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Table of Contents
1 Introduction.................................................................................................................1

2 Goals of the English Teaching Practices in the school...............................................2

3 Basic Competencies expected through the English Teaching Practices.....................3

4 Objectives of the English Teaching Practices.............................................................4

5 The importance of Literacy and English Language in the Secondary Schools...........5

6 Principles underlying the English Teaching practices in the selected school.............6

7 Roles and Responsibilities in English Teaching methods in the selected school.......7

7.1 Students................................................................................................................7

7.2 Parents..................................................................................................................8

7.3 Teachers...............................................................................................................9

7.4 Principals..............................................................................................................9

8 Outcome of the Teaching Project in the selected school............................................9

8..1 Oral Communication.........................................................................................10

8.2 Reading and Literature Studies.....................................................................11

8.3 Writing...........................................................................................................13

8.4 Media Studies................................................................................................14

9 Conclusion.................................................................................................................15

References....................................................................................................................16

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1 Introduction
This report is written in order to put into practice what has been taught in class.  The
selected public school in Colombo, Sri Lanka admits and educates solely male pupils.
English Language is the subject that junior and senior high school students are
required to learn (Grades 8, 9 and 10).

Sri Lanka, an island country in the Indian Ocean, is home to about 22 million people.
Sinhala is spoken by more over 80% of the population, whilst Tamil is spoken by
around 16%. Since 1833, when imperial influences were dominant, the administrative
language has been English. (Ariyawansa, 2008). During this period of colonial rule, a
consistent state education system with English as the teaching language was formed.
Even though the majority of education was conducted in regional dialects, ancient
temple schools endured. The position of English did not alter after 1948, despite the
widespread replacement of local languages in education and administration by
English. According to Sri Lanka's constitution, "Constitution of the Social Democratic
State of Sri Lanka," English is the "link" language of the nation. (Coleman, 2010).
Sinhala and Tamil, the two primary languages of Sri Lanka, required a link language
to communicate with one another after a civil conflict. The corporate, academic, and
administrative communities continue to utilize English as their major medium of
communication. In Sri Lanka and the rest of the globe, it is often assumed that
speaking English well would enhance one's work prospects and social status.

Sri Lanka's educational system consists of three levels: primary, secondary, and
tertiary. (Darmadasa, 1996). Although private schools are permitted at all grade levels
in Sri Lanka, the vast majority of children attend public schools. Ministry of
Education (MoE) is responsible for primary and secondary public schools, while
Ministry of Education (MoHE) is responsible for postsecondary institutions. The
"Ministry of Education" may grant nonprofit organizations and for-profit corporations
authorization to operate as private schools (MoE). In this context, such institutions are
sometimes referred to as "international schools" (ibid.) (Hettiarachchi, 2015). The
"University Grants Commission" (UGC) supervises state universities, as well as a
limited number of private institutions. Several colleges and universities also provide
vocational training. State education, public universities, and the vast majority of
government vocational institutions provide free tuition to all inhabitants.

1
English is an essential language in the globalized world of today. Although official
teaching begins in kindergarten, the state's education system considers first grade to
be the beginning of school. In the majority of foreign schools, it serves as the main
teaching language. Several public schools provide instruction in English as a second
language. It is crucial to note that the Ministry of Education (MoE) makes a
distinction between "Primary schools" and "multi linguistic school systems," with the
former giving instruction purely in English and the latter in addition to the students'
native languages. (Liyanage, 2019). Approximately 80% of university courses,
particularly those in the STEM subjects (Sciences, Technologies, Electronics, and
Mathematics), are taught exclusively in English medium. Those who want to pursue a
bachelor's degree in their original language must also acquire English. (Tharmaseelan,
2007).

This report's objective is to analyze the "English Teaching Practices" at the chosen
public school in light of the relevant literature.

2 Goals of the English Teaching Practices in the school

1. The promotion of national unity, integrity, connectedness, harmony, and
peace; the recognition of multiculturalism in Sri Lanka's multifaceted society;
and the observance of human decency as the foundation of each of these
endeavors are among the most essential aspects of nation building and the
establishment of a Sri Lankan identity. (Candlin, 2001).
2. Understanding and conserving the best aspects of our nation's heritage while
advancing with the times.
3. Constructing and preserving a culture based on the ideas of social equality and
a democratic way of life so as to inspire people to really care about one
another and treat others with compassion and respect.
4. Encouraging individuals to prioritize their own mental and physical health and
to embrace eco-friendly and humane practices.
5. Fostering characteristics indicative of a whole and well-balanced personality,
such as innovation, effort, research, duty, and dedication.

