#102, Research Paper: ‘History of Bilingualism in Sri Lankan Context’ by Thirunavukkarasu Karunakaran

ELTWeekly Vol. 3 Issue#102 | October 17 | ISSN 0975-3036

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Thirunavukkarasu Karunakaran has been an ESL teacher for10 years at University of Jaffna, Sri Lanka. He has MA and MPhil in Linguistics from the University of Kelaniya, Sri Lanka. His research interests are in the areas of borrowings, bilingualism and bilingual education.

1.0 Introduction

This paper deals with the key aspects of Bilingual History in Sri Lankan context. The history of bilingualism began in Sri Lanka with arrival of British and English was made as the official language in order to make the administration easy and those who were proficient in English got the privilege of enjoying the prestigious positions in the British regime. Consequently, people were coerced to acquire English in order to find good job and this pave the way to the people to adapt bilingualism in the country. Therefore, this paper captures the broad history of bilingualism and its implications in Sri Lanka.

1.1 English and Bilingualism in Sri Lanka

Before English was introduced to Sri Lanka as official language in 1976, Dutch and vernaculars, Sinhala and Tamil, were in use. The British regime displaced Dutch and vernaculars and declared English as the official language. It is very difficult to assess to what extent the Portuguese was used in Sri Lanka. As per  records available now, both Portuguese and Dutch had an entrenched idea of expanding their business and military to a larger extent and that was why their interest in Ceylon (Sri Lanka) was in terms of commercial and military aspects (Pieris,1914). To have a strong military hold in Sri Lanka, Portuguese advocated intermarriages with Sinhalese and Tamils, but they could experiment this idea only with the people who were deprived of basic rights. This implies that at least a section of the Ceylon society might have been bilinguals. In the case of Dutch rule, they could not retain their language in Sri Lanka, after they had been defeated by the British forces.  Dutch was almost extinct and the descendants of Dutch have converted themselves to Portuguese (Tennent, 1950). By the end of nineteenth century, the use of Portuguese and Dutch disappeared but Tamil, Sinhala and English borrowed many words from these two languages. (more…)

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ELTWeekly Vol. 3 Issue#101

ELTWeekly Vol. 3 Issue#101 | October 10 | ISSN 0975-3036 Subscribe to ELTWeekly (FREE) Research Paper: ‘Shashi Deshpande As A Short Story Writer’ by Y. Priscilla Research Paper: ‘Why Don’t…

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#101, Article: ‘What is a Communicative Approach to English Language Teaching?’ by Larry M. Lynch

ELTWeekly Vol. 3 Issue#100 | October 10 | ISSN 0975-3036

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A Communicative Approach?

There are a variety of approaches to teaching English as a second or foreign language. One aspect of English and foreign language teaching involves using a Communicative Approach. But what exactly does using a communicative approach mean?

Well for me, a Communicative Approach to language teaching includes several distinct aspects. We’ll mention two of them here. Applying these aspects means that language teaching and learning become far more than a series of grammar lessons and vocabulary lists. For language teaching and learning to be truly communicative, it must not only be in context, but used to convey ideas, preferences, thoughts, feelings and information in a way that is addressed to reach others. Usually, I address communicative language teaching through the use of two approaches (more…)

Continue Reading#101, Article: ‘What is a Communicative Approach to English Language Teaching?’ by Larry M. Lynch