93–100. http://dx.doi.org/10.30819/aemr.6-7.
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The Sri Lankan Ministry of National Coexistence, Dialogue, and Official Languages published the work “People of Sri Lanka” in 2017. In this comprehensive publication, 21 invited Sri Lankan scholars introduced 19 different people’s groups to public readers in English, mainly targeted at a growing number of foreign visitors in need of understanding the cultural diversity Sri Lanka has to offer. This paper will observe the presentation of these different groups of people, the role music and allied arts play in this context. Considering the non-scholarly design of the publication, a discussion of the role of music and allied arts has to be supplemented through additional analyses based on sources mentioned by the 21 participating scholars and their fragmented application of available knowledge. In result, this paper might help improve the way facts about groups of people, the way of grouping people, and the way of presenting these groupings are displayed to the world beyond South Asia. This fieldwork and literature guided investigation should also lead to suggestions for ethical principles in teaching and presenting of culturally different music practices within Sri Lanka, thus adding an example for other case studies.
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CANAGARAJAH, A. SURESH. "Competing discourses in Sri Lankan English poetry." World Englishes 13, no. 3 (November 1994): 361–76. http://dx.doi.org/10.1111/j.1467-971x.1994.tb00322.x.
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Pasqual, Mangala Keerthi de. "Reporting on Port City Colombo in Sri Lankan Newspapers." International Journal of Research and Innovation in Social Science VII, no. X (2023): 2247–69. http://dx.doi.org/10.47772/ijriss.2023.701171.
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Launched in 2014, Port City Colombo is arguably the most contentious and ambitious development project in Sri Lanka’s post-independence history of over 75 years as well as the Port City is the single largest foreign investment in Sri Lanka’s history. It is being developed by CHEC Port City Colombo Pvt. Ltd. (CPCC) with the support of the Government of Sri Lanka under the BRI. In the BRI, Sri Lanka occupies a more important position due to its positioning in the middle of the Maritime Silk Road connecting the East-West continents. “The Port City Colombo” project was launched in 2014 and during the last 9 years it has passed many milestones. This project suffered a severe setback for a while due to the suspension of its operations caused by Sri Lankan political issues in March 2015, but it recommenced its operations in September 2016. The purpose of this research is to study how to report on “the Port City Colombo” in the Sri Lankan newspapers. In this case, the nature of how to report events of Colombo Port City on newspapers feature articles was studied. Four Sinhala newspapers and a Tamil and English newspapers were selected out of those having a top-level of rating. During the period from September 17, 2014, when the project started to the end of the year 2022, the content of features of 20 days was selected under the purposive sampling method, and framing theory was used for the analysis. The conclusion is that government media creates a positive image of the port city compared to the privately owned Media and English and Tamil Newspapers portray a positive frame compared to Sinhala Newspapers.
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Liyanage, Rashmi Danwaththa, Lucy Bray, and Lesley Briscoe. "A mixed-methods survey of perinatal mental health for Sri Lankan women in the UK." British Journal of Midwifery 31, no. 4 (April 2, 2023): 188–94. http://dx.doi.org/10.12968/bjom.2023.31.4.188.
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Background/Aims The prevalence of perinatal mental health issues is significantly higher among South Asian women in the UK. However, little attention has been given to examine the views and opinions of sub-groups of South Asians in the UK. Although the prevalence of perinatal mental health issues is much higher in Sri Lanka, so far, no studies have focused on Sri Lankan women in the UK. This study's aim was to examine the views and opinions of Sri Lankan women living in the UK about perinatal mental health. Methods A convergent mixed-method online survey was administered in English and Sinhalese. A total of 34 Sri Lankan women living in the UK, from their baby's conception to 24 months postpartum, were recruited. Qualitative responses were interpreted using thematic analysis, supported by quantitative data. Results The participants reported that they maintained good perinatal mental health with the support of their partner and family. Midwives were most involved in inquiring about and providing information on perinatal mental health. Social stigma was a dominant barrier to accessing support. Conclusions Midwives need to ensure that perinatal mental health is discussed sensitively with Sri Lankan women. Future quantitative research needs to examine if existing tools are culturally sensitive and qualitative research should include women's partners and families to explore how best to care for this population.
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Brandt Sørensen, Jane, Melissa Pearson, Martin Wolf Andersen, Manjula Weerasinghe, Manjula Rathnaweera, D. G. Chathumini Rathnapala, Michael Eddleston, and Flemming Konradsen. "Self-Harm and Suicide Coverage in Sri Lankan Newspapers." Crisis 40, no. 1 (January 2019): 54–61. http://dx.doi.org/10.1027/0227-5910/a000534.
