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Journal articles on the topic 'Sri Lankan poetry (English)'

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Published: 4 June 2021
Last updated: 2 February 2022

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1

CANAGARAJAH, A. SURESH. "Competing discourses in Sri Lankan English poetry." World Englishes 13, no. 3 (1994): 361–76. http://dx.doi.org/10.1111/j.1467-971x.1994.tb00322.x.

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DISSANAYAKE, WIMAL. "Self and modernism in Sri Lankan poetry in English." World Englishes 9, no. 2 (1990): 225–36. http://dx.doi.org/10.1111/j.1467-971x.1990.tb00261.x.

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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 (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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Dewi, Novita. "Interface of Linguistics, Literature, and Culture in Translating Singapore and Sri Lanka Postcolonial Poetry." Lingua Cultura 10, no. 2 (2016): 69. http://dx.doi.org/10.21512/lc.v10i2.885.

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The interface of linguistics, literature, and culture was clear in translation. English Studies in Indonesia had undergone revision by the inclusion of postcolonial literature in its curriculum. Literary works from Malaysia, Singapore, Philippines, Sri Lanka, India and other Asian countries were introduced and translated. Given that language game was central in postcolonial writing, equitable knowledge and grasps of linguistics, literature, and culture were significant in translation. Through the lens of re-placing language as textual strategies in post-colonial writing, this paper explored the application of this reading method and gave practical examples of translating English poems written in, respectively, Singapore and Sri Lankan postcolonial contexts into Indonesian. The discussion showed that in order to preserve the postcolonial strategies of writing back to the colonial ideology, the translation took into account the reconceptualization and reconstruction of people, language, and culture, instead of literal rendering from the source language to the target language. Adoption of postcolonial theory as the translating method shown in this study is important to add to the theory and practice of translation. This trajectory can be used to translate other literary works written in varieties of English into Indonesian, using as they do, different translation strategies to make the translation products accurate, appropriate, and acceptable.
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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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M, Manjushree. "War and Violence in the Select Poems of Kamala Wijeratne." Shanlax International Journal of Arts, Science and Humanities 8, S1-Feb (2021): 241–43. http://dx.doi.org/10.34293/sijash.v8is1-feb.3959.

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Meyler, Michael. "Sri Lankan English: a distinct South Asian variety." English Today 25, no. 4 (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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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 (2007): 831–32. http://dx.doi.org/10.1002/j.1545-7249.2007.tb00111.x.

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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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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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Bailey, Richard W. "Review of Meyler (2007): A Dictionary of Sri Lankan English." English World-Wide 31, no. 3 (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 (1986): 26–38. http://dx.doi.org/10.1177/002198948602100108.

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Brandt Sørensen, Jane, Melissa Pearson, Martin Wolf Andersen, et al. "Self-Harm and Suicide Coverage in Sri Lankan Newspapers." Crisis 40, no. 1 (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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HERAT, Manel. "Functions of English vs. Other Languages in Sri Lankan Buddhist Rituals in the UK." Acta Linguistica Asiatica 5, no. 1 (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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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 (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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Jayathilaka, Gauthami Kamalika. "The Worldmaking Agency of the Sri Lankan Travel Blogger." Tourism Culture & Communication 20, no. 2 (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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Sumathy, Sivamohan. "“my teacher talks of a sri lankan english”: questing the literary." South Asian Review 33, no. 3 (2012): 339–47. http://dx.doi.org/10.1080/02759527.2012.11932912.

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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 (2017): 1168–75. http://dx.doi.org/10.5897/ajb2017.15905.

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Niles, Joyce Sabreena. "Embodying Histories of Violence: Representations of Scarred Bodies of Sri Lankan Tamil Women in Sri Lankan Tamil Diasporic Women’s Writing in English." Iowa Journal of Cultural Studies 20 (June 9, 2020): 6–17. http://dx.doi.org/10.17077/2168-569x.1553.

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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 (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.
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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 (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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FERNANDO, SIROMI. "Style range in Sri Lankan English fiction: an analysis of four texts." World Englishes 8, no. 2 (1989): 119–31. http://dx.doi.org/10.1111/j.1467-971x.1989.tb00648.x.

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Sumathy, Sivamohan. "Placing Ethnicity: The Sri Lankan English Writer and the Politics of Identity." Sri Lanka Journal of the Humanities 42, no. 1-2 (2019): 29. http://dx.doi.org/10.4038/sljh.v42i1-2.7254.

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Jeganathan, Pradeep. "The De Kretser case: a note on Sri Lankan writing in English." Inter-Asia Cultural Studies 6, no. 3 (2005): 446–51. http://dx.doi.org/10.1080/14649370500170142.

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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, № 4 (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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Prasangani, K. S. N. "Global English: A Study of Factors Affect for English Language Learning Motivation in Sri Lankan Undergraduates." Procedia - Social and Behavioral Sciences 172 (January 2015): 794–800. http://dx.doi.org/10.1016/j.sbspro.2015.01.434.

