Taming the ‘Kaduwa’

Disna Mudalige

Methodology of teaching a second language has always been a much debated topic throughout the world. Even in the Sri Lankan context, many linguists and academics have given much effort in developing an ideal methodology for teaching English as a second language. With the growing importance and necessity of English locally and internationally, the interest of learning English has mounted more than ever before. Therefore identifying the most suitable and successful techniques in teaching English is of paramount importance.

In the view of Colombo University English Language Teaching Unit Lecturer Dr Asantha Attanayake, confidence building is central to English Language teaching. Most university students feel that ‘speech’ is an aspect that they needed most work in. Dr Attanayake has learned from experience that fear is a major hindrance to learning English, in Sri Lanka. She also pointed out that the content in today’s textbooks is not properly planned and sequenced.

Home grown

She reiterated the importance of having a home grown teaching methodology. “We have been using words and phrases and certain concepts taken from the West and Europe as they are.” It is an accepted fact by now that the English language teaching in Sri Lanka is a failure.

In 2006, 63 percent of O-L students failed English. In 2009 this percentage rose to 73 percent. This means nearly a three quarter of the student population who sat for the examination has failed. We are not teaching two vital skills at schools, listening and speaking,” pointed out Dr Attanayake.

English language teaching in Sri Lanka can be unpragmatic at times, opined she. The problem lies in the fact that one universal model is used in teaching English throughout the country, in spite of their different background and capacities.

“We teach our students to go to the post office and buy stamps in English.

The activity is good, but how relevant is it in our rural context. Of the 27 percent who passed in O-L English in 2009, 17 percent are from Colombo, Gampaha and Kandy which are urban areas. Only 10 percent from other pockets. This shows that the rural students could not get even a pass.

Sri Lankan variety

Regarding a separate variety of English, Kelaniya University English Emeritus Professor, D C R A Goonetilleke pointed out that English in Sri Lanka has not evolved to the required stage to be declared as a standard language.

He observed that English in Sri Lanka cannot be traced back to the era of Robert Knox or to the arrival of British in 1796. “It is wrong to say that it has an ancient history and is a native language in Sri Lanka.” He pointed out that it should be traced back to a period when there was a community of speakers of the so-called Sri Lankan English. This is of recent origin. He was also of the view that giving special emphasis to a Sri Lankan way of speaking English is not needed. “It is not an issue. Our people speak naturally in the ‘Sri Lankan way’ anyway.”

He also pointed out that it is dangerous to teach spoken English in one style while teaching to write in a different way. It is an international variety of English that we should promote in the country both in speech and writing. It is with this variety that our people can have the access to books and knowledge stored in the Internet, and improve their educational and employment prospects.

He was also of the view that promoting Sri Lankan English would actually widen the gap between the underprivileged and privileged. “The concept of Kaduwa (Sword) will be redefined.

Privileged people will learn an international variety of English and will maintain their higher position in society, permanently. The underprivileged who learn a local variety of English will be further disempowered. The benefit will be for the elites.