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CURRICULUM
- the limited vocabulary and incorrect pronunciation of primary grade teachers, who are not qualified English teachers, can have negative consequences on student learning in Activity-based Oral English in Grades 1 and 2.

- grade 3 to 5 syllabus is organized around the four skills: listening, speaking, reading and writing; however, there is no indication as to how much time should be spent on each skill.

- the teacher’s guide emphasizes reading and writing, which does not seem to be the aim of the curriculum.

- the competency descriptors are too vague, which could lead to different interpretations by teachers.

- that reading and writing are emphasized in the curriculum in preparing students for the GCE O/L examination.

- Since listening and speaking are not currently tested in the OL exam, it is likely that teachers also pay less attention to these skills in classroom teaching.

- too much emphasis is placed on linguistic accuracy and too little on language skills practice in the curriculum.

- the competency descriptors are unclear for materials writers, exam item writers and teachers, and that the curriculum lacks detail and clear guidance.

- according to a group interview with both primary and secondary teachers who use the state school curriculum and another with teacher trainers, who are also familiar with this curriculum. Both teachers and teacher trainers pointed out that the competencies given in the curriculum are inconsistent, unclear and difficult to understand.

- Both teachers and teacher trainers also stressed the importance of starting formal English language instruction from Grade 1, not Grade 3.

-  both provincial authorities and school management are very keen on exam results rather than actual language proficiency that students achieve, so the teachers are pressured to achieve good scores.

- Since the exams do not test listening and speaking skills, these skills are neglected.

- In certain schools, English is given less prominence when allocating extra class times because school authorities think that subjects such as maths and science are more important.

TEXTBOOKS

-The majority of the exercises in the Grade 3 book call for pupils to pay attention, mimic, or follow the instructor. Reading exercises like "read and enjoy" and "read aloud" are included in the books for Grades 4 and 5. As both the teacher and the students are expected to "read," these exercises do not foster communicative skills. Students are typically asked to practice speaking by copying the teacher because speaking is viewed as a byproduct of listening or as reading aloud.

-These publications, according to Brunfaut and Green (2019a), encourage discrete-point language knowledge and are unclear about the language abilities being taught in various tasks and activities.

-Brunfaut and Green's interview with participants highlighted that textbooks lack practice tasks and activities for large groups, over-emphasize reading, contain errors, lack input materials, lack practical guidance, and are too complex and lengthy for some learners.

-The evaluation criteria rely on old sources, do not operationalize the intended construct, and represent inauthentic language. They also lack specific, practical examples or recommendations on how to evaluate certain language skills or competences.

-These guides contain generic information that does not offer instructions on how to use the textbook or implement the program.

-The exercises in the textbooks do not fit the competency descriptors, according to the teachers. Also, the activities are not presented in a way that would make it simple for teachers and students to compare them to the curriculum's skills.

-The textbooks do not provide useful information on
how to effectively use the textbook to achieve the
competencies.

-Some activities unsuitable for the level of students.

-They also cited the myth that teachers must cover every activity in the textbook and expressed the opinion that the majority of teachers lack the knowledge necessary to modify textbooks to fit certain settings.

Group members:
D/BTE/21/0005 - R.L.A.B.D.Nilmanthi
D/BTE/21/0013- K.J.A.V.O.Jayakody
D/BTE/21/0030- T.A.D.K.Thanaweera
D/BTE/21/0022 - A.O.Liyanage
D/BTE/21/0038- O.K.N. Senadheera

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SD Peththawadu - D/BTE/21/12
LKK Sanjani - D/BTE/21/0037
ST Ulugetenne - D/BTE/21/0021
KWGST Samarasinghe - D/BTE/21/0029
WDNT Senanayake - D/BTE/21/0004

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Solutions pertaining to Inservice training 

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Issues on Policy & Provisions of ELT in SL

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Issues on Policy & Provisions of ELT in SL

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Group Members –

1. Sunera Jayakody ( D/BTE/21/0032)

2. Aparna Kularathne (D/BTE/21/0016)

3. Ethmi Weerakon (D/BTE/21/0040)

4. Nimasha Shehani (D/BTE/21/0004)

5. Sandali Thenuwara(D/BTE/21/0024)

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Solutions for the issues pertaining to curriculum and textbooks.

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Solutions for the issues pertaining to curriculum and textbooks.

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Curriculum

1.     It is suggested to start formal English language instructions from grade 1 not grade 3.

2.     The curriculum should define the proficiency level that students will achieve after each grade based on six band descriptors (CEFR).

3.     Five areas of importance for the curriculum are identified: listening, speaking, reading, writing and literature/collaborative activities.

4.     All four skills should be given equal importance in the classroom.

5.     Can do statements have been developed under each area for each proficiency level and learning outcomes have been developed under each Can do statement. In doing this, the function of language or language in use has been given prominence.

Textbooks

1.     Textbooks must be created according to the learner needs and interests.

2.     At the same time teachers should be trained to adapt and alter activities in the textbooks according to the learner needs and interests.

3.     The grade 4 -5 textbooks should be promoted communicative competence as the main aim of the primary grade is to develop the oral language among students.

4.     Provide authentic input for the learners as they learn English as second language.

5.     There must be some activities which help to develop speaking skills.

Group 06

Members:

Gayathri Abeywickrama- D/BTE/21/0031

Shalini Dehigalage- D/BTE/21/0039

Samudi Dissanayake- D/BTE/21/0023

Ravindi Perera- D/BTE/21/0006

Waruni Amarakoon- D/BTE/21/0015

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Pre-service trainees’ low proficiency on entrance.

Lack of resources in places where provides pre-service teacher training.

Trainees’ lack of enthusiasm about the profession.

Lack of monitoring of the trainees after they join the profession.

Lack of Continuous Professional Development (CPD) opportunities available.

Ineffective way of teaching components in the syllabus to trainee teachers in practice.

The way syllabus is delivered lacks collective teaching approach among staff members.

Within the ELT component teach in National Colleges of Education, 18 hours are allocated to using teaching and learning aids without providing structured input on important aspects of teaching such as effective board use or digital resource use.

Mostly lecturing rather than demonstrating ELT methodology.

Providing non-quality-assured lecture notes.

Classes are teacher-centered.

Use of rote learning (memorization technique based on repetition).

Group 1,
Kavindi Nayanathara - 0001
Anouk Perera - 0009
Thashmira Rajapaksha - 0018
Nilushan Lakshman - 0026
Ama Arunarathna - 0034

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·        Streamline teacher recruitment and provide consistent and equitable teacher training in terms of content and quality to all teachers recruited, even if they enter the system in different ways.

·        Setting an initial proficiency standard at B2 level, as Allan and Mackenzie (2019) suggest, to minimise language issues prevailing among teachers.

·        Upgrading teacher training to a degree-level qualification and revising the existing pre-service curriculum to make it more practical and user friendly would enhance pre-service training.

·        Providing CPD opportunities for pre-service teacher educators is also seen as a must.

·        Continuous monitoring/supervision system to guide trainees who join schools after training also may help retain the good practices inculcated in trainees.

Group 2
Samiddhaya Chandrasri- D/BTE/21/0010
K.R.N. Dias- D/BTE/21/0019
A.D.N.M.Dulanjalee-D/BTE/21/0027
DJ Weerasekara -D/BTE/21/0035
DAAKL Dassanayake - D/BTE/21/0002