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Abstract. Background: Irresponsible media reporting may influence suicidal behavior. Adherence to guidelines for responsible reporting of suicide has not been examined in Sri Lanka in recent times. Aims: To examine the quality of reporting on self-harm and suicide in Sri Lankan newspapers and compare the quality between Sinhala and English newspapers. Method: From December 1, 2014 to January 31, 2015, 407 editions of newspapers were screened. Reporting quality was measured using the PRINTQUAL tool. Results: We identified 68 articles covering an episode of self-harm or suicide (42 Sinhala and 26 English). The majority of articles were noncompliant with guidelines for sensitive reporting. Indicators of noncompliance included that newspaper articles frequently reported method in the headline (53%), included detailed characteristics of the individual (100%), used insensitive language (58% of English articles), and attributed a single-factor cause to the self-harm (52%). No information about help-seeking was included. Limitations: The study involved a relatively short period of data collection. Including social media, Tamil language newspapers, and online publications would have provided additional understanding of reporting practices. Conclusion: The majority of Sri Lankan newspapers did not follow the principles of good reporting, indicating a need for further training of journalists.
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Zunoomy, M. S. "Reflection of Women’s Inner Feelings in Sri Lankan Literature through the Poet “Kamala Wijeratne”." Shanlax International Journal of English 9, no. 2 (March 1, 2021): 1–6. http://dx.doi.org/10.34293/english.v9i2.3655.
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Kamala Wijeratne is a well-known educationist in the field of English, and she is a famous writer in literature. She won awards for her poetry. She is considered as a gift from her mother country Sri Lanka to the field of English Literature. She has contributed to the growth of English literature by writing hundreds of poems and poetic books. She writes on aspects of Sri Lankan culture; among her poems, some of them reflect women’s inner feelings in Sri Lankan Culture. Through that kind of them, she has expressed her feelings on women’s inner feelings by exampling women and their different situations in life. According to that, the purpose of this project is to analyze the poems of women’s inner feelings, which were written by the poet Kamala Wijeratne. She has written many poems. Here this project focuses only on them related to the women’s inner feelings. Three poems of Kamala Wijeratne are selected to analyze the women’s inner feelings. These are “Farewell,” “A mother laments,” “A soldier’s wife weeps.” This study focuses on descriptive methodology to analyze the reflection of Women’s inner feelings. According to the poems, they reflect women’s inner feelings through the lines of them.
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Goonetilleke, D. C. R. A. "Sri Lankan Drama in English: Metamorphosis through Migration." World Literature Today 68, no. 3 (1994): 493. http://dx.doi.org/10.2307/40150363.
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PERERA, KAUSHALYA. "Postcolonial Identity of Sri Lankan English. Manique Gunesekera." TESOL Quarterly 41, no. 4 (December 2007): 831–32. http://dx.doi.org/10.1002/j.1545-7249.2007.tb00111.x.
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P. B. S. L., Pushpakumara, Madhusanka M. P., and Maduwansha N. A. N. J. "Why Do Students Opt for English Medium Instruction in Humanities and Social Sciences in Sri Lanka?" Vidyodaya Journal of Humanities and Social Sciences 08, no. 02 (July 1, 2023): 38–49. http://dx.doi.org/10.31357/fhss/vjhss.v08i02.04.
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English medium instruction (EMI) has become popular among students in humanities and social sciences around the world due to the perceived benefits of EMI. A similar tendency can be observed in Sri Lanka too. In particular, faculties of humanities and social sciences of Sri Lankan universities have also introduced their degree programmes in English. However, limited studies have been conducted to investigate the factors that influence students’ selection of EMI in these disciplines. Thus, employing non-probability sampling techniques the present study selected seventy-one (N-71) humanities and social sciences students from a state university in Sri Lanka. The data was collected through a Google form questionnaire to investigate the factors that influenced them to select EMI. Qualitative data obtained through the questionnaire were analyzed using directed content analysis approach. Employment prospects, developing English language skills, increased access to study materials, higher study prospects, upward social mobility and promotion of local culture were identified as the key determinants in selecting EMI among the participants. These findings are useful for various stakeholders including content teachers involved in EMI in universities, English language teaching staff, material designers and university administration to make appropriate decisions regarding English medium degree programmes and introduce appropriate English language programmes to enhance these students’ English language skills.
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Jayathilaka, Gauthami Kamalika. "The Worldmaking Agency of the Sri Lankan Travel Blogger." Tourism Culture & Communication 20, no. 2 (July 3, 2020): 117–27. http://dx.doi.org/10.3727/109830420x15894802540197.
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This article presents a scrutiny of the powerful "worldmaking" role performed by English language travel writers in the context of Sri Lanka. It critically positions travel representations as a crucial means of knowledge production that shapes the way Sri Lanka is known and experienced. In that, it examines an emerging version of the country produced by young Sri Lankan travel bloggers through their employment of an "activist gaze" alongside the use of a "promotional gaze" by professional tourism writers. The article illuminates each of these distinctive worldmaking roles; the latter engaging the authority of tourism in constructing/perpetuating a particular favored version of the country to persuade the global tourist, and the former's "aware" agency in constructing a potential or alternative representation distinctive from the first. However, surpassing an exploration of representations and their worldmaking power, the article sheds light on the way writers are inculcated into certain standpoints and their negotiation of these through the employment of the Bourdieusian concepts of habitus, capital, and field. As such, it innovatively combines structure and agency in the study of tourism representations, unveiling the social implications underlying worldmaking and thereby elucidating the critical link between the English language, travel writing and social class in an understudied postcolonial context of South Asia.
