Group 1. Language related challenges

  Group 2. Content related challenges

  Group 3. Assessment related challenges

  Group 4. Other challenges

• Thamesha- Classroom was isolated from the section

• Dhanushika - There was no classroom.

  
  

- 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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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.

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 .

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.

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

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.

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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*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.