An Examination on the Success of Bilingual Science Teaching by Referring to its Context at Junior Secondary Levelin Sri Lanka

Abstract

The Bilingual Education Policy was introduced in Sri Lanka in 2002 with selected subjects including science. There are serious concerns as to whether the intended benefits are being achieved, especially in terms of students' performance. This study attempts to examine the reasons of introducing bilingual education in science subjects and to examine the impact of this change in the teaching learning process, manipulative skills, thinking skills and attitudes. Data is collected through a survey from five leading schools in the category of lAB in Colombo. Accordingly, 150 students, 36.teachers of grades 7 and 8 in Bilingual classes and the principals are selected and interviewed. In addition, direct observations are also made on teaching learning process. Qualitative methods and descriptive statistics are used to analyze data. The Study finds that the bilingual program is not successful and major reasons include the use of poor policy framework, non-existence of proper plans for pre-service or in-service teacher training programs in parallel with the introduction of bilingual education, lack of teacher confidence, carrying out of poor and less number of practical sessions. English language competencies of students are also found to be poor. Further, the study reveals that the available training centers and resources are not effectively used to thus stressing the need for taking initiatives to streamline training programs. All in all the findings urge policy makers and stakeholders of the education system to revisit the bilingual education program in order bring the intended benefits and to enhance the quality of education in Sri Lanka.