Survey of Status of Second National Language Teaching & Learning in National Colleges of Education

Abstract

The Survey of Second National Language teaching and Learning in the National Colleges of Education is a study carried out by the National Education Research and Evaluation Centre (NEREC), Faculty of Education, University of Colombo.

The main objective of this study was to conduct a state of the scene survey of Second National Language teaching and learning in the National Colleges of Education (NCOE). It was envisaged that this study would generate baseline data on Second National Language Proficiency of new entrants (2006) and trainees who had completed two years of institutional training. The findings of the study were to inform policy formulation and enable comprehensive systematic intervention for effective implementation of 2NL teaching and learning in the school system

Language proficiency tests were administered to the new entrants (2006) and the trainees who completed two years of institutional training in 2005, in all seventeen NCOEs. In addition, three sets of questionnaires were used to collect data. These questionnaires were administered to a sample of trainees representing all NCOEs, lecturers teaching 2NL and the Presidents of the seventeen Colleges to identify the policy, procedures and processes adopted for implementation of 2NL teaching and learning in the NCOEs and to survey the motivation, attitudes and commitment to 2NL teaching learning of the Presidents, lecturers and trainees of NCOEs

A language proficiency test was also administered to a sample of students from six schools in Colombo where 2NL is taught. The data gathered through these instruments was presented and interpreted using both quantitative as well as qualitative analysis.

Findings: There is no explicitly stated policy regarding teaching of 2NL both at the NCOEs as well as in Schools. Lack of a policy has affected the procedures and processes adopted in teaching and learning 2NL in the NCOEs. In sufficient human as well as physical resources hamper the teaching and learning of 2NL both at the NCOEs and in the schools. Even though all NCOEs should have at least one permanent lecturer in 2NL, most Colleges do not have even a qualified visiting lecturer to teach 2NL. Most lecturers who teach 2NL are not specifically trained in the teaching of 2NL or to teach a second language. At entry as well as at exit level, the NCOE diplomates display great diversity in 2NL competency. The available learning materials do not cater to this diversity. All stakeholders – Presidents, lecturers and trainees claim to have positive attitudes towards teaching and learning of 2NL. Yet, their motivation and commitment to teaching and learning of 2NL is not satisfactory,

Recommendations: A comprehensive and clearly stated policy regarding the teaching of 2NL both at school level and at NCOEs needs to be formulated. Establish an NCOE specifically to train 2NL teachers. Introduce 2NL as a minor discipline in Colleges where other language teachers are trained. Revise both NCOE as well as school 2NL curricula. Prepare textbooks more practical, relevant to students’ needs and catering to student heterogeneity. Recruitment of 2NL lecturers and teachers, at least one per school and NCOE. Provide facilities to use modern techniques of teaching languages.