Sri Lanka, November 19 – Being a teacher is often seen as one of the most rewarding professions globally. Educators significantly influence ...
Sri Lanka, November 19 – Being a teacher is often seen as one of the most rewarding professions globally. Educators significantly influence and mold the lives and future directions of their students, making a deep effect on both their personal and academic growth.
Nevertheless, the scarcity of trained English-language educators poses a major obstacle to the successful adoption of international curricula in various areas. An instructor may not achieve her maximum capability if she encounters unforeseen language difficulties that impede her communication and teaching efficiency.
We don't need to search outside our own country to grasp the origins of this problem, as our education system has dealt with its effects for more than five decades. The lack of properly qualified English teachers continues to be a long-standing and unaddressed issue. To fully understand where it began and find practical solutions, we must look into the historical choices and situations that have brought us to this point.
Throughout the era of British colonization, numerous people achieved a strong command of the English language. English was extensively taught and applied in handling administrative and social matters. Nevertheless, with the passage of time, the standard of English education deteriorated as there was less focus on the language within educational strategies.
After gaining independence, Sri Lanka focused on advancing regional languages in education and administration. While English remained the main administrative language, the implementation of English-medium teaching in 1946 was soon replaced by the passage of the Sinhala Only Act in 1956. This law established Sinhala as the official language and the medium of instruction in schools and government activities, leading to a gradual reduction in the use of English in public settings. Sri Lanka Travel Guide
This transformation not only widened the gap between different economic classes but also led to the exclusion of the Tamil-speaking group. Although free education helped produce numerous qualified professionals, their restricted command of English frequently limited their capacity to achieve their full potential.
Even with attempts to enhance English language skills, the lack of properly qualified English instructors continued—especially when new and innovative teaching approaches were implemented in the educational framework. Numerous ineffective teachers were substituted because they were not familiar with the language.
By the time the government acknowledged the significance of English language skills for success in the global economy, Sri Lanka had already lagged considerably. New teachers did not possess the required abilities to instruct effectively in English.
Nevertheless, existing resources and teaching methods can be utilized to overcome the difficulties encountered in English instruction. It is crucial to recognize the significance of becoming proficient in English and to assist students in building their understanding of various subjects. Establishing a linguistically rich atmosphere, adapting teaching approaches, encouraging a constructive attitude, and incorporating language development within different subject areas can enable students to achieve success both in their studies and personal lives in a more globally connected society.
A significant issue is the extent to which teachers can make use of existing resources for teaching English. Delivering English education in international settings brings about specific difficulties that demand instructors to be flexible, sensitive to cultural differences, and dedicated to continuous learning. These obstacles vary widely, making the job quite challenging. Numerous English graduates from public universities do not possess strong language proficiency.
These teachers encounter challenges including enhancing their own language proficiency and expanding their vocabulary, along with a hesitation to recognize and address their shortcomings. Although they are officially certified, many fail to regularly participate in speaking English activities.
Instructors teaching in English in Sri Lanka frequently face challenges with pronunciation because of the intricate phonetic rules and stress patterns, emphasizing the necessity for assistance and direction in this domain. Among the main barriers are teachers' perceptions regarding the significance of pronunciation, high workloads, insufficient resources, and unattainable standards linked to native speaker models. Sri Lanka Travel Guide
Skilled teachers who frequently speak English are crucial in schools that use English as the primary language of instruction, particularly for students with varied language backgrounds.
Teachers at schools that use English as the primary language of instruction often encounter difficulties with pronunciation due to various reasons, such as influence from their native language, the intricacies of English sounds, and insufficient training or support. These problems can affect their job opportunities and are commonly ignored. In classrooms where English is the main language used for teaching, teachers' mispronunciations might cause confusion and irritation for students who are learning English as an additional language, possibly leading to the formation of incorrect pronunciation patterns.
In addition to pronunciation, teachers face difficulties with fluency when teaching new topics. These issues can interfere with the teaching process, highlighting the importance of having skilled instructors who regularly identify and tackle these obstacles. The solutions should aim to promote an environment where English is used actively and prepare students for international interaction.
To tackle these challenges, specialized classes focused on teaching English pronunciation provide focused instruction to assist educators in acquiring methods that allow students to speak words and sentences clearly and with assurance. Government involvement is essential in advancing contemporary initiatives that assist English teachers in following their professional interests and enhancing their abilities. Educators can benefit from regular training provided by global instructors, yet personal development remains just as important.
Teachers should engage in voice recording, listen to podcasts, view movies that address global issues, interact with colleagues from different cultures, and take part in international conferences and exchange programs. These tools and teaching methods are crucial for addressing the difficulties of instructing in English-language settings.
