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Why is it important to teach subject matter content rather than just focusing on language itself in bilingual education?

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Why is it important to teach subject matter contemt rather than focusing on language it self in bilungual education? [Group 4] 

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Why is it important to teach subject matter contemt rather than focusing on language it self in bilungual education? [Group 4] 

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1. Language is Acquired Through Meaningful Context

When students learn science, maths, or history in English, they are using the language in real, meaningful contexts.

2. Builds Cognitive and Academic Skills

Teaching content helps students develop higher-order thinking skills such as analyzing, reasoning, and problem-solving — which are essential for academic success.

3. Prepares Students for Real-World Academic Demands

In Sri Lankan schools, many subjects like science and maths are taught in English in bilingual streams.

If the focus is only on language (grammar, vocabulary, sentence structure), students may struggle with exams, textbooks, and further education where understanding subject content in English is required.

4. Language Learning Becomes Purposeful

Students are more motivated to learn a language when it helps them understand useful and interesting content.

Rather than learning English for the sake of it, they learn English to explore the world — to solve math problems, understand science, etc.

5. Supports Equal Access to Education

Focusing only on English language skills may leave slow learners or non-fluent students behind, especially in content subjects.

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To deliver the concept of relevant subjects accurately

Studying subject matter helps students think critically , solve problems and develop higher order thinking skills.these skills can not be build by language drills alone.

When students learn content in both languages , they build understanding of the real world not just words

Focusing only on language can disadvantage students from minority language backgrounds.

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ØGroups will identify key words in the sharing under the following themes.

Group 1. Language related challenges

Group 2. Content related challenges

Group 3. Assessment related challenges

Group 4. Other challenges

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Group 4

Thamesha- Classroom was isolated from the section

Dhanushika - There was no classroom.

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1. Complexity of Subject Content*

- Subject concepts (like in Science or Math) may be too advanced for learners still developing language proficiency.

- Students may struggle to understand abstract terms or academic vocabulary.

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2. Lack of Suitable Teaching Materials

- Few resources are available that align both language level and subject content.

- Textbooks may be too complex or not adapted for bilingual learners.

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3. Reduced Focus on Deep Content Learning

- Teachers may simplify content too much to help language comprehension, which can affect subject depth.

- Priority may shift to language learning over mastering the subject.

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4. Teacher Preparedness

- Teachers may not be trained to balance content delivery with language support.

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5. Assessment Challenges

- Hard to assess whether students struggle due to lack of subject understanding or language barriers.

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Firstly Thamesha told that,her science madam taught only in English and when she went to grade 8 the language was somewhat ok to handle. In this , we can say as science madam taught only in English it was hard for the students to grab the subject knowledge through English. And it seems it has took the time for the development of the language. And if you take Dhanushika, in AL classes there was a big competition among students to get marks, therefore their main objective was to gain subject knowledge not the language. As she told English was ok to her, it seems there was no any language barriers but in gaining subject knowledge.

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Thamesha said she had somewhat hard time understanding questions as she was not familiar with the language. Also her teachers at the time used more English. The less usage of mother tongue made it hard to understand the subject.

Dhanushika said that she had not much issues because her family background is familiar with English. So she was able to get more than 80 marks to science and maths.

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Activity 4 – Group Work

Cazden and Snow (1990) point out, bilingual education is “a simple label for a complex phenomenon.” Colin Baker (1993: 9)

q What do you think about the above statement? Discuss your answer with reasons .

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Group 2 According to our point of view we agree with the above statement While the term *bilingual education* sounds straightforward—teaching students in two languages—the actual *practice is highly complex* due to the many *linguistic, cultural and social* layers involved.

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Group 2 According to our point of view we agree with the above statement While the term *bilingual education* sounds straightforward—teaching students in two languages—the actual *practice is highly complex* due to the many *linguistic, cultural and social* layers involved.

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Bilingual education involves many factors such as language policy, students' home language, teacher proficiency, and cultural context—so it's more complex than just teaching in two languages.

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Although the term bilingual education sounds straight forward, teaching in two languages in reality it involves many complex factors, methods and goals

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Choosing bilingual education can change the course of life of someone forever. It may change the way of thinking , personality , habits etc. Bilingual education is not all about learning and teaching. It's about supporting students that touches language, identity, and opportunity.

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Activity 4 – Group work (Collaborative Learning)

BE in Sri Lanka

Analyze the BE programme in Sri Lanka according to the following themes.

Group 1 - Type of Programme

Group 2 - Educational and Social Goals

Group 3 - Language type of students

Group 4 - Language outcome

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Language outcome

1. Improved English Proficiency

Students develop better skills in reading, writing, listening, and speaking in English as it is used as the medium of instruction.

2. Strengthened Mother Tongue Skills

Students continue to use Sinhala or Tamil in other subjects, maintaining and improving their first language abilities.

3. Balanced Bilingualism

The goal is for students to become competent in both English and their mother tongue—able to switch and use both languages effectively.

4. Academic Language Development

Students gain subject-specific vocabulary (e.g., science, maths) in English, which supports higher education and career readiness.

5. Confidence in Communication

Bilingual learners become more confident in using English in formal and informal settings, including public speaking, writing, and discussion.

6. Cultural Awareness Through Language

Exposure to two languages enhances appreciation of both local and global cultures, promoting respectful communication.

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Major Languages in Sri Lanka

1. Sinhala

Status: Official and National Language

Spoken by: Majority (about 70%)

Used by: Sinhala ethnic group (Sinhalese)

Regions: Widely spoken throughout the country

2. Tamil

Status: Official and National Language

Spoken by: About 20% of the population

Used by: Sri Lankan Tamils and Indian Tamils

Regions: Mainly Northern and Eastern provinces, and also by plantation communities in the Central Highlands.

3. English

Status: Link Language

Spoken by: A smaller portion of the population as a second or third language.

Minor Languages in Sri Lanka

1. Vedda Language

Spoken by the Vedda community, the indigenous people of Sri Lanka.

2. Malay

Spoken by the Sri Lankan Malay community, descendants of Malays brought during colonial times.

A mixture of Malay, Sinhala, and Tamil elements.

3. Arabic (limited use)

Used for religious purposes by some members of the Muslim community.

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Here are the *educational* and *social goals* of the *Bilingual Education Programme in Sri Lanka*:

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*Educational Goals:*

1. *Improve English proficiency*

- Enhance students' ability to learn and use English for academic and everyday purposes.

2. *Enhance subject knowledge*

- Teach selected subjects (like Science, Maths) in English to deepen content understanding.

3. *Promote cognitive development*

- Improve thinking, problem-solving, and analytical skills through learning in two languages.

4. *Prepare for higher education*

- Equip students to pursue tertiary education in English-medium settings.

5. *Bridge rural-urban educational gaps*

- Provide equal opportunities to students across the country by offering English-medium education.

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*Social Goals:*

1. *Promote national unity*

- Bring students from different language backgrounds together through a common medium.

2. *Respect linguistic diversity*

- Encourage appreciation of both mother tongue and second language.

3. *Support multicultural understanding*

- Build respect and tolerance among communities through bilingual communication.

4. *Empower future citizens*

- Prepare students to contribute meaningfully in a bilingual, global society.