| dc.description.abstract |
This paper looks at the contribution of the departments of English of the universities and their impact on the local English education. Even though more than thirteen years of period of English teaching in the school, amount of acquired knowledge in language skills in English have been much less in comparison to other language learning and acquisition. Moreover, even after the school at the university education there is a separate particular place for English education as the department of English in the university. As a result of the lack of its capacity and failure, another different placeas English Language teaching Unit(ELTU) has alsobeen established in the university set-up as a remedy. This assumes that there is an imbedded problem behind the contribution of the department of English in the universities in Sri Lanka even though the said departments remain consistent with sufficiently trained academics including senior chair professors, professors and other PhD holders who have been wellqualified in most prestigious and full-pledged first class universities in the world. Based on the critical theory within qualitative discourse analysis as the key research methodology and survey analysis using questionnaire and interview method, this study concluded that the departments of English do not extent their support in developing English language atthe students who are coming from the rural villages in lower middle class. Academics of the English of the said departments are always keeping their monopoly on the English education without extending their chairs to others. Instead of extending their skills to local students they always put their hand on protecting their places from local rural Sinhala Buddhist people. Instead of creating flexible methods to grasp Englisheffectively they try to maintain their class interest and the well-made traditions of those first class English universities. In addition to trivializing local students? abilities at the language learning they put their western perspectives at preparing English language modules, course books and syllabi fromschool to university postgraduate courses.This infers of a colossal feudalism in their contribution to extend and expand English education in this land. Finally this says that they maintain their personal interests of dominant ideological perspectives of postmodern colonialism including safeguarding their class and religion within feudalism. Despite of the fact that they emphasis on a modern culture of most free & liberal and open to gender & feminism and all sort of sophisticated democracies from which they expect public?s emancipation, they do not give the chance to local students so do improving English in the country. |
en_US |