Teaching Second National Language in Tamil Medium Schools

Teaching Second National Language in Tamil Medium Schools: The Case of Batticaloa district in Sri Lanka Virajith Gamage Dr. A. M. Hettige

Background The acquisition of a Second National Language (2 NL) plays a significant role in establishing sustainable peace in a multilingual society Second Language Sinhala and Tamil teaching was introduced to the school system in 1962. (NEC Report, 1962) Changed the subject name as Second National Language (Sinhala or Tamil) and was introduced to the school system in 1997 from grade 3 to 11. (Presidential Tasks Force, 1997) Second National language, Sinhala and Tamil, was introduced for grade 6 to 9 as a compulsory subject from 2000. It is an optional subject for grade 10 – 11. (General Education Report, 2000) Lack of research evidence in this field and only one study has been conducted.

Specific Objectives To examine the level of competence of the teachers teaching Sinhala as a Second National Language. To examine the Second National Language (Sinhala) learning - teaching process in Tamil medium schools.

Qualitative Analysis Policy documents, textbooks, Methodology Two – Phases research articles, were selected for analysis Quantitative Analysis 47 randomly selected schools were surveyed 4

Sample Content Analysis circulars, Curriculum Documents 47 Stratified Randomly selected schools A sample representing 1 AB, 1 C, Type Textbooks, Research Articles (01), was selected for Analysis 2, Tamil and Muslim schools was selected for field study in the Batticoloa District.

Batticaloa District Population by Ethnicity - 2012 Burgher sinhala 1% 1% S. L. Moor 25% In. Tamil 0% S. L. Tamil 73% 60% Figure - 01 Source, CSD: 2012 60% 60% Schools by Ethnicity - 2012 Batticaloa Jaffna 430 273 70 1 Sinhala Figure - 02 3 1 Tamil Source, Mo. E: 2012 Muslim

2 NL teacher’s Sinhala Language knowledge Week 20 Very good 14'2 Good 11'4 Fair 54'2 Figure - 03

2 NL Teachers in the sample by their mother tongue Valid Sinhala Tamil Total Frequency 1 46 47 Cumulative Percent Valid Percent 2. 1 97. 9 100. 0 Figure - 04

2 NL Appointments of Teachers in the sample by subject Frequency Percent Valid Percent Second language Sinhala 3 6. 4 Other 44 93. 6 Total 47 100. 0 Figure - 05 Cumulative Percent 6. 4 100. 0

Teacher training with regard to 2 NL teaching Yes No Have you completed 2 NL professional development Course ? Figure - 06 Yes No Are you trained to teach 2 NL Sinhala ?

Observations School - 1 School - 3 School - 2 School - 4

Observations Picture - 01

Results • No national policy for 2 NL • Inadequate qualified teacher cadre for 2 NL • Curriculum is too advanced given the poor knowledge of teachers • No use the Sinhala curriculum or text book for teaching 2 NL • Textbooks are incongruous with the knowledge of the students • Other subject teachers teach 2 NL without training • Only writing skill improves 13

Discussion • Preparation of an explicit 2 NL policy for the country • Recruit and deploy qualified 2 NL teachers • Conduct teacher training programmes for 2 NL teachers • Prepare textbooks that are attractive and interesting to the students and in keeping with the national goals of education • Increase time allocation for teaching Sinhala 14

Reference • National Education commission, (1962). Final Report: Colombo • Presidential task force on General Education, (1997). General Education Reforms: Colombo. • Perera, M. (2007). Survey of status of second national language teaching and learning in National Colleges of Education: NEREC, University of Colombo • Social Cohesion and Peace Education Unit, Ministry of Education. (2008). National Policy and a Comprehensive Framework of Action on Education for Social Cohesion and Peace. Sri Lanka: Ministry of Education , Sri Lanka. • Aturupana, H. (2011). The Promotion of Social Cohesion Through Education in Sri Lanka: South Asia Human Development Sector, Report No. 46. • Censes and Statistic Department, (2012). Census of population and housing of Sri Lanka: Colombo 15

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