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 6. Sri Lanka's sixth major goal is the development of its human resources via
education leading to productive labor that enhances the lives of individuals
and the nation as a whole.
7. How to best aid individuals in learning the abilities they'll need to succeed in a
more complex and uncertain environment is one of the most serious issues of
the present day.
8. Developing a character that positions you for success in a just and accepting
world

3 Basic Competencies expected through the English Teaching

Practices
 Competencies in communication

Literate individuals may communicate successfully via listening, speaking, reading,

and writing.

Ability with numbers; dealing with tangible items, places, and time periods.

Determine how to understand and use line and form to visually communicate and
document ideas, directions, and information.

Information and communication technologies (ICT) proficiency for academic,

professional, and personal use.

 Competencies related to Personality Development

Creativity, mental agility, management, decision-making process, problem-solving

ability, critical and analytical thinking, collaboration, interpersonal communication,
research, and discovery are all examples of generic skills.

Integrity, tolerance, and an understanding for the value of others are only a few of the
characteristics of psychological development.

 Competencies related to the environment

These talents may be advantageous for all three aspects of the environment.

The capacity to operate well in a variety of social circumstances; an interest in and

awareness of problems of justice, social relationships, personal behavior, general and

3
legal standards, privileges, obligations, tasks, and demands; knowledge of one's own
nation's history.

Having knowledge of and proficiency with the biological systems of plants, animals,
and people.

One must be attentive to and skilled with all parts of the physical environment,
including dimensions, energies, fuels, materials, and equipment, as well as their
linkages to human survival, sustenance, pleasure, cleanliness, sanitation, breathing,
sleeping, recreation, garbage, and faeces. Included is the ability to use a number of
technical tools for academic, professional, and personal needs. (Braine, 2014).

 Competencies related to preparation for the world of work

Employer-desired skills that enable employees to realize their full potential and
perform at a high level.

Contribute to the improvement of the economy. Gain understanding of one's own

motives and job options.

To choose and follow a career that is a good match for one's abilities and interests; to
construct a life that one likes and will last a long time.

4 Objectives of the English Teaching Practices

Encouraging the study of a language that has the ability to develop racial acceptance
and peace; increasing demand for English as a second language in a variety of
languages; providing Sri Lankan adolescents with the chance to achieve link-language
competency.

Increasing the student's comfort, fluency, and effectiveness in speaking in English;

Providing the student with the chance to learn a globally known language that may be
beneficial to their future jobs.

5 The importance of Literacy and English Language in the

Secondary Schools
The whole community should focus on learning to read, and it is essential that these
teachings be taught alongside all other subjects. However, the emphasis of the middle
school English curriculum is on strengthening students' listening and speaking skills,

4
as well as their reading, writing, observing, and expressing abilities - all of which are
fundamental literacy building blocks.

Due to the numerous good benefits it has on students' cognitive, interpersonal,

cultural, and emotional development, the study of a second language should be
regarded as an essential component of any school's curriculum. Students learn more
than the fundamentals of a language when they study and practice it. They learn to
harness the power of words and use it effectively. They gain the capacity to articulate
their emotions and ideas and defend them with facts and logic. (Ariyawansa, 2008).
They learn that language is used for a number of goals and may be fashioned in a
variety of ways to appeal to diverse audiences. Students are taught to talk and write in
a range of styles, including as the formal language used in debates and essays, the
narrative language of tales and novels, the figurative language of poetry, and the
technical language used in instructions and manuals. (Braine, 2014). They are
instructed on the distinction between suitable and improper language use. They
comprehend that language is a crucial instrument for sharing information,
communicating ideals, and spreading inspiration. Students are taught that language
can be both a practical instrument and a source of enjoyment and pride. (Candlin,
2001).

The framework of language is the basis for concepts, ideas, interactions, and
knowledge. Students must be able to comprehend and utilize language effectively in
order to communicate with others, pursue personal and academic interests, develop
cogent thoughts and ideas, and exhibit their knowledge in order to learn. To succeed
in the real world, kids must have strong communication skills. (Darmadasa, 1996).

