Learning English in Sri Lankan primary schools: opportunities, pedagogies and development goals

International research demonstrates variations in opportunities for learning curriculum-relevant material (time on task), the quality of time spent (pedagogy) and learning achievement. Much of this has focussed on the learning... [ view full abstract ]

International research demonstrates variations in opportunities for learning curriculum-relevant material (time on task), the quality of time spent (pedagogy) and learning achievement. Much of this has focussed on the learning of mathematics and first language. The teaching and learning of English as a second or third language is an education policy integral to the development goals of economic growth, the formation of national identities in ethnically divided societies; and international identities in a globalising world, and the promotion of equity in both education and labour market opportunities.

This paper describes recent research on the time available in the national curriculum for the teaching and learning of English in Sri Lankan primary grades 3, 4 and 5 and the quality of time use (pedagogy). The research was conducted in 60 schools and 180 classes in the Central Province. It involved the development of reliable and valid measures the amount and quality of time use; a sample survey of the amount and quality of time; comparisons between National Curriculum expectations of the amount and quality of time and the amount and quality of time in class; and an analysis of the teacher, class and school correlates of amount and quality of time.

The findings indicate gaps between official expectations of time and time use and differences between schools in different districts. Time use in class was correlated, inter alia, with use of English at home, availability of English books in class, class size and student motivation.