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Dahanayake, JM, PK Perera, P. Galappatty, P. Fernando, and LDAM Arawwawala. "Tinospora cordifolia (Wild) Hook.f. (Thomas) grown in Sri Lanka: Pharmacognostical, physico- chemical and phytochemical analysis of the stem." Journal of Ayurvedic and Herbal Medicine 6, no. 4 (January 14, 2021): 217–21. http://dx.doi.org/10.31254/jahm.2020.6404.
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Tinospora cordifolia (wild) Hook.f. (Thomas) is an important medicinal plant distributed throughout in Sri Lanka and commonly known as Rasakinda in Sinhala and Giloy in English. It is widely used in Sri Lankan traditional medical system and Ayurveda for the treatment of diabetes mellitus, fever, arthritis, skin diseases and for Rasayana (rejuvenating) therapies due to its anti-inflammatory, hypoglyceamic, immunomodulatory, antioxident, anti-allergy, antipyretic, antiarthritic and various other medicinal properties. Imported T. cordifolia stems and Sri Lankan grown T. cordifolia stems can be found in Sri Lankan herbal market. Moreover, different varieties of Tinospora species known as Tikthakinda, Bukinda and Gatakinda are available in the market under the name of Rasakinda which leads to adulteration. Hence, in this research an attempt was made to develop standards for genuine T. cordifolia grown in Sri Lanka. Stems of T. cordifolia evaluated for macroscopical, microscopical, physico-chemical, phytochemical constituents, TLC and HPTLC fingerprint patterns. Microscopical examinations of T. cordifolia stem exhibited the wheel shaped appearance at the transverse cut surface, which is a main characteristic feature of the family Menespermaceae. Stem also showed the mucilage cells and abundant starch granules. Percentages of total ash, water soluble ash and acid insoluble ash, were 9.1%+0.1, 2.31%+0.1, <0.1% respectively. Among the percentages of extractable matter of T. cordifolia, highest amount was shown in hot water extract (16.2 %+0.3). Heavy metals (Hg, As, Cd, Pb) were within the limits given in WHO guidelines. Phytochemical screening revealed the presence of phenols, saponins, tannins, steroids, flavonoids, terpenoids and cardiac glycosides. TLC fingerprint of T. cordifolia was developed using butanol: ethyl acetate: acetic acid: water in a ratio of 5: 8: 6:2 v/v and compared with one of its marker compound, Berberine. The HPTLC fingerprint patt ern of T. cordifolia showed a spot bearing the same Rf value corresponds to Berberine, at wavelength 254 nm. In conclusion, the results obtained from this study can be used as a standard reference for Sri Lankan grown T. cordifolia stems.
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Silva, Viruli A. De, and Hemamali Palihakkara. "Towards A Model to Improve English Language Standards in Schools: Impact of Socio-Economic Factors of Stakeholders." English Language Teaching 13, no. 12 (November 20, 2020): 43. http://dx.doi.org/10.5539/elt.v13n12p43.
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There is a dire need to enhance the English language standards in schools of developing countries using English as a second or Foreign language, due to its importance in employability and high-earning ability in the job market. Enhancing English language standards in schools is vital to improving the English language competence of school leavers and undergraduates to achieve an English language quality level as a nation, to produce diversified graduates of global quality, to address the unemployability problem in developing countries. Sri Lanka, with a rich history of a colonial era, is no exception. Studies on the influence of Socio-Economic factors of stakeholders on improving the English language standards in schools had received poor attention from past researchers, especially in the Sri Lankan education context. Hence, the overall purpose of this study is to develop a theoretical model, to explore the impact of socio-economic factors of stakeholders on English Language Standards in Sri Lankan schools. The study reviewed reliable secondary data published in scholarly extant literature, government Policy Documents, Research Reports of reputed institutions, etc., relevant to the above primary relationship and key concepts of the study. Six main stakeholders in the socio-economic context of the school English Language education were identified: (i) Education Policy Makers, (ii) School Management, (iii) School Principals, (iv) English Language Teachers, (v) Students, and (vi) Parents. An integrated, seven-construct conceptual model, labeled ‘ELS Model’ (English Language Standard Model), was developed, to examine the impact of socio-economic factors of the six stakeholders on improving English Language Standards in schools. This ELS Model presents original insights and future directions to scholars/researchers and significant implications for policymakers.
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Sudusinghe, W. S., and C. K. W. Gamage. "The Importance of English Language Proficiency for the Success of Nursing Education in Sri Lanka." South-East Asian Journal of Medical Education 17, no. 1 (October 25, 2023): 39–42. http://dx.doi.org/10.4038/seajme.v17i1.529.
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There is an ever-growing demand for Sri Lankan nurses to be recruited for work placements overseas. Before being considered for employment abroad, nurses who are from the English as a Second Language context are usually asked to provide evidence of English language proficiency. Therefore, there is a parallel need to enhance their English language skills with the demand. Hence, improving the English Language among nursing students is vital as they seek to meet future healthcare needs globally. This study aimed to identify the challenges faced by nursing students due to low English Language proficiency and recommend mechanisms to overcome those challenges. Academic writing, understanding medical jargon, communication in health care settings, reading and comprehension are some of the major challenges seen among nursing students. These challenges lead to Second Language Anxiety, poor academic performance, and higher dropout rates in nursing education programmes. Therefore, it is high time policymakers and the authorities of higher education get together and mitigate the challenges in English language learning among nursing students in Sri Lanka by developing proper mechanisms; making English a compulsory subject, improving the use of medical terminology, improving communication skills in English and providing financial support to pursue professional courses in English. This will enable the nurses to provide quality and sustainable health care for the patients and pave the way for a promising future for the nursing profession in Sri Lanka.
