scholarly journals Reintroduction of English as Medium of Instruction in Sri Lanka: With Special Reference to Jaffna

2012 ◽  
Vol 1 (1) ◽  
pp. 1-8
Author(s):  
Karunakaran Thirunavukkarsu
Keyword(s):  
Sri Lanka ◽  
Special Reference ◽  
Primary Education ◽  
First Language ◽  
Medium Of Instruction ◽  
Main Aspect ◽  
Government Schools ◽  
Medium Education ◽  
Additive Bilingualism ◽  
Potential Success

English is now introduced in grade 6 once the children finish their primary education in vernacular. The main aspect of the way in which English is used as medium of instruction is that in government schools some subjects are taught in English while some other subjects are taught in Tamil. This helps the students be balanced bilinguals because they constantly learn their first language while acquiring mastery in L2. Eventually, it is assumed that this will facilitate the additive bilingualism and children would be balanced bilinguals. This paper tried to appraise the potential success of one decade –long English medium program and also see the different perspectives of the stakeholders involved in the English medium education. This study captured the views of parents, teachers and children: English medium and vernacular children.

The role of communities in Uganda’s mother tongue-based education: Perspectives from a literacy learning enhancement project in Arua district

2020 ◽  
Vol 0 (0) ◽  
Author(s):  
Willy Ngaka
Keyword(s):  
Sustainable Development ◽  
Primary Education ◽  
Mother Tongue ◽  
Literacy Learning ◽  
Local Communities ◽  
Cultural Resources ◽  
Learning Enhancement ◽  
2030 Agenda ◽  
Medium Education

AbstractThis paper explores some of the factors that limit the effectiveness of Uganda’s mother tongue-based education policy, where instruction in lower primary classes is provided in the mother tongue. Using socio-cultural and ethnographic lenses, the paper draws from the experiences of a study implemented by a Ugandan NGO in one primary school in Arua district. Findings revealed weaknesses in implementation of the MTBE policy, highlighting deficiencies in the training of teachers, and lack of sensitization of local communities to the value of MTBE. The study also highlights the need for greater involvement of many kinds of stakeholder, and in particular, it focuses on how communities can be encouraged to work together with schools. A clearer understanding of what literacy involves, and how subjects can be taught in poorly-resourced communities, can be gained by considering the contribution of funds of local knowledge and modes of expression that build on local cultural resources. However, the strategies proposed are insufficient given the flawed model of primary education that the present MTBE policy embodies. A reenvisioning of how MTBE articulates with English-medium education is also needed. Substantial rethinking is needed to address target 4.6 of SDG 4 (UNDP, Transforming our world: The 2030 agenda for sustainable development. https://sustainabledevelopment.un.org/post2015/transformingourworld (accessed 30 November 2015), 2015) which aims to ensure that “all youth and a substantial proportion of adults achieve literacy and numeracy by 2030”.

scholarly journals Awareness of Online Learning of Undergraduates during COVID 19 with special reference to South Eastern University of Sri Lanka

2020 ◽  
Vol 1712 ◽  
pp. 012010
Author(s):  
ACM. Nafrees ◽  
AMF. Roshan ◽  
AS. Nuzla Baanu ◽  
M.N. Fathima Nihma ◽  
FHA. Shibly
Keyword(s):  
Online Learning ◽  
Sri Lanka ◽  
Special Reference ◽  
South Eastern
Sign in / Sign up

Export Citation Format

Share Document