The native language of a person is fundamental to their cultural identity. When

students read and think on a variety of literary, scientific, and media texts1, their
knowledge of themselves, others, and the world may grow. If students see themselves
and people like them reflected in the information they are learning, they will be more
involved in their education and have a stronger understanding for a heterogeneous
society. (Darmadasa, 1996). They will strengthen their reading comprehension and
critical thinking abilities, as well as realize that a book represents just one of many
perspectives.

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Language skills are sharpened at every opportunity and refined gradually over time.
(Darmadasa, 1996). Students may practice and enhance essential language skills by
reading about and critically analyzing ideas and situations from other sectors.
Students' command of the language facilitates learning across a broad range of
subjects, since their ability to communicate properly and comprehension of language's
functions are both increased by their use of language for a variety of reasons. (Hayes,
2005). Students' linguistic agility and competence increase as they continue to learn
and practice. As students go through the secondary school curriculum, a growing
variety of circumstances require them to utilize language with more accuracy and
fluency. In addition, they are expected to take an active role in their own education
and make better use of their language skills.

6 Principles underlying the English Teaching practices in the selected

school
Every child has the intrinsic potential to acquire a new language, and doing so is
essential for maturing into a contributing member of society. All courses are designed
to provide students with the skills necessary for success in this field. Its purpose is to
assist students acquire foreign language fluency (Ariyawansa, 2008).

They can peruse, listen, point of view, speak, write, and represent with confidence and
competence; they can think critically, understanding that all text messages advance a
particular point of view that must be identified, questioned, assessed, and evaluated;
and they can make a connection between themselves, what they encounter in texts,
and the larger world (Candlin, 2001).

Royal College's English teaching style recognizes that its students come from a broad
range of ethnic and socioeconomic backgrounds and that each individual has a unique
combination of experiences, skills, and goals. Therefore, it is essential that students
have access to instructional strategies and materials that take into account and
represent the variety of the class and are tailored to their specific strengths and needs
(Coleman, 2010). Reading materials must illustrate the variety of the human
experience to students. In addition, it is essential that students read contemporary and
historical works by notable authors. Students increase their capacity to think critically,
be receptive to new ideas, and think independently via extensive reading and
involvement with what they read. (Braine, 2014).

6
It has been shown that allowing students to complete reading and writing assignments
at their own speed promotes the development of new interests. As a consequence of
this realization, the English Teaching Techniques require that students choose some of
the texts they read and select their own subjects, aims, and audiences for some of their
own work (Ariyawansa, 2008).

According to research, expert writers and readers utilize a range of tactics and
approaches without realizing it. If educators make the effort to identify and teach
these techniques, they may aid all students in developing their communication skills.
The focus in teaching English is on helping students acquire the language ideas
necessary for clear and coherent engagement, as well as the strategies and processes
for effective spoken and written communication, media text creation, and media
literacy. In addition, it emphasizes the need of applying higher-order thinking
abilities, such as critical literacy, to help students become self-directed, systematic,
and critical by enhancing their capacity to absorb, evaluate, and evaluate material
offered in written, oral, and visual formats (Ariyawansa, 2008).

Teachers who use these tactics will assist their students in realizing that learning a
second language is a continuing process that will enable them to develop as persons,
find rewarding employment, and become engaged members of the global society
(Hayes, 2005).

7 Roles and Responsibilities in English Teaching methods in the

selected school
7.1 Students
Students are very accountable for their own academic advancement. Students who are
willing to put in the time and effort required to excel in school and who have the
physical and mental capacity to do so will rapidly see favorable results (Ariyawansa,
2008). However, some children may find it more difficult to assume responsibility for
their education owing to the particular obstacles they face. For these students, the
patience, understanding, and aid of their teachers may be crucial. Children of all
socioeconomic situations would do well to internalize the notion of educational
agency and maximize their potential by taking advantage of every available learning
opportunity (Darmadasa, 1996).

