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All Journal VIVID Journal of Language and Literature Andalas International Journal of Socio-Humanities (AIJOSH) Linguistika Kultura: Jurnal Linguistik Sastra Berdimensi Cultural Studies
Abeywickrama, Rohan
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Religion Arts Humanities Languange, Linguistic, Communication & Media Social Sciences

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Journal : VIVID Journal of Language and Literature

 1 
Code-switching in Bilingual Classroom in Sri Lanka: Differing Perception of Teacher and Students Abeywickrama, Rohan
Vivid: Journal of Language and Literature Vol. 12 No. 2 (2023)
Publisher : English Department, Faculty of Humanities, Andalas University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25077/vj.12.2.135-146.2023

Abstract

Code-switching occurs in multilingual cultures where citizens have the right and ability to speak two or more languages. This phenomenon can frequently be seen in the English Medium classrooms in the Sri Lankan state school where English and Sinhala are used interchangeably for classroom practices. This article aims to examine subject teachers’ and students’ perspectives towards the use of English and Sinhala for instruction and learning in English medium classrooms in state schools in Sri Lanka, thus identifying how code-switching impacts on students’ performance. The study used mixed method for data collection. Five English medium teachers of three schools in the Hambantota district in Sri Lanka were interviewed and forty students who are learning the subjects in English medium in five schools were distributed questionnaires. The study used random sampling method for selecting the participants and Thematic Analysis (TA) for identifying, organizing, and interpreting data. One key finding of this study is that most teachers employ code-switching in bilingual classrooms in order to make the students familiarize with the subject matter. Although the majority of students are willing to speak English, as a medium of instruction in bilingual classrooms, students need their teachers to explain the lessons in both media. Although code-switching can enhance a student’s knowledge of a specific subject it does not make the student a better speaker or a writer. The current study has implications for bilingual teachers, students, syllabus, and material designers.
Enhancement of Early Childhood Education (ECE) through Professional Development: Sri Lankan ECE Teachers’ Perceptions Abeywickrama, Rohan
Vivid: Journal of Language and Literature Vol. 13 No. 1 (2024)
Publisher : English Department, Faculty of Humanities, Andalas University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25077/vj.13.1.7-21.2024

Abstract

This study examined the influence of teacher Professional Development onthe quality of learners’ cognitive development, behavior management, andthe overall effectiveness of Early Childhood Education. A questionnairewas administered among 285 Early Childhood Education (ECE) teachersserving at private educational institutions in Sri Lanka to gather data. Thestratified sampling method was applied to select the respondents and thefindings were analyzed using descriptive statistics, reliability analysis,correlation, and regression analysis. The study results demonstratethat teacher Professional Development has a positive and significantimpact on the quality of the ECE classroom, young learners’ cognitivedevelopment, behavior management, and the overall effectiveness ofthe ECE. The current study provides important insights into the role ofteacher Professional Development in enhancing the quality of ECE inSri Lanka. The study underscores the critical significance of ProfessionalDevelopment in reinforcing the quality of ECE in Sri Lanka. It advocatesfor continuous investment in teacher Professional Development initiatives,recognizing their potential to raise the standards of ECE classrooms, fostercognitive development among young learners, and facilitate positivebehavior management techniques. Furthermore, the research emphasizesthe necessity for future investigations to explore deeper into the correlationbetween teacher Professional Development and the efficacy of ECE. Suchinquiries could uncover insights and explain strategies aimed at optimizingthe effectiveness of ECE across diverse contexts.
The Impact of Parental Involvement on Students' Academic Performance: A Case Study of Secondary Schools in Sri Lanka Abeywickrama, Rohan
Vivid: Journal of Language and Literature Vol. 14 No. 1 (2025)
Publisher : English Department, Faculty of Humanities, Andalas University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25077/vj.14.1.69-81.2025

Abstract

Parental involvement in students' studies at the secondary level is crucial for children’s academic success and future well-being. This study aims to explore how parental involvement impacts on the academic performance of their children both at home and school and investigate the relationship between parental involvement and students’ academic performance. A total of sixty-eight parents of secondary school students participated in the questionnaire survey, with data being collected using the convenient sampling method. Pearson correlation coefficients and multiple regression analyses were employed to identify the relations between variables. The findings revealed that factors of parent involvement-, involving in the child's homework, discussing parents' expectations of the child, appreciating the child’s achievements, creating a positive learning environment at home, and parent’s relationship with the class teacher and with the other parents-have a strong relationship with students’ academic performance. Conversely, findings also show that traditional forms of parental involvement, such as attending parent-teacher meetings and supporting extracurricular activities, have no significant connection with academic achievement. The study concludes that a comprehensive approach to parental involvement- including direct support, relationship-building, and community connections- collectively contributes to improved academic performance for students. These findings point to the need for a network of socially supportive parents, which could improve children's entire academic experience.
Co-Authors Dissanayake, Thilini