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Shriganeshan, Kandiah. "DEVELOPING WRITING SKILLS IN ENGLISH FOR SPECIFIC PURPOSES CLASSROOMS THORUGH LITERARY TEXTS." Journal of Teaching English for Specific and Academic Purposes 5, no. 3 (October 12, 2017): 521. http://dx.doi.org/10.22190/jtesap1703521s.
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With ten years of learning English as a second language at schools it has not become a reality for the university undergraduates in Sri Lanka that they become proficient in English. The exam-oriented studies of the present Sri Lankan educational system which was derived from the British colonial rulers encourages and also develops a textbook culture which would promote communication in English. In order to maintain international contacts, to use it in education, science, medicine, engineering, technology and business, and to lead a modern life, there was a need for Sri Lankans to study English. Therefore, experts of English language teaching have to find possible methods to teach it successfully in order to make the students perform their activities well in English. There was a time when it was felt that teaching of any language cannot be divorced from its literature. It is assumed that literature would arouse interest among the adult learners of English. The present study is to find out the possibilities of using literary texts to promote effective language learning at university level focusing on developing writing skills. The paper analyses how pieces taken from English literature and literature in English could be used in classrooms teaching English for Specific Purposes in order to motivate adult learners to become proficient in General English in the first phase. The study was conducted using questionnaires, interviews with the students, lecturers and administrators. Five workshop sessions were conducted at different intervals during the three-month study. The researcher was able to record the students’ involvement in the learning process from their written performance. The paper analyses and proves qualitatively how the students improved in their proficiency through teaching of literature.
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Wijetunge, M. T. N. "Integrating Socio Cultural Theory and Bloom’s Taxonomy to Overcome Xenoglossophobia and Anxiety in English Language Speaking in Sri Lankan Undergraduates." KDU Journal of Multidisciplinary Studies 6, no. 1 (July 8, 2024): 177–83. http://dx.doi.org/10.4038/kjms.v6i1.121.
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The importance of knowing a second or a foreign language today has become a pivotal factor with regard to education, travel, trade, business, information, communication and most importantly to acquire a recognizable occupation. Even so, obtaining a job related to a graduate’s educational background in the Sri Lankan context at present, is a challenging task. Having realized this, the local government of Sri Lanka have been taking measures in teaching English at local government schools from Grade 3 onwards since 1950’s. Nonetheless, even by the time the Sri Lankan local government school children enter university after engaging in English language learning for over a decade and subsequent to Ordinary and Advanced level examinations, their English-speaking skills stand at a marginal level with traits of xenoglossophbia and anxiety. Thus, the aim of the study is to find out the main factors that influence xenoglossophobia and suggest strategies to overcome them. A sample of 32 Engineering undergraduates from the first year of General Sir John Kotelawala Defence University (KDU) was selected based on purposive sampling technique. The selection process was performed based on an Oral Proficiency Interview (OPI). After having exposed the students to a teaching process for 15 academic weeks, they were re-administered through a post-OPI. The lesson plans were set according to Blooms Taxonomy knowledge-based objectives. Socio-Cultural Theory (SCT) was incorporated when designing the lessons. Data was analyzed via a mixed approach. The findings revealed that the students had increased motivation and confidence to speak English as they were exposed to a gradual process of self-autonomy. Paving way for authentic speaking opportunities via Task Based Activities (TBA) and making students aware of the importance of English language communication for employment purposes from school levels is highly important. Further, teacher, learning environment and material play a considerable role in motivating language learners while self-negativity is a main reason for the majority to possess xenoglossophobia which adversely affects their future employability.
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Heidemann, Birte. "The symbolic survival of the “living dead”: Narrating the LTTE female fighter in post-war Sri Lankan women’s writing." Journal of Commonwealth Literature 54, no. 3 (September 19, 2017): 384–98. http://dx.doi.org/10.1177/0021989417723414.
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This article examines the lingering presence of the female militant figure in post-war Sri Lankan women’s writing in English. Through a careful demarcation of the formal–aesthetic limits of engaging with the country’s competing ethno-nationalisms, the article seeks to uncover the gendered hierarchies of Sri Lanka’s civil war in two literary works: Niromi de Soyza’s autobiography Tamil Tigress (2011) and Nayomi Munaweera’s debut novel Island of a Thousand Mirrors (2012). The reading draws attention to the writers’ attempt to “historise” the LTTE female fighter and/or suicide bomber within Sri Lanka’s complex colonial past and its implications for the recent history of conflict. The individual motives of the female fighters to join the LTTE, the article contends, remain ideologically susceptible to, if not interpellated by, the gendered hierarchies both within the military movement and Tamil society at large. A literary portrait of such entangled hierarchies in post-war Sri Lankan texts, the article reveals, helps expose the hegemonic (male) discourses of Sri Lankan nationalism that tend to undermine the war experiences of women.
