English medium, scuttling of growth

According to the Government’s educational policy (or rules), candidates are entitled to apply for GCE (O/L or A/L) in English medium, in addition to Sinhala/Tamil medium, which means that English medium classes can be conducted in schools from Grade 1 onwards.

After being inactive, some schools commenced classes in the English medium, a few from Grade 1 onwards whilst others from Grade 3 or 6 onwards. Ministry of Education circular 2007/05 of 2/03/2007 with subsequent amendments thereto, has reference to the introduction of English medium.

No special permission is required to conduct these classes and to offer English subjects at the O/L examinations because the rules made provision for same in the past. However, the principals of concerned schools would have obtained the necessary permission or at least notified the authorities, as certain grants are received and to comply with the requirements of the grant, principals have to follow the guidelines.

The position now is that the Ministry is scuttling the efforts of the principals by introducing restrictions. For example, the Sinhala/Tamil language paper, which correctly is a compulsory subject, is the same as the paper made available to Sinhala/Tamil medium students with literature added. As a result many students in the English medium fail the whole examination.

Before and after independence, when all three mediums of education were available freely, the Sinhala/Tamil paper was light because the students concerned had their education in English, a different language altogether and as such were not up to the standard of Sinhala/Tamil medium students in the latter languages.

Then came the next blow, religion which is a compulsory subject in Christian schools, was ordered to be in Sinhala/Tamil for the children in the English medium classes, when there is no dearth for English teachers in Christian catechism teaching particularly in the church.

Now the next blow to come is the order to commence teaching the subject of history in Sinhala/Tamil for the English medium students. The result is that the so called English medium is being converted to bilingual – half the six subjects a candidate has to pass being in Suwabasha and the balance in English.

Link language is not taken seriously and therefore not counted, but the few who take the same seriously will have to learn three languages. With three subjects in one language, one in another, and the balance in the language of the medium concerned, the load appears to be heavy.

Parents of the English medium students are perturbed over these developments. It is not known who is responsible for scuttling of the new lease of life for the English medium of education introduced at least on a limited scale. It appears that appeals had been made to higher authorities but there has been no satisfactory response yet.

Parents who seriously take the education of their children are bound to suffer, along with their children, due to the new policy of bilingualism. The result is teaching of English will go down and the English stream will be gradually stopped for lack of knowledgeable and interested students, much to the satisfaction of those who inspired the introduction of the change.

A case may be mentioned as an example as to how schools are finding it difficult. In one leading school English medium classes began in earnest but after some time the school authorities found out that the students who were proficient in English were not coming up to the quality of the Sinhala language paper set for the O/L examination. Therefore, changes were made and i.e., classes were reorganised with Sinhala language teachers as class teachers of English medium classes and teachers to teach English subjects coming as visiting teachers. It is submitted that this is the first step to the closure.

In the circumstances the Government (at the highest level) has to make a decision as to whether the English medium has to continue in which case principals have to be given the option of choosing the language of instructions in all subjects, except mother tongue. Otherwise, the English medium is on the way to a natural death.

Those against the English medium are bound to say that the “bilingual” approach is introduced to give the English medium students an equally good knowledge in Sinhala/Tamil. During the period English was freely available with Sinhala/Tamil as a “light” paper level, schools were able to produce boys and girls who were proficient in English, as well, as well as Sinhala/Tamil.

One can take the example of the very senior Government officials, who may have gone through this education and are still in service – or on extension. Furthermore, the Sinhala/Tamil medium produces more than enough educated youth and therefore, there is no reason to encroach on English medium to swell their numbers

If the argument is to produce leaders with “nationalist” feeling, it may be mentioned that S. Thomas’ College and St. Bridget’s Convent are two of the few schools which opted out of the free education altogether. Did they not produce leaders who are architects of “nationalist” legislations, i.e. citizenship, immigration, non voting rights, school take over, etc.?

After all foreign universities are now coming here and, therefore, the demand for more local English educated youth will surface, so the policy of “bilingualism” will not suit.

– A Representative Group, on behalf of the concerned parents