Coping with student heterogeneity in the English Language classrooms in Sri Lanka

Abstract

A knowledge economy as identified by the World Bank (2007,p.1) consists of four pillars. English Language is irrevocably linked with these pillars. Unfortunately, even though English is considered the most important skill requirements it is one of the most scarce resources in Sri Lanka. According to Department of Examination statistics, about 64 percent of school candidates continue to fail in English at the GCE (O/L) examination each year. However, this does not mean that in every district or school in the island 36 percent of the candidates pass in English. For example, in the Colombo Education Zone in 2006, approximately 70 percent passed, while in Wilgamuwa and Thunkkai only 4.5 percent passes (NETS, 2006). On the other hand, even in Colombo zone there are schools where not a single candidate passes. Therefore, there is disparity in achievement inter-district as well as intra-district, and inter-school and intra-school level. One of the problems identified in the ESL literature in Sri Lanka is the heterogeneity of the student population ( DE Lanerolle Commission Report,1973; Jayasuriya, 1969; Karunaratne, 1990; Perera, 2002; Walatara, 1979).Student heterogeneity is a problem teachers face in most classrooms. However, in the Sri Lankan English as a Second Language (ESL) secondary classrooms this problem is compounded due to the student’s prior experience or inexperience in the second language (L2).

Despite this concern, there is little attention focused in teacher training or preparation of learning materials on how to cater to the different ability levels of the students. Nor are there any guidelines as to how to adapt the teaching procedures to cater for the different ability groups of students identified in Sri Lankan classrooms with regard to their English language proficiency(Karunaratne, 19990; perera,20002; Walatara,1979).

This paper draws on classroom research data to describe how ability grouping was used successfully to address the issue of student heterogeneity . In one case study students werer grouped according to their language ability at entry to the secondary level Grade 7). These students were taught by different teachers in different classes according to students’ language ability using different learning materials. By providing a success-building lesson context to ‘scaffold’ these learners, they were able to progress to the higher ability level by the end of e secondary level (Grade11). The model used in this case study helped limit learner failing, and to create a supportive environment (Perera, 2006).

In the other case study, the same model is adapted and currently being tried out in another school, within the same classroom to address student heterogeneity. Based on these two case studies, this paper examines how ability grouping can be used to face the challenges of student heterogeneity in the ESL classrooms, thereby facilitating English Language acquisition.