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Goonetilleke, D. C. R. A. "The 1971 Insurgency in Sri Lankan Literature in English." MFS Modern Fiction Studies 39, no. 1 (1993): 131–45. http://dx.doi.org/10.1353/mfs.0.1078.
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DISSANAYAKE, WIMAL. "Self and modernism in Sri Lankan poetry in English." World Englishes 9, no. 2 (March 1990): 225–36. http://dx.doi.org/10.1111/j.1467-971x.1990.tb00261.x.
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Abeywickrama, Rohan. "Code-switching in Bilingual Classroom in Sri Lanka: Differing Perception of Teacher and Students." Vivid: Journal of Language and Literature 12, no. 2 (October 31, 2023): 135. http://dx.doi.org/10.25077/vj.12.2.135-146.2023.
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Code-switching occurs in multilingual cultures where citizens have the right and ability to speak two or more languages. This phenomenon can frequently be seen in the English Medium classrooms in the Sri Lankan state school where English and Sinhala are used interchangeably for classroom practices. This article aims to examine subject teachers’ and students’ perspectives towards the use of English and Sinhala for instruction and learning in English medium classrooms in state schools in Sri Lanka, thus identifying how code-switching impacts on students’ performance. The study used mixed method for data collection. Five English medium teachers of three schools in the Hambantota district in Sri Lanka were interviewed and forty students who are learning the subjects in English medium in five schools were distributed questionnaires. The study used random sampling method for selecting the participants and Thematic Analysis (TA) for identifying, organizing, and interpreting data. One key finding of this study is that most teachers employ code-switching in bilingual classrooms in order to make the students familiarize with the subject matter. Although the majority of students are willing to speak English, as a medium of instruction in bilingual classrooms, students need their teachers to explain the lessons in both media. Although code-switching can enhance a student’s knowledge of a specific subject it does not make the student a better speaker or a writer. The current study has implications for bilingual teachers, students, syllabus, and material designers.
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Dassanayake, Noel. "Optimal Use of L1 and L2 in Teaching Chinese to Sri Lankan Students: Approaches and Challenges." Studies in Learning and Teaching 2, no. 3 (December 30, 2021): 21–32. http://dx.doi.org/10.46627/silet.v2i3.78.
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Traditional perspectives on monolingual education and total immersion have been substituted by more novel approaches to multilingual education such as translanguaging and partial immersion where the learners’ language repertoire is paid adequate respect. The present study investigates the role of L1 and L2 in teaching Chinese in Sri Lanka using 42 adult Chinese language learners in Sri Lanka as informants and a structured questionnaire was used as the main data collection tool. The informants have a highly divided perspective towards the use of L1 and L2 in the classroom. Most students have favored English instruction considering its efficacy in career prospects and Sinhala for convenience of comprehension. Considering the existing situation of Chinese language textbooks, language policy, and recent trends in multilingualism in Sri Lanka, total immersion is less likely to bring optimal effectiveness in teaching Chinese. The present study suggests that partial immersion and translanguaging would be more constructive for Sri Lankan students if cautiously handled with less hindrance to the delivery of target language content and its accuracy. A multilingual approach would, on one hand, offer a safe space for students to communicate while penetrating cross-cultural barriers through cultivation of culture-sensitivity.
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MAHAWATTHA, M. D. N. M. U. "Bilingual Education in Sri Lankan Schools: An Analysis of Difficulties in Speaking English Experienced By Students in Selected Schools in Sri Lanka." Journal of Education and Vocational Research 3, no. 4 (April 15, 2012): 107–14. http://dx.doi.org/10.22610/jevr.v3i4.56.
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Bilingual Education was introduced to Sri Lanka in 2001, initially through Amity School Programs. In this Bilingual Program, English is the medium of instruction in selected subjects from grade 6 to grade 11. The students of Bilingual Program are expected to be competent both in First Language- L1 (Sinhala/Tamil) and Target Language (English). However, the students find it difficult to express themselves in English especially in academic performances. The research findings of NIE, 2007, too, correspond with the relevant observation. I adapted the descriptive method to collect data by giving questionnaires to students in the sample of 60 students and 20 teachers including English teachers, non – English teachers who work in the Bilingual Program and teachers who work in Activity Based Oral English (ABOE) Program in primary education. An analysis of collected data suggests a 65% of the sample is not expressive themselves in English, especially in academic performances. This revelation is important because it helps to anticipate the propositions find in Bilingual Education and to take necessary steps to guide its move. In this paper, I try to interpret the difficulties in speaking in English faced by students in the Bilingual Education Program with the help of theoretical explanation.
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Karunaweera, A. Sajani, and Kean Wah Lee. "Measuring Digital Competence: An Exploratory Study Mapping Digital Competence Profiles of Sri Lankan English Language Teachers." Asia Pacific Journal of Educators and Education 36, no. 1 (August 25, 2021): 93–112. http://dx.doi.org/10.21315/apjee2021.36.1.6.