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Davis, Christina P. "Muslims in Sri Lankan language politics: A study of Tamil- and English-medium education." International Journal of the Sociology of Language 2018, no. 253 (2018): 125–47. http://dx.doi.org/10.1515/ijsl-2018-0026.

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Abstract Sri Lanka is a conflict-ridden postcolonial nation-state that was ravaged by a civil war. Largely excluded from mainstream representations of the ethnic conflict, Muslims constitute the country’s second largest minority group. In contrast to Sinhalas and Tamils, they define their ethnic identities on the basis of religion rather than language. In this article, I draw on research at a multilingual government school to explore how Muslim teachers and students made sense of Tamil- and English-medium education in relation to ethnic, religious, and class differences. I investigate how Tamil-medium Muslim teachers responded to critiques of their speech by asserting that their heterogeneous linguistic practices were inextricably connected to their distinct ethno-religious identities. Muslim students’ lack of fit with the ethnolinguistic affiliations presupposed by the school enabled them to embrace English-medium education. However, the English bilingual program complicated Muslims’ narratives of identity by underscoring the relevance of English to class dispositions. I argue that English impacts the fraught relations of Tamil and Sinhala to ethnopolitical identities and mediates everyday social relations.
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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 (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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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 (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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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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Kim, Kyungrae. "Observations on Some Technical Terms in the *Vimuttimagga and their English Translations: An Examination of Ji? (?) and Visayappavatti." Buddhist Studies Review 32, no. 2 (2016): 231–43. http://dx.doi.org/10.1558/bsrv.v32i2.26852.

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In the Chinese text of the *Vimuttimagga, namely the Ji?tu? dào lùn (????), the word ji? (?) is used as a technical abhidhamma term. It is used to refer to an initial cognitive activity through the five material sense organs. In the published English translation, the term is not understood clearly.
 There are similarities and differences between the two terms, ji? (?)and visayappavatti. They are linked to similar doctrinal structures and technical terminology, especially the concept of bhava?ga, which is a distinctive doctrine of Sri Lankan Therav?da. On the other hand, visayappavatti implies an initial cognitive activity by any of the six sense organs, while the term ji? refers to an initial cognitive activity only through the five material sense organs.
 A comparative study of the two terms proposes the following implications. Firstly, the text *Vimuttimagga is related to Sri Lankan P?li abhidhamma because the orientation of the two terms is more than similar. Secondly, the text represents an early phase of the extant P?li abhidhamma because the term ji? is less mature terminology than the term visayappavatti.
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Samuel, Sophia, Jenny Advocat, and Grant Russell. "Health seeking narratives of unwell Sri Lankan Tamil refugees in Melbourne Australia." Australian Journal of Primary Health 24, no. 1 (2018): 90. http://dx.doi.org/10.1071/py17033.

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Sri Lankan Tamil refugees are among the largest group of refugees to resettle in Australia in the last decade. The aim of this study is to characterise the narratives of health-seeking among unwell Sri Lankan Tamil refugees in Melbourne, Victoria, Australia. Drawing on a qualitative, phenomenological perspective, we conducted in-depth interviews in Tamil and English with 12 participants who identified as being unwell for 6 months or more. Findings revealed three narratives of health-seeking: the search for the ‘good life’ that was lost or never experienced, seeking help from familiar channels in an unfamiliar context, and the desire for financial and occupational independence. These three narratives are undergirded by the metanarrative of a hope-filled recovery. These narratives of Tamil refugees’ lived experience provide new insights into clinical care and health service delivery.
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Ranasinghe, NirupaD. "ELEMENTS THAT ADVOCATE HUMOUR IN FUNNY CAPTIONS: SUNDAY ISLAND - SRI LANKAN WEEKLY ENGLISH NEWSPAPER." International Journal of Advanced Research 6, no. 9 (2018): 215–28. http://dx.doi.org/10.21474/ijar01/7665.

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Little, Angela W., Mari Shojo, Upul Sonnadara, and Harsha Aturupane. "Teaching English as a second language in Sri Lankan primary schools: opportunity and pedagogy." Language, Culture and Curriculum 32, no. 2 (2018): 113–27. http://dx.doi.org/10.1080/07908318.2018.1532437.

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Perera, Nandula. "Developing Trends in Sri Lankan English (SLE) Vocabulary in the Domain of Journalistic Writing." Kalyani: Journal of the University of Kelaniya 32, no. 1-2 (2018): 24. http://dx.doi.org/10.4038/kalyani.v32i1-2.25.

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Gamage, Oshadi V. M., and Cheongmin Yook. "An Evaluation of Sri Lankan English Textbooks : With a Focus on Interethnic Communiative Competence." Journal of Language Sciences 27, no. 4 (2020): 167–89. http://dx.doi.org/10.14384/kals.2020.27.4.167.

