Speech-fronted program to build confidence to learn English:

Revolutionizing language learning

Sajitha Prematunge

It was a fly-on-the-wall observation but it was difficult not to want to join in on their fun. Singing accompanied by music and even the slightly vandalized chairs of the university was a welcome sight. Strictly no homework, boring grammar lessons and above all no recap! The students were probably having a field day.

In fact they were in the middle of a role play when the Daily News intruded on their sanctum. It was a play on media’s representation of Sri Lankan culture. Students representing various ‘super stars’ made their way to the stage, accompanied by dramatic music played on a mobile phone, to face the panel of judges, also played by students.

This is the third week of the Speech-fronted Program to Build Confidence to Learn English – a course for students with only basic language skills – conducted by the English Language Teaching Unit (ELTU), University of Colombo. For Chandima Nanayakkara, a graduate of the University of Kelaniya, who has been in the field of teaching English language for six years, the difference is clear. “The course is more interactive and speech-based” she explained.

Eliminating fear

“Building confidence is central to English language teaching in the Sri Lankan context. The course is targeted at eliminating fear associated with speaking English” said Dr Asantha Attanayake. Course planner, Teacher trainer and Level coordinator, Dr Asantha Attanayake, based on her research conducted for her Phd in Jawaharlal Nehru University, New Delhi, identified that most desired aspect of English language learning in Sri Lanka is speech. “Most students are unable to make use of the little English they know due to fear.”

According to Dr Attanayake, initial course planning had to be done methodically, because the students were stepping into an area they were feeling vulnerable about. Three theories: Speech Act theory, Basic Interpersonal Communication and Cognitive Academic Language Proficiency Skills were used for material production and Cooperative Language Learning Theory for developing teaching methodology.

Safe Zone

“Our idea was to make a safe zone for the students to use whatever language skills they already had, with the friendly assistance of the teacher through carefully selected and sequenced activities” said Dr Attanayake.

Consequently error correction on individual basis is completely avoided. Lecturers keep a tab on errors made by students and these are discussed at the end of a module.

“Nothing is done to curb their confidence” said Dr Attanayake. They are given no homework or grammar lessons. No recap is necessary because all the modules are interrelated.

Grammatical structures are introduced as and when necessary. Dr Attanayake explained that students themselves ask the teachers to explain grammatical structures, because they feel the need for structures when constructing sentences on their own, while doing group work. “This is more effective than giving them what we want.” No individual work is expected of the students. The whole course is group work based. “This way stress on the individual is minimised” observed Dr Attanayake.

She explained that no teachers’ guide had been produced for the course, instead modules are provided to the students at the beginning of the day. “But not in advance” explained Dr Attanayake.

“However teachers are trained in advance to do each and every activity.” All modules are created in such a way that it re-enforces the student teacher relationship. This is important since students are from very different backgrounds. “But the teacher is only a facilitator.”

Activity based learning

Yamuna Samarasinghe and her students were playing a game of ‘Simon says’. But don’t be fooled by the simplicity, there was serious language learning going on during the activity. Yamuna, a graduate from the University of Peradeniya, claims that this course is more organized than previous courses conducted by the ELTU. As she explained each day a new module, based on activity, is introduced. “All activities start with something easy” Yamuna she.

When asked why they did not prioritised on ‘listening’ skills for a basic level language class, Dr Attanayake said that, though these students lack confidence, they possess some language skills. She explained that listening skills improve through the simple act of listening to the teacher.

Besides the whole first module is a miming exercise, involving elementary activities where the teacher asks students to mime a certain activity or the teacher mimes and the students are supposed to say what the teacher is doing. “Later they gradually learn to make simple sentences” explained Dr Attanayake. This is a psychological approach to deal with their inhibitions regarding speaking English.

Home-grown methodology

A common accusation levelled at the Sri Lankan English language teaching system is that even after ten years of learning English at school, students are not able to master the language.

“This is because the system has prioritized on writing” explained Colombo University, ELTU, Coordinator, Rushira Kulasingham. Ultimately students become reluctant to speak, due to lack of self confidence and a culture that promotes laughing at others’ mistakes.

The course Speech-fronted Program to Build Confidence to Learn English, was piloted in 2009 for students in lowest competency level.

“Since it involves a lot of group activity, this speech-fronted course didn’t make students feel that learning English was a chore” said Rushira Kulasingham. The course has been such a success that the ELTU hopes to develop similar courses for reading and writing English.

She assured that it is not the standard of English, whether it is Sri Lankan, British or American, that has changed but the teaching methodology.

“Stressing too much on ‘right’ pronunciation may discourage students to speak. And our priority is speech.”

Dr Attanayake is of the view that importing methodologies from the west to teach English language will be ineffective. In her view, since a majority of students are from rural areas, a more home-grown methodology will be suitable for undergraduates and others alike.