Bilingual education: Getting plenty for all

T M S R Tennakoon

Bilingual education refers to learning through a language other than one's mother tongue as medium of instruction. In Sri Lanka, this is popular as English medium education. And, it involves learning some subjects in English names (L2) and the remaining subjects in the first language as (L1). According to the circular No. 2008/12, out of 10 subjects - Science, Mathematics, Health and Physical Education, Geography, Life Competencies, Civic Education, Information and Communication Technology, Western Music, Religion, History, Aesthetic - maximum of five subjects are taught in English through L1.

Implementation of bilingual education in Sri Lanka was nothing but haphazard. The process testifies to the failure of our education policymakers and their plan implementation since its introduction to the Science stream in a few popular schools in 2001. In a somewhat rare introspection, the sad reality is reported on an islandwide survey on bilingual education launched by the National Institute of Education (NIE). In a frank gesture, it accepts the untimely planning and decision making in high ranking education officials.

Rural schools are mostly plagued by dearth of teachers to implement bilingual education. Picture by Saman Sri Wedage

"In 2001, the practice of bilingual education was introduced to the school system without much planning and critical thinking. It was a wrong start. Initially, this was introduced to the science stream of GCE (A/L) classes in a few selected schools under the project called Amity School Program and then in 2002, from Grade six to Grade 11 recommending to learn a few subjects in English and the rest in Sinhala/Tamil after completing the first five years only in L1."

- Survey on Bilingual Education (Page 2); published by (NIE) in 2007

Cumulating the difficulties in the introduction of program in a haphazardly manner, in 2002, it was introduced from Grade Six upwards in many schools throughout the country.

It is clear that the issues relating to the medium of instruction cannot be fully resolved without taking the overall socio-political factors into consideration.

Thousands of children and adults teach year encounter English as their non-native language when they enrol in a job within Sri Lanka as well as educational circles have come to accept that in Sri Lanka different languages and cultures have coexisted for centuries. The older educational idea that was propagated after 1956 that all students are taught by the same methods of instruction has left thousands of individuals deficient in achievement levels in English. Educational system faced with this problem has in the last decade turned to alternative approaches of instruction.

Two main directions have surfaced representing two conflicting educational philosophies. One of the two philosophies proposes the inclusion of English as a second langauge program and other "remedial" offerings as part of the traditional curriculum to allow better transition to the "majority" educational setting. The other of the two philosophies would like to see comprehensive bilingual educational programs in which two languages are mediums of instruction. The latter approach would ideally create literacy in both the native as well as the second langauge.

Bilingual education is available at 601 schools islandwide consisting 198 national schools, 364 provincial schools and 39 private schools. Earlier there were only 98 schools which provided A/L classes in English and now it has extended to 128 schools. And following characteristics were observed for its popularity among the 'majority.'

Factors of popularity

(a) Students' and parents' great enthusiasm

(b) Teachers' positive attitude and willingness to change towards it

(c) A gradual increase in supplementary readers, question papers and other teaching - learning material in current educational arena.

(d) Satisfactory performance of students at national level exams.

(e) Teachers are given good training at Nilwala and Siyane Colleges of Education.

(f) Support rendered by NIE and Education Ministry conducting development programs to empower teachers.

(g) Establishing translators' pool, Facilitators pool and Material developers pool by the Cell of Langauge Coordinators on Bilingual Education.

(h) The Government is planning to recruit 554 science and commerce graduates to remedy the A/L classes teacher shortage.

Let us look at the situation at a school removed from the popular center of Colombo, P D P Gimhani who taught Science and Mathematics in English at Halmillewa Siri Seevale Vidyalaya, Senapura which comes under the Thambuththegama Educational Zone commenced teaching Mathematics, Environment Studies and Health Science in English for grade six students in 2003. Unfortunately, after two years the students had to revert back to the Sinhala medium as the subjects were taught by three English teachers who taught English from classes one to 12.

Eventually they could not cope with the heavy load.

She adds that lack of teacher,s textbooks, teacher's guides and supplementary readers were some obstacles they encountered. Even though the students were forced to learn in Sinhala in Grade Eight most students obtained good results for English Langauge at GCE (O/L) examinations.

On the other hand, as P C Lanka Weerasinghe who teaches at Siri Rahula Balika Vidyalaya in Malabe says conducting bilingual education in encouraging for the past few years. Initially, there were difficulties due to the above mentioned general shortcomings. But, unlike in the case of our earlier examples there were professionally qualified teachers who were capable of teaching their respective subjects in English in addition to the teachers of English langauge available in their school. She is in full praise of the teachers how are totally committed and dedicated for their target disciplines to improve the quality of the bilingual education.

The students in bilingual education classes have improved their English tremendously. Most of them obtained 'A' passes for English at GCE (O/L).

As she remarks though the quality has improved recently, the popularity of bilingual education has declined somewhat in the case of A/L classes due to following reasons:

(a) Teaching in bilingual medium is not available for some subjects and students have to change the school

(b) So called 'popular schools' demand 9A passes so that students who got less A passes are not accommodated

(c) A/L classes are available but not for every stream

(d) When the stream is available in bilingual medium teachers are not available for some subjects

(e) Classes are available but not in the vicinity so their travelling a long distance is an extra burden for them. As a remedy to this, the Ministry has published in national news papers the names of 10 schools were A/L classes are conducted in English medium

(f) Non availability of textbooks, Teachers Guides, past question papers, tutorials in English

(g) Workshops, seminars Q-A sessions are mostly conducted in L1 only

(h) Availability of English medium tuition classes is comparatively less and available ones charge exorbitant fees which cannot be afforded by all

(i) Students who do A/L (local syllabus) in international schools are allotted with required physical and human resources but the students in Government schools suffer from lack of public funds

Even though it is nearly 10 years since bilingual education has commenced in Sri Lanka, its implementation is severely hampered at A/L classes due to dearth of teachers. We propose a remedy for this state of affairs from the Act of National Institute of Education (No. 28 of 1985). According to the Act, the National Colleges of Education instituted under NIE can offer degrees recognized by only the Education Ministry.

Steps should be taken to allow the nine National Colleges of Education to initiate this program under the authority given by the Act.

This will grant enough teachers to fill the existing gaps and shoulder a national responsibility of prime importance. [email protected]