| dc.description.abstract | English language competency is a necessary skill in Sri Lanka. With this in mind,
successive governments have implemented various approaches to strengthen
English Language Education in the rural outskirts of the country. These initiatives
include projects like ‘speak English our own way’ and attempts to recruit candidates
as teachers with higher diplomas in English in order to address the dearth of
qualified English teachers. However, it is unclear to what extent these efforts have
been successful. This study sets out to examine the challenges encountered in
English teaching and learning in rural parts of Sri Lanka today, taking
Bandaranayake secondary school in Kiriibbanwewa, Moneragala District as a case
study. Data was collected through ethnographic research methods utilising
qualitative observational data and semi-structured interviews, and was then
analysed using thematic analysis. Findings demonstrate that students at
Bandaranayake secondary school, regardless of their grade-level, lack basic English
proficiency beyond an A1 level. This language outcome is a result of teaching
methods that prioritise textbook-based reading and writing over speaking and
listening skills, while emphasising accuracy over fluency. In order to address this
gap between English language Teaching (ELT) methods and outcomes, researchers
recommend conducting ELT training for English language teachers in rural
secondary schools through tertiary educational institutes local to the area. | en_US |
