Teaching English as a Second Language in Sri Lankan Primary Schools : Opportunity and Pedagogy

Policy guidelines in Sri Lanka prescribe how and for how long English should be taught as a second language in primary education but practices on the ground may deviate. Opportunities for teaching and learning and pedagogy are key aspects of the process of learning. Using a large-scale survey this p...

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Main Authors:	Little, Angela W., Shojo, Mari, Sonnadara, Upal, Aturupane, Harsha
Format:	Journal Article
Published:	Taylor and Francis 2019
Subjects:	PRIMARY EDUCATION TIME ON TASK STUDENT-CENTERED PEDAGOGY TEACHING METHODS ESOL
Online Access:	http://hdl.handle.net/10986/31790

id	okr-10986-31790
recordtype	oai_dc
spelling	okr-10986-317902021-05-25T10:54:39Z Teaching English as a Second Language in Sri Lankan Primary Schools : Opportunity and Pedagogy Little, Angela W. Shojo, Mari Sonnadara, Upal Aturupane, Harsha PRIMARY EDUCATION TIME ON TASK STUDENT-CENTERED PEDAGOGY TEACHING METHODS ESOL Policy guidelines in Sri Lanka prescribe how and for how long English should be taught as a second language in primary education but practices on the ground may deviate. Opportunities for teaching and learning and pedagogy are key aspects of the process of learning. Using a large-scale survey this paper addresses (i) how much time is allocated to the teaching of English and how much time is lost, (ii) how English teachers use their time in primary education classrooms and (iii) the factors associated with student-centred learning and on academic learning in general. Around a quarter of the class time is lost through timetabling, teacher absenteeism, lesson start and finish times and teacher off task activity. Teachers who spend more time teaching in class are more likely to be in rural or estate schools and in schools with more facilities, and to have attended the Primary English Language Programme in the past. Teachers who spend more time on student-centred activities are more likely to be teaching Grade 3 than Grade 5, using remedial methods and holding an official ‘appointment’ as an English teacher. Policy implications for Sri Lanka are considered and points of comparison with policies and practices elsewhere raised. 2019-06-05T18:47:04Z 2019-06-05T18:47:04Z 2019 Journal Article Language, Culture and Curriculum 0790-8318 http://hdl.handle.net/10986/31790 CC BY-NC-ND 3.0 IGO http://creativecommons.org/licenses/by-nc-nd/3.0/igo World Bank Taylor and Francis Publications & Research :: Journal Article Publications & Research South Asia Sri Lanka
repository_type	Digital Repository
institution_category	Foreign Institution
institution	Digital Repositories
building	World Bank Open Knowledge Repository
collection	World Bank
topic	PRIMARY EDUCATION TIME ON TASK STUDENT-CENTERED PEDAGOGY TEACHING METHODS ESOL
spellingShingle	PRIMARY EDUCATION TIME ON TASK STUDENT-CENTERED PEDAGOGY TEACHING METHODS ESOL Little, Angela W. Shojo, Mari Sonnadara, Upal Aturupane, Harsha Teaching English as a Second Language in Sri Lankan Primary Schools : Opportunity and Pedagogy
geographic_facet	South Asia Sri Lanka
description	Policy guidelines in Sri Lanka prescribe how and for how long English should be taught as a second language in primary education but practices on the ground may deviate. Opportunities for teaching and learning and pedagogy are key aspects of the process of learning. Using a large-scale survey this paper addresses (i) how much time is allocated to the teaching of English and how much time is lost, (ii) how English teachers use their time in primary education classrooms and (iii) the factors associated with student-centred learning and on academic learning in general. Around a quarter of the class time is lost through timetabling, teacher absenteeism, lesson start and finish times and teacher off task activity. Teachers who spend more time teaching in class are more likely to be in rural or estate schools and in schools with more facilities, and to have attended the Primary English Language Programme in the past. Teachers who spend more time on student-centred activities are more likely to be teaching Grade 3 than Grade 5, using remedial methods and holding an official ‘appointment’ as an English teacher. Policy implications for Sri Lanka are considered and points of comparison with policies and practices elsewhere raised.
format	Journal Article
author	Little, Angela W. Shojo, Mari Sonnadara, Upal Aturupane, Harsha
author_facet	Little, Angela W. Shojo, Mari Sonnadara, Upal Aturupane, Harsha
author_sort	Little, Angela W.
title	Teaching English as a Second Language in Sri Lankan Primary Schools : Opportunity and Pedagogy
title_short	Teaching English as a Second Language in Sri Lankan Primary Schools : Opportunity and Pedagogy
title_full	Teaching English as a Second Language in Sri Lankan Primary Schools : Opportunity and Pedagogy
title_fullStr	Teaching English as a Second Language in Sri Lankan Primary Schools : Opportunity and Pedagogy
title_full_unstemmed	Teaching English as a Second Language in Sri Lankan Primary Schools : Opportunity and Pedagogy
title_sort	teaching english as a second language in sri lankan primary schools : opportunity and pedagogy
publisher	Taylor and Francis
publishDate	2019
url	http://hdl.handle.net/10986/31790
_version_	1764475075282599936

Teaching English as a Second Language in Sri Lankan Primary Schools : Opportunity and Pedagogy

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