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 (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 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.

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

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 .

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

2NL teacher’s Sinhala Language knowledge Figure - 03

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

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

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

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

Observations Picture - 01

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

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

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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