7
Students must invest time and effort, study alone and with others, and hone their
communication and collaboration skills in order to master the concepts and skills
taught in the language programme (Candlin, 2001). In addition, participation in
extracurricular activities that enable youngsters to acquire and practice various types
of communication would be of tremendous use to them. Students' reading, thinking,
talking, listening, observing, and self-representation skills will improve as they
engage with the world beyond the classroom. Literacy development happens when
kids read for pleasure, seek out multimedia works that are pertinent to their individual
interests and other themes, and engage in frequent conversations with their parents,
peers, and teachers about what they are reading, watching, and contemplating
(Candlin, 2001).

7.2 Parents
Parents play a crucial part in assisting their children's academic success. Parental
involvement has been shown to increase kids' academic achievement. If parents have
a clear understanding of the ideas presented in their children's courses, they may be
better able to support their child's education and help them prepare for the future
(Ariyawansa, 2008).

This understanding will enable parents to have productive talks with their children's
teachers, to assist with their children's homework, and to ask appropriate questions
about their academic growth. A parent's capacity to comprehend instructors' remarks
on their child's growth and collaborate with educators to improve that child's
academic achievement is directly proportional to his or her understanding of the
course's requirements (Hayes, 2005).

Actively engaged families encourage their children to finish homework, participate in

class discussions, and attend parent-teacher conferences, parental conferences, and
school council meetings (including joining the school council) (Braine, 2014).

Parents should encourage their children to utilize language in all parts of their life,
including academics and extracurricular activities. They may advise they subscribe to
an age-appropriate publication, organize a reading club, join a technology group, form
a social club, or join a community organization (Indrarathne, 2022). They may also
initiate conversations about children's reading habits at home.

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7.3 Teachers
Students' and instructors' duties in the classroom are complimentary. Teachers
develop efficient ways for providing teaching and assessing student progress in order
to raise the bar for student accomplishment and guarantee that all students meet or
exceed goals. Teachers bring fresh vigor and a variety of teaching and grading tactics
into the classroom, enabling them to better meet the needs of their students and
increase their learning opportunities (Candlin, 2001).

In order to assist students become knowledgeable, involved, and productive members

of society, educators use a variety of strategies for teaching, testing, and evaluating
students' literacy and language development. By studying literature and media,
students develop both self-awareness and cultural fluency (Indrarathne, 2022).

7.4 Principals
To ensure that each student receives the best possible education, the administrator
engages with the student's instructors and family. Administrators facilitate student
learning by ensuring that the English teaching method is implemented in all
classrooms via a variety of teaching modalities. Additionally, they ensure that each
classroom has all it needs to flourish. Principals promote and enable professional
development for teachers in order to enhance teaching throughout the curriculum and
in English in particular (Braine, 2014). The principal is responsible for ensuring that
all children with an Individualized Education Program (IEP) get the indicated changes
and/or accommodations via careful planning, implementation, and evaluation
(Darmadasa, 1996).

8 Outcome of the Teaching Project in the selected school

The goal of this report is to describe the process of gaining practical experience in
teaching English by collaborating with a mentor from the selected institution. Below
is information important to English education at Royal College, Sri Lanka.

8..1 Oral Communication

The most prevalent means of interpersonal communication is spoken language, giving
it a great foundation for the study of other disciplines. Discourse encourages students
to study and express ideas, identify and confront challenges, categorize and organize
their personal experiences, and communicate and clarify their values and views
(Braine, 2014). Participants in intellectual dialogue gain an awareness not just for the

9
uniqueness of the ideas of others, but also for the language and cultural standards of
others who share their interests. Students who make the effort necessary to attain the
objectives of this strand will acquire a feeling of public speaking competency that will
serve them well in college and beyond.

Students must have many opportunities to practice their oral communication skills by
listening to and engaging in discussions on a broad range of themes, ranging from
their own interests and experiences to those of their peers and the world at large
(Hettiarachchi, 2015).

Students should be able to engage in a range of interesting oral activities that are
aligned with curriculum-wide objectives. Students may participate in activities such
as brainstorming to identify what they already know about the topic of a future
message, attempting to present, defend, and debate ideas, and providing unofficial
critiques of the works made by peers. (Coleman, 2010). In many facets of life,
including familial, academic, and community relationships, it is essential to be able to
listen carefully and explain oneself clearly and simply. To ensure that all students
benefit from speaking and listening opportunities in the classroom, instructors must be
aware of cultural differences in norms and traditions about oral communication.
(Darmadasa, 1996).