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The overall vision for 21st century learning has incorporated digitalisation as a key focus in teaching and learning practices. In Sri Lanka, however, despite major initiatives taken to improve digital competency of teachers, only minor improvement was noted. Using the DigCompEdu assessment tool, this study investigates to what extent Sri Lankan English language teachers are digitally competent. The results aim to inform national initiatives to facilitate the shift towards a bottom-up process, informed by actual realities based on skills and competences. The DigCompEdu 22-item quantitative survey was used to sample 40 English language teachers working within the public education system. Overall, the study finds that not even 50% of the sample is at one competency band. It is recommended that for substantial changes to occur, a more varied and individualised teacher-training is recommended, using the DigCompEdu as a diagnostic guide.
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Jayathilake, Chamishka, Pradeep Samarasekere, and Thilini Rupasinghe. "Impact of Gender on the Academic Performance of Sri Lankan Undergraduates: a systematic review." Journal of Desk Research Review and Analysis 1, no. 1 (December 31, 2023): 139–55. http://dx.doi.org/10.4038/jdrra.v1i1.12.
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Studying and comprehending factors influencing academic performance is crucial for gaining valuable insights into the success of undergraduates. In this systematic review, the correlation between gender and undergraduate academic performance across various fields of studies in Sri Lankan universities was comprehensively studied. The data from multiple studies conducted between 2008 and 2022 in different disciplines, including Science, Management, Medicine, Agriculture, and Information Technology, was analyzed systematically. Quantitative, qualitative, and mixed-method research published in English exploring the impact of gender on academic performance were studied. The review involved 16 research studies comprising 35,608 individuals from several state universities. The data analysis showed a complex picture of gender inequalities in academic performance, with several significant trends and consequences emerging. A consistent pattern emerged, with 75% of the studies demonstrating that female students excel academically across various disciplines, while the rest exhibited no gender differences in performance. These findings underscore the critical need to promote gender equity and eliminate gender-based gaps in Sri Lankan higher education. Conducting in-depth studies across all degree programs and universities in Sri Lanka is recommended to gain a more comprehensive understanding and investigate the relationship between gender and academic performance.
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Funke, Nina, and Tobias Bernaisch. "Intensifying and downtoning in South Asian Englishes." English World-Wide 43, no. 1 (November 17, 2021): 33–65. http://dx.doi.org/10.1075/eww.21064.fun.
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Abstract As studies on socio-pragmatics in South Asian Englishes and – more generally – postcolonial Englishes are still rare, the present study analyses how age, formality of context, gender, topic of the conversation and type-token ratio of a given speaker influence intensifiers and downtoners in spoken Indian, Sri Lankan and British English as represented in the International Corpus of English. Central research interests cover (a) differences in the frequencies of intensifiers/downtoners regarding these factors and across the varieties studied and (b) variety-specific intensifiers/downtoners in these regional varieties. Two random forest analyses highlight that, while topic and type-token ratio are more important predictors than age and gender, all variables are – to different degrees – sensitive to variety. Possible explanations for a higher incidence of intensifiers/downtoners in British English than in Indian and Sri Lankan English include intensification strategies transferred from indigenous languages or high degrees of uncertainty avoidance in the South Asian speech communities.
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Weerasinghe, L. A. D. "(Re)Wording War: Re-narration of a positive Sri Lanka in the 61<sup>st</sup> Independence Day Speech by President Mahinda Rajapaksa." University of Colombo Review 4, no. 2 (December 20, 2023): 90–107. http://dx.doi.org/10.4038/ucr.v4i2.166.
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In the field of politics, translation inherently connects with activism. When a government translates itself for local and international audiences, translation becomes an act of re-narration aimed to reconfigure a reality desired by the country. Taking Sinhala as the Source Language, and English as the Target language, this research uses the narrative theory of translation as re-narration to analyze the President’s address to the nation at the 61st Independence Day Celebrations of Sri Lanka in 2009. Both the inter-lingual translation from Sinhala to English, and the inter-semiotic translation from spoken to printed text are analyzed. The context of Sri Lanka in 2009 is critical in terms of the ‘victory’ for the Sri Lankan forces in the fight against the LTTE, as well as the international attention for the war and the allegations made against human rights violations by the army. It can be argued that then President Mahinda Rajapaksa uses the Independence Day Celebrations as a platform to narrate a positive image of Sri Lanka by referring to the humanitarian aspect of the war and the governmental forces. The findings imply how activism via translation operates from administrative levels to outside (i.e., those who are not involved in administrative work), how certain ideas are omitted, added, and at times deliberately mistranslated to manipulate a positive reconfiguration of Sri Lanka, and how communicative equivalence may render certain nuanced use of language untranslatable. Further, it shows the lapses that occur in inter-semiotic translation, especially when a speech is accompanied by supporting oratory, visual elements.
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Daimari, Esther. "The EcoGothic and Contemporary Sri Lankan English Literature: Reading Ecophobia in Patricia Weerakoon’s Empire’s Children and Roma Tearne’s Mosquito." Southeast Asian Review of English 59, no. 1 (July 25, 2022): 29–50. http://dx.doi.org/10.22452/sare.vol59no1.4.
