Status of Teaching and Learning Tamil as a Second Language in International Schools Under the Thimbirigasyaya Division

Abstract

Sri Lanka is a multi-ethnic country, so knowledge of the language is essential for students. Although Tamil is a national language in Sri Lanka and is a compulsory or optional subject for social integration, there are many challenges in teaching it. Because of historical reasons such as the Sinhala Act of 1956, linguistic discrimination and denial of rights have led to the Tamil language facing a decline. Most studies indicate that the curriculum is too challenging for students learning Tamil as a second language and is ineffective because it places too much emphasis on grammar and vocabulary. On average, 20% of students fail to pass the Tamil Language and Literature subject in the G.C.E. Ordinary Level examination. However, the average pass rate for the Tamil Second Language subject is 73.74%. Since learning is mainly aimed only at passing the examination, the necessary spoken Tamil and communication skills are not developed. This research was conducted to identify teachers’ teaching practices in the process of collecting, verifying, and analyzing data in the context of teaching and learning Tamil as a second language. Recently, it has been identified that social factors are a barrier for students learning Tamil as a second language. In this research, secondary school students (Grades 7, 8, and 9) studying in Colombo international schools were selected. A total of 320 students, 15 teachers, and 5 principals were selected using a stratified sampling technique from international schools in the Thimbirigasyaya Division. Data collection tools such as questionnaires and interviews were used, and secondary data were obtained from documents. Quantitative analysis was performed using SPSS, including tables, T-tests, correlation coefficients, and other relevant statistics, while qualitative data were analyzed using thematic analysis. The results of the Research show that there is a direct relationship between teachers’ teaching status and students’ learning levels. The teaching methods of teachers in classroom activities have influenced students’ learning. This research concludes that there needs to be a change in the teaching methods used by teachers. Based on the research results, suggestions are made to teachers to improve effective learning related to Tamil language lessons in international schools and to develop activity-based approaches such as drama, discussions, and debates to increase students' participation and confidence by connecting learning to real-life situations.