Many students lack the concept that learning is a social activity that occurs via
discussion, thus it is also necessary to make clear and model learning-promoting
discourse. All children may benefit from exercises that help them practice listening
and responding, critical thinking, and written or spoken expression. Oral
Communication is a topic of study that tries to instill in its students the strategies and
tactics that experienced communicators and listeners use to interpret and influence
their environment (Braine, 2014)s. As a method of attracting students' attention and
motivating them to take an active part in their own education, higher-order thinking is
emphasized (Indrarathne, 2022).

8.2 Reading and Literature Studies

It's true that many adolescents who enter a high school English programme are
already proficient readers who can monitor their own progress without much
assistance, but others might benefit as they grow reading fluency and independence.
In addition, all children need tutoring in order to meet the more challenging reading

10
requirements of secondary school courses, which require pupils to apply higher-order
thinking abilities and more advanced language structures and vocabulary than in
elementary school. Principally, the training will assist participants read and
comprehend the English language more quickly and efficiently (Braine, 2014).

In English classes, reading comprehension is given high emphasis because of its

significance to students' future academic and professional success. When you can
apply what you've learned to new circumstances, you know you're a good reader. To
grasp, analyze, and synthesize the ideas and facts offered in texts and appreciate their
significance in a variety of contexts, readers must be able to think more clearly,
independently, and creatively about what they read. Young kids must read extensively
and use a variety of reading strategies in order to become excellent readers. In
addition, it is essential that children read a range of books that highlight the many uses
of writing. The more books a student reads, the more probable he or she is to acquire
new vocabulary and comprehend traditional writing conventions. Students may learn
more about themselves, broaden their perspectives, and develop as people if they
engage in extended reading across the curriculum (Candlin, 2001).

Due to the complexity of the activity of studying, several procedures must be

completed before to, during, and after the actual reading process. Learners may
prepare for reading by discussing what they know and what they want to learn about
the topic. Educators may fill in the gaps for pupils whose personal experiences have
not equipped them with the necessary prior information to comprehend the current
topic (Braine, 2014). In addition to comprehension abilities, cueing systems such as
context hints, understanding of linguistic forms, and/or letter-sound relationships may
aid youngsters in decoding new terms. Methods for enhancing reading comprehension
include assuming, visualizing, questioning, inferring, recognizing the crucial
argument, summarizing, and rechecking knowledge. Participating in post-reading
activities that promote the application of critical thinking skills such as analysis,
synthesis, link building, and assessment may enhance students' comprehension of
their assigned readings (Darmadasa, 1996). The goals for each grade level do not
restrict students' freedom of choice; rather, they highlight certain techniques that
emphasize the skills they should be acquiring at that level. Teachers must use their
professional judgement when determining which comprehension strategies to

11
demonstrate and teach to students, bearing in mind the features of the texts pupils are
assigned to read and their unique learning needs (Prasangani, 2015).

Individuals who read often and fluently do so for a variety of reasons, including but
not limited to: discovering new things, gratifying their sense of curiosity, unwinding,
broadening their vocabularies, increasing their knowledge, and studying. Sometimes
the teacher will establish the reading objective, and sometimes the student may take
the initiative. Texts that are literary, analytic, and visual. Materials illustrating the
cultural diversity of the whole planet. (Hayes, 2005) Over the course of the year, all
children, regardless of grade level, should be given reading assignments that rise in
complexity. If kids are often exposed to outstanding writing, they may develop an
appreciation for the beauty and power of the written word and be inspired to write at a
high level (Candlin, 2001).

Literature instruction at the secondary level is vital because it helps pupils to expand
their intellectual spans and improve their reading skills. Since literature is a creative
depiction of life and experience, it raises significant questions about the human
condition in both the present and the past. As they grow their knowledge of great
writers and literary works and live vicariously through numerous ages, countries,
cultures, and beliefs, students get a deeper understanding of the intricacies of human
thought and experience.

College students should read a broad range of high-quality literary, scientific, and
visual resources that will help them develop as people, think more critically,
appreciate the arts, and refine their writing abilities. They must read extensively
across genres, historical eras, and ethnic origins in order to comprehend the diversity
that exists across the world (Coleman, 2010).

