Browsing by Author "Pakeerathy, S."

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    PublicationOpen Access
    Exploring the Effectiveness of Sri Lanka’s Language Proficiency Support for Bilingual Education Teachers
    (Faculty of Humanities and Sciences, SLIIT, 2024-12-04) Pakeerathy, S.
    This research investigates the effectiveness of Language Proficiency Support Systems (LPSS) in Bilingual Education (BE) in Sri Lanka. The Bilingual Education Program, initiated in 2001, aims to improve teachers’ cognitive skills and academic language proficiency in English. However, BE faces challenges due to varying levels of language proficiency among teachers. The study aims to identify linguistic challenges for teachers, explore existing support mechanisms, and propose strategies to enhance language proficiency and pedagogical skills. The research targets teachers of BE and teacher educators, with a sample size of thirty across the country. The research design is survey- based, and the instruments are questionnaires and interviews. The study reveals gaps in current LPSS and suggests the need for targeted interventions to improve bilingual education and teacher training. Effective bilingual teachers require fluency in their first language (L1) and English (L2), with robust pedagogical skills to navigate bilingual classrooms effectively. The proposed plan includes revising teacher education curricula, providing specialized language proficiency training, organizing workshops on bilingual pedagogy, and integrating technology into teaching practices. Enhanced community engagement and professional development opportunities are crucial for continuous improvement. The proposed interventions aim to foster improved student outcomes and contribute to the broader discourse on bilingual education.
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    PublicationOpen Access
    Improving Text Adaptation Practices among Bilingual Teachers in Sri Lanka
    (School of Education, Faculty of Humanities and Sciences, SLIIT, 2025-10-10) Pakeerathy, S.; Asoka, G.H
    In the context of Sri Lanka’s Content and Language Integrated Learning (CLIL), the adequacy of pedagogical materials continues to be a significant challenge within bilingual education (BE). This study investigates the role of text adaptation in improving bilingual learners’ academic performance, language development, and classroom engagement, based on teachers’ perspectives. A total of 250 Sri Lankan bilingual teachers participated in the research, which employed an action research design implemented cluster-based (province-wise) and incorporated both quantitative and qualitative approaches. Using purposive sampling, data were gathered through a pre-test and post-test. The analysis involved descriptive statistics, thematic analysis, and paired t-tests. The study revealed a statistically significant enhancement in teachers’ awareness, confidence, and capacity to implement adaptation strategies effectively. Both pretest and post-test results indicated notable improvement, with the mean score increasing from M = 9.65 to M = 113.53 and an extremely large effect size (Cohen’s d = 12.93). The p-value of 0.0003 confirmed the significance of this change. Teachers demonstrated improved skills in identifying content mismatches, applying techniques such as simplification, elaboration, and discursification. Post-intervention feedback further highlighted educators' recognition of the importance of adapting curriculum materials to support effective CLIL practices and to ensure that resources are both contextually appropriate and pedagogically sound. The findings emphasize the critical need for structured text adaptation strategies to address linguistic and instructional challenges in bilingual classrooms. Moreover, the study suggests that such interventions can support student learning, reduce dropout rates, provide maximum learning outcomes, and encourage greater participation in the bilingual education system. The duration of this research was one year