Exploring the Effectiveness of Sri Lanka’s Language Proficiency Support for Bilingual Education Teachers

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. Keywords: Language Proficiency Support Systems (LPSS); Bilingual Education (BE); Teacher Education Program (TEP); CLIL; BICS; CALP