This thread may assist students develop their reading abilities, critical reading,
acquaintance with various text forms and their unique characteristics, and sensitivity
to the author's aim and the impact of certain passages and aesthetic styles. It trains
children to become active readers who really comprehend and love what they read by
portraying reading as a sport in which they participate actively. (Braine, 2014).

12
8.3 Writing
The ultimate objective of a comprehensive English language arts programme is to
cultivate citizens who are effective communicators and who can write effectively for a
variety of purposes and audiences using a variety of forms and designs while adhering
to all the conventions of standard English grammar, usage, and mechanics (Candlin,
2001). When these requirements are mastered in the context of engaging creative
writing assignments, students learn the capacity to think critically and write
coherently (Indrarathne, 2022).

Writing is an iterative process that requires a broad variety of linguistic skills, from
the capacity to think abstractly to the skill of articulating one's thoughts effectively in
speech and writing (Braine, 2014). When putting pen to paper, one must consider
their audience, choose an acceptable form, style, and structure, and display linguistic
proficiency. In order for students to learn these skills, they must be immersed in a
school environment that promotes and supports their growth and gives sufficient time
for guided research and writing practice. Teachers at the secondary level keep an
emphasis on teaching and showing effective practices, while also offering enough
student assistance. Students need daily writing projects that vary in difficulty, subject,
audience, purpose, and length. These types of writing may be discussed: essays,
reports, short stories, poetry, dramas, and advertisements (Hettiarachchi, 2015).
Students will be prepared for the clear, written form expected by postsecondary
institutions and employers by learning and practicing effective and accurate
organizational frameworks for writing within the context of in-class writing
assignments and exam settings (Hettiarachchi, 2015).

Beneficial are writing tasks that push pupils to think critically and creatively about
their subjects. Students are more likely to recall and use what they have learned about
the principles of writing if they work on projects that are personally meaningful and
allow them to utilize their creative abilities (Candlin, 2001).

The basic expectations for this strand are on the stages of the iterative writing process
and the elements of effective narrative. The course's language requirements and
writing styles are represented in both example assignments and instructor questions.
Obviously, these will not be the only or even most prevalent conventions and forms
covered by the end of the course. Teachers will continue to make course-by-course

13
determinations on the style of writing and linguistic norms to emphasize due to the
reality that each classroom contains students with diverse abilities and limits (Candlin,
2001).

8.4 Media Studies

The subject of study known as "Media Studies" examines the form, function, and
significance of several media formats. A media text might be any object, activity, or
incident that transmits value to a target audience. In the great majority of media texts,
text, image, audio, and video are all employed in diverse combinations to
communicate meaning. In contrast to more traditional approaches to the English
language, media studies emphasize the interaction between several media "languages"
in the formation of meaning (Candlin, 2001).

Media Studies examines several types of popular culture and mass media, including
films, television programs, video games, toys, CD covers, clothing, billboards,
newspapers, magazines, photographs, and websites. The ubiquity of such works in
today's age of digitized information may have far-reaching consequences on pupils
due to the overt and covert signals they communicate (Candlin, 2001). Therefore, it is
more vital than ever to use critical reasoning while engaging with media products and
messages (Coleman, 2010). The production process and its consequences for the
intellectual and moral involvement of students with media products. Students must be
able to recognize and challenge bias, stereotypes, and unfavorable portrayals of
marginalized groups (including but not limited to racial/ethnic minorities, the
disabled, and the elderly), as well as representations of violence and criminality
(Darmadasa, 1996).

Students must be able to analyze the information they receive in various media types
critically and effectively convey their own thoughts and viewpoints via these
channels. Understanding and comprehending contemporary media platforms such as
the Internet, movies, and television is essential due to its pervasiveness and potency.
Gaining expertise with how to explore these and other types of media might
significantly boost one's access to a vast amount of information (Candlin, 2001).

Students' media literacy may be enhanced by exposing them to several media texts,
which they can subsequently analyze in light of their own experiences. They must be

14
taught how to use the available instruments to create different types of media tex
(Braine, 2014)t.

9 Conclusion
This report is written in order to put into practice what has been taught in class. The
selected school is a Colombo public institution that serves solely male pupils. At the
secondary school level, "English Language" has been selected as the subject of
specialization (Grades 8, 9 and 10).

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