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38

Perera, Kaushalya. "“Marrying the Monster”: World Bank Loans and English Language Projects in Sri Lankan Universities." University of Colombo Review 2, no. 1 (2021): 42. http://dx.doi.org/10.4038/ucr.v2i1.38.

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39

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 (1995): 63–64. http://dx.doi.org/10.1080/02690059508589432.

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40

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 (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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41

Amarasekera, Jeslyn, and Shanthini Pillai. "Bound by the Sea: Transnational Sri Lankan Writings and Reconciliation with the Homeland." 3L The Southeast Asian Journal of English Language Studies 22, no. 1 (2016): 19–27. http://dx.doi.org/10.17576/3l-2016-2201-02.

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42

Shashikala, Hakmana Pranara Liyanage Waruni. "Exploring the Sociolinguistic Aspects of Sinhala-English Code-Mixing among Urban Sri Lankan Bilingual Speakers." Open Journal of Modern Linguistics 11, no. 02 (2021): 158–73. http://dx.doi.org/10.4236/ojml.2021.112014.

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43

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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44

Navaz, Abdul Majeed Mohamed. "Questions in English Medium Instruction Undergraduate Lectures in a Sri Lankan University: Why are they important?" International Journal of Learning, Teaching and Educational Research 19, no. 12 (2020): 208–29. http://dx.doi.org/10.26803/ijlter.19.12.11.

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Introduction of English Medium Instruction (EMI) is linked to language development, mainly in countries where English is not the mother tongue of the majority of the population. It is believed that teacher questions that trigger teacher-student interaction, especially dialogic interaction in an EMI classroom, can help students’ content and language development. Hence, this study investigates the types of questions lecturers ask, and the patterns of interaction developed in the lecture deliveries in English Medium Instruction (EMI) undergraduate lectures of a Sri Lankan university. It also looks into the underlying reasons for such practices. Six lectures delivered by two lecturers were recorded for this purpose and they were transcribed verbatim. The lecture transcripts were analysed to find the questions lecturers asked and the subsequent pattern of interactions developed. Interview with lecturers informed the underlying reasons for the existing questioning patterns. The majority of the questions asked by the lecturers were rhetorical in nature, and only a limited number of non-rhetorical questions, which could create meaningful interactional episodes of dialogic nature, were found. This study enlightens that lecturers should be trained to ask non-rhetorical questions in order to develop interaction if the objectives of EMI are to be achieved.
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L.P.D.S, Pathirana. "Effect of COVID -19 and Strategic Response: A Review on Sri Lankan Construction Industry." International Journal of Economics and Management Studies 7, no. 6 (2020): 73–77. http://dx.doi.org/10.14445/23939125/ijems-v7i6p110.

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Arachchi, Nihal Wella. "A Study to Identify Sri Lankan Dialects of English- A Linguistic Exploration: Based on Tertiary level Students in SLIATE- Sri Lanka." International Journal of Scientific and Research Publications (IJSRP) 10, no. 4 (2020): p10037. http://dx.doi.org/10.29322/ijsrp.10.04.2020.p10037.

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47

Neranjani, Dr E. Sulochana. "English Medium Education and Bachelor of Education Programmes in the Sri Lankan University: challenges and realities." International Journal of Research and Innovation in Social Science 05, no. 07 (2021): 587–98. http://dx.doi.org/10.47772/ijriss.2021.5730.

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48

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 (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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Harischandra, Neshantha. "An Identity of One’s Own: The Use of Sri Lankan English in Ru Freeman’s A Disobedient Girl." Sabaragamuwa University Journal 13, no. 2 (2015): 1. http://dx.doi.org/10.4038/suslj.v13i2.7678.

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50

Bourk, Michael. "‘A Makara-like Wave Came Crashing’: Sri Lankan Narratives of the Boxing Day Tsunami." Media International Australia 141, no. 1 (2011): 49–57. http://dx.doi.org/10.1177/1329878x1114100107.

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The Boxing Day tsunami in 2004 brought widespread loss of life and destruction to most of the coastal communities of Sri Lanka. Communities attempting to make sense of the natural disaster and subsequent destruction struggle to describe such unusual and cataclysmic events, which can transform benign physical local environments into disaster zones. Natural disasters force people to rethink the relationship between culture and nature, often using the bricolage of available signs and concepts. This case study uses data from Sri Lankan English-language newspapers, in-depth interviews and a focus group to identify prominent themes in the recollections of the tsunami and its aftermath. Four themes are drawn primarily from oral narratives of a small coastal community near Galle in the south: monster and monsterisation of victims; metaphysical reciprocity; reconsideration of mythical events; and unique corporeality. Arguably, these themes resonate to varying degrees with descriptive and explanatory force to facilitate psychological recovery for those affected. The findings suggest that communities affected by natural disasters make sense of traumatic events through descriptions and narratives that give symbolic and/or ideological agency to events in an effort to rationalise them and restore order to people's lives and place in the universe.
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