Abstract
This paper is to evaluate the impact of the teachers’ experience on second language in teaching and learning of second language activities which are implemented by the Education for Social Cohesion (ESC) Program of the Ministry of Education of Sri Lanka, in collaboration with the Provincial Ministry of Education. The aim of the program is to promote the teacher competencies in Sinhala and Tamil as second languages, in the selected 200 secondary schools in five provinces in Sri Lanka, on pilot basis. The implementation involves 60 Training of Trainers (ToT) and 300 teachers who have been educating on second language content and methodology, since 2012. With the difficulty in finding the qualified teachers in the school system to effectively implement second language curriculum, this program focuses on developing teacher competencies in the target languages. To address this issue, the learning process incorporates concepts of experiential learning (Kolb) Meaningful learning (Ausubel) different learning style (Gardener) and zone of proximal Development and scaffolding (vigoskey) through which the ESC learns many experiences in teaching and learning of second language, especially in many insights were gained into the development of communication skills in the classroom situation that leads to form a model. The same group of teachers who have been undergoing the training is continuously adopting and applying the contents and methods in the real classroom situation. The learning-teaching process has been evaluated through feedback system and classroom observation that would support for future endurance
Author Information
U Navaratnam, Ministry of Education, Sri Lanka
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