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

2. Background
The acquisition of a Second National Language (2NL) 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 (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 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.

3. 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.

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

5. 47 Stratified Randomly selected schools
Sample
Content Analysis
47 Stratified Randomly selected schools
circulars, Curriculum Documents Textbooks, Research Articles (01), was selected for Analysis
A sample representing 1AB, 1C, Type 2, Tamil and Muslim schools was selected for field study in the Batticoloa District .

6. Population by Ethnicity - 2012
Batticaloa District
Population by Ethnicity
60%
60%
Figure - 01
Source, CSD:2012
Schools by Ethnicity
60%
60%
Figure - 02
Source, MoE:2012

7. 2NL teacher’s Sinhala Language knowledge
Figure - 03

8. 2NL Teachers in the sample by their mother tongue
Frequency
Percent
Valid Percent
Cumulative Percent
Valid
Sinhala 1
2.1
Tamil 46
97.9
100.0
Total 47
Figure - 04

9. 2NL Appointments of Teachers in the sample by subject
Frequency
Percent
Valid Percent
Cumulative Percent
Second language Sinhala 3
6.4
Other 44
93.6
100.0
Total 47
Figure - 05

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

11. Observations
School - 1
School - 2
School - 3
School - 4

12. Observations
Picture - 01

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

14. Discussion Preparation of an explicit 2NL policy for the country
Recruit and deploy qualified 2NL teachers
Conduct teacher training programmes for 2NL 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

15. 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

16. Thank you