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This paper explores contemporary Sri Lankan fiction as expressions and experiments in postcolonial EcoGothic writing by highlighting an intense relationship between ecology and place. By examining the novels of three contemporary Sri Lankan writers – Roma Tearne’s Mosquito, Michael Ondaatje’s Anil’s Ghost, and Patricia Weerakoon’s Empire’s Children, the article examines how certain landscape tropes such as the sea, the forest, ruins, caves, and tea plantations are shaped by the writers as gothic spaces to share their ecological concerns. The eerie plantations in Empire’s Children and the fecund forest, groves and the sea in Mosquito, and the caves and mass graves in Anil’s Ghosts allude to traumas related to postcoloniality, war, and military territorialization. Building upon theories of landscape, ecocriticism, and more specifically, the EcoGothic, the article draws upon works by Sharae Deckard and others to suggest how in these novels, the landscape is not just a setting for the stories but palimpsests of multiple histories of violence on both the people and the environment. The article examines how the novel enacts violence and spatial disorientation, closely connected with the gothic genre, suggesting Anglophone contemporary Sri Lankan fiction writers’ recurrent exploration of gothic and ecology in their works.
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Nilaweera, Irosha, Heather Rowe, Hau Nguyen, Joanna Burns, Frances Doran, and Jane Fisher. "Sri Lankan-born women who have given birth in Victoria: a survey of their primary postpartum health-care needs." Australian Journal of Primary Health 22, no. 2 (2016): 133. http://dx.doi.org/10.1071/py14067.
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Women who migrate are vulnerable after giving birth. Normal postpartum adaptive challenges are heightened by separation from family and lack of familiarity with local services. The aim was to investigate primary care needs among Sri Lankan-born women with at least one Victorian-born child aged under 2 years. Health care, information and support needs and unmet needs were assessed in a structured Sinhala or English survey offered in print, online or by telephone. Fifty women provided data. Most (80%) had at least one relative from Sri Lanka to stay for postpartum support. Despite this, many had difficulties settling (62%), feeding (58%) and soothing (42%) their babies. They used significantly fewer health services on average (2.3) than mothers in the general community (2.8) (P < 0.004). Only 32% of primiparous women attended at least one First-Time Parents’ group session. Of women experiencing infant care difficulties, only two-thirds accessed care from a Maternal and Child Health Nurse and only one-third from a General Practitioner. Sri Lankan-born mothers have significant unmet needs for primary care, which are not reduced by informal support. A two-pronged approach is indicated in which women are informed about primary care availability, and the cultural competence and client friendliness of services is strengthened.
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Bailey, Richard W. "Review of Meyler (2007): A Dictionary of Sri Lankan English." English World-Wide 31, no. 3 (October 11, 2010): 354–57. http://dx.doi.org/10.1075/eww.31.3.06bai.
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Goonetilleke, D. C. R. A. "Beyond Alienation : The Efflorescence of Sri Lankan Literature in English." Journal of Commonwealth Literature 21, no. 1 (March 1986): 26–38. http://dx.doi.org/10.1177/002198948602100108.
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Soysa, Amani Induni, and Abdullah Al Mahmud. "Technology for Children With Autism Spectrum Disorder: What Do Sri Lankan Parents and Practitioners Want?" Interacting with Computers 31, no. 3 (May 1, 2019): 282–302. http://dx.doi.org/10.1093/iwc/iwz020.
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AbstractAt present, technology is being extensively used among children with autism spectrum disorder (ASD) in affluent countries. However, there is a lack of studies exploring the use of technology for children with ASD in developing countries. This study, therefore, investigates the current role of technology for children with ASD in Sri Lanka where the autism prevalence is 1 in 93 children in the age group of 0–3. This qualitative study utilized semi-structured interviews and focus group sessions with 32 parents and 18 practitioners who work closely with children with ASD. The findings of this study indicate that a wide array of technological applications (n = 37) is used among children with ASD in Sri Lanka at home and therapy settings. This study further identifies different patterns of using technology at home and in therapy settings. For instance, parents mostly use passive learning technologies such as television and YouTube channels on smartphones to educate children with ASD in home settings. On the other hand, practitioners use interactive technologies such as desktop computer programs and tablet applications to develop skills and engage with children with ASD. Though many technological applications are used among Sri Lankan children with ASD, parents and practitioners illustrated that current technological applications need to be further improved and modified to cater for the needs of children with ASD and to make learning more effective. We also found out that having flexible customization can be a powerful tool when designing software applications for children with ASD in Sri Lanka. Finally, we present the implications for designing technologies for children with ASD highlighting the similarities and differences of our findings with those studies conducted in affluent countries.RESEARCH HIGHLIGHTSDigital technology such as TV and desktop computers are widely used among children with ASD in Sri Lanka. Most parents of children with ASD use passive learning technologies (i.e. TV), while practitioners use more interactive technologies such as tablets and computers. The most common use of technology at home is to teach academic skills (i.e. vocabulary and maths), while the most common use of technology at therapy is for sensory integration. Applications supporting Sri Lankan cultural context is one of the popular functionality required by both parents and practitioners of children with ASD. Customization can be a key feature when designing software applications for children with ASD in non-English speaking multilingual countries like Sri Lanka.