Educators who incorporate language learning into their subject teaching—using activities like vocabulary development, language-based games, and real-life materials—can quickly enhance their confidence in English. Self-learning is equally important, involving teachers exploring local cultures, traditions, and community standards.
Creating well-defined communication protocols is crucial for addressing student input, asking for clarification, and reporting problems through different communication methods. Non-verbal signals like hand movements, facial expressions, and posture can be useful in expressing meaning, particularly when language is unclear. Skilled teachers should stay aware of each student's changing requirements.
Educational Process
In addition, the educational journey can be demanding because of the continuous challenges that may arise. Being a teacher is a highly influential career, and the requirements have changed considerably in recent years. The tools and techniques employed in recent times show the move towards online learning and the necessity to adjust to current educational settings.
Modifications in the curriculum, instructional techniques, or the emphasis on particular abilities can result in a noticeable difference between the skills of veteran teachers and new educational standards. It is crucial to tackle this discrepancy to ensure that teachers continue to be efficient and confident in their positions.
Teachers at schools that use English as the primary language of instruction often encounter difficulties with pronunciation due to various reasons, such as influence from their native language, the intricacies of English sounds, and insufficient training or support. These problems can affect their job opportunities and are commonly ignored. In classes where English is the main language used for teaching, incorrect pronunciation by educators might cause confusion and irritation for students who are learning English as an additional language, possibly leading to the formation of improper pronunciation patterns.
In addition to pronunciation, teachers face difficulties with fluency when teaching new topics. These issues can interfere with the teaching process, highlighting the importance of having skilled instructors who regularly identify and tackle these obstacles. The solutions should aim to promote an environment where English is used and prepare students for international interaction.
To tackle these challenges, dedicated courses focused on teaching English pronunciation provide specific instruction to assist educators in acquiring methods that allow students to speak words and sentences clearly and with assurance. Government involvement is essential in advancing contemporary initiatives that encourage English teachers to follow their professional interests and enhance their abilities. Educators can benefit from regular training provided by global experts, yet personal development remains equally important.
Teachers ought to engage in voice recording, tune into podcasts, view movies that address global issues, interact with colleagues from various cultures, and join international conferences and exchange programs. These materials and teaching methods are crucial for addressing the difficulties of instructing in English-language settings.
Vocabulary-Building Exercises
Educators who incorporate language learning into their subject teaching—using activities like vocabulary development, language-based games, and real-life materials—can quickly enhance their confidence in English. Self-directed learning is equally important, and involves teachers exploring local cultures, traditions, and community practices.
Creating well-defined communication protocols is crucial for addressing student input, asking for clarification, and reporting problems through different communication methods. Non-verbal signals like hand movements, facial expressions, and posture can assist in expressing meaning, particularly when language is unclear. Skilled teachers should stay aware of each student's changing requirements.
In addition, the educational journey can be stressful because of the continuous challenges that may arise. Being a teacher is a highly influential career, and the requirements have changed greatly in recent years. The tools and techniques employed in recent times show the move towards online learning and the necessity to adjust to current educational settings.
Modifications in the curriculum, instructional approaches, or the emphasis on particular skills can lead to a noticeable difference between the abilities of seasoned teachers and new educational standards. Bridging this gap is crucial to maintaining the effectiveness and confidence of educators in their positions.
In certain situations, younger educators who may be more familiar with technology could be preferred, possibly resulting in the termination of older, more seasoned teachers.
There could be situations where a teacher's work falls short of expectations, resulting in their termination. Not recognizing their worth and capabilities, removing seasoned educators can cause a loss of organizational expertise, harm to student education, and lower staff motivation.
Schools might be facing financial reductions, prompting a focus on cost-cutting strategies, which could lead to the termination of long-term, higher-salary teachers. Consequently, removing seasoned educators can disrupt the educational atmosphere and negatively impact students. These actions may create a feeling of weakness and discourage experienced teachers from sharing their expertise.
If seasoned teachers are removed, the responsibility of their tasks might fall on other educators, potentially resulting in a heavier workload and exhaustion.
In summary, although the exact causes for terminating qualified English teachers might differ, it's important to evaluate the possible effects on the school, students, and the broader educational system. It is vital to acknowledge the importance of experience and to establish a setting that nurtures and motivates experienced educators to succeed. Additionally, retired teachers who previously left because of age-related biases or other reasons may be rehired if they are physically or mentally capable of assisting new English teachers. In other countries, older individuals are often employed in teaching roles provided they are considered competent.
(The author is an English instructor who has a BA in Linguistics and Literature from the University of Sri Jayewardenepura. She possesses ATCL and LTCL certifications in Communication Skills and Public Speaking.)