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Jayathilake, Chitra, Sujeewa Hettiarachchi, and Sujeeva S. Pereira. "‘EMI Is a War’ – Lecturers’ Practices of, and Insights Into English Medium Instruction Within the Context of Sri Lankan Higher Education." Journal of Language Teaching and Research 12, no. 6 (November 2, 2021): 864–74. http://dx.doi.org/10.17507/jltr.1206.02.
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English Medium Instruction (EMI) is a growing educational praxis in the world. Sri Lanka also practises EMI in primary, secondary and university education contexts. Nevertheless, EMI is not adequately researched: the existing scholarship alludes to the significance of its context-dependency (e.g., Snchez-Prez, Maria del Mar 2020). Moreover, there is a lacuna of scholarly knowledge of how EMI works in Sri Lankan educational contexts. Hence, this exploratory study examined lecturers’ practices of, and insights into, EMI within the context of Sri Lankan higher education. The data were drawn from in-depth qualitative interviews with ten lecturers who teach Social Sciences through EMI at three state universities in the country. Interviewees – encompassing males and females and belonging to varying age groups – have a range of EMI teaching experience and different professional and educational qualifications. Qualitative thematic analysis was utilised to uncover themes related to EMI in the data. Findings disclose a few issues and problems associated with EMI. They underscore the belief that EMI enhances L2 (Second Language) proficiency, thus creating a space for job opportunities for undergraduates, and higher education and professional development for both lecturers and students. Nevertheless, EMI is problematic mainly due to (i) low L2 proficiency in both lecturers and students, (ii) lecturers’ inconsistent praxis in assessing and teaching students, (iii) the shortage of training programmes on EMI, and (iv) arbitrary administration issues including the recruitment of EMI lecturers. The paper provides insights into EMI implementation in English as L2 contexts and adds new vocabulary to EMI praxis and research.
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Arasanayagam, Jean. "Indian Sub‐Continent: Sri Lanka: Sri Lankan writing in English: The bi‐cultural experience in a post‐colonial context." Wasafiri 10, no. 21 (March 1995): 63–64. http://dx.doi.org/10.1080/02690059508589432.
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De Costa, Merinnage Nelani. "Teaching and Learning of Queer Representation in Sri Lankan English Fiction: A Reception Study within Higher Education Institutions of Sri Lanka." Education Research International 2022 (August 28, 2022): 1–15. http://dx.doi.org/10.1155/2022/3699260.
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Research related to reception studies on queer representation in fiction within higher education institutions (HEIs) is a vastly unexplored area in Sri Lanka. This study intends to fill the gap in existing research by prioritising the need to factor in receptors’ positions and practices in teaching and learning these works. This research aims to understand, deconstruct, and explore the varied positions and practices of receptors (lecturers and students) in the teaching and learning of a selected Sri Lankan English fiction, Funny Boy (1994) by Shyam Selvadurai at local universities. The contextual and pedagogical site selected includes three universities in the Western and Eastern provinces of Sri Lanka. The methodology of the study incorporates a qualitative research design to conduct a reception analysis. The primary data collection methods are in-depth interviews with three lecturers and two students and a focus group discussion with three students. The findings of this research identify and analyse the frames of reference, pedagogies, approaches, and strategies involved in the teaching and learning of the selected fictional work. These enable the analysis of varied reception positions and practices to explore their possibilities of incorporating critical and queer pedagogies to ensure a transformative learning experience within HEIs.
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Herath, H. H. M. A. U., R. L. C. Wijesundera, N. V. Chandrasekharan, and W. S. S. Wijesundera. "Exploration of Sri Lankan soil fungi for biocontrol properties." African Journal of Biotechnology 16, no. 20 (May 17, 2017): 1168–75. http://dx.doi.org/10.5897/ajb2017.15905.
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Mabuan, Romualdo Atibagos. "A CONTRASTIVE RHETORICAL ANALYSIS OF PHILIPPINE AND SRI LANKAN ENGLISH NEWS COMMENTARIES." Indonesian Journal of Applied Linguistics 6, no. 2 (January 23, 2017): 330. http://dx.doi.org/10.17509/ijal.v6i2.4918.
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Newspaper commentaries constitute a part of media discourse, which is a significant area of inquiry in intercultural rhetoric analysis. Through conducting a contrastive textual analysis of newspaper commentaries culled from the English newspapers in the Philippines and Sri Lanka, this paper explored the notions of genre and micro-genre on the 2015 papal visit in the two countries. To set a tertium comparationisin examining the genre-newspaper commentaries on the papal visit, the timeframe was set during the two-week duration of the visit. To investigate the micro-genres employed by the writers, two sets of 15 newspaper commentaries on the visit respectively in the Philippines and Sri Lanka were selected and analyzed. Findings revealed that both Filipino and Sinhalese writers in English newspaper commentaries tended to employ the micro-genre of “media explanatory exposition” more often than other micro-genres, and in terms of rhetorical structures, both of these writers tended to show variation, dynamism, and individuality. Implications for ESL (English as a second language) and EFL (English as a foreign language) teaching are provided in the light of these findings.