Abstract

The study focuses on some ideological constraints against learning English as communication observed among Arts Faculty undergraduates at the University of Jaffna. Under the influence of ideological constraints against innovative English Language Teaching (ELT) strategies, the curriculum, lesson materials, and classroom management methods used at the university, do not seem to contribute comprehensively to the development of language skills desired in of the 21st century undergraduates. Their challenge against grasping the contents of the existing English as a Second Language (ESL) curriculum can be interpreted as the result of an ideological constraint imposed by the ESL curriculum they have followed over a period of 13 years within the national school system, which treats English as an academic discipline rather than a life skill needed for day-to-day communication. Focused on this issue, the data were gathered from a sample of forty second-year general degree undergraduates through a questionnaire, and a one-on-one interview conducted in two phases with five randomly selected respondents. The findings revealed that these students have been treating English as an academic subject throughout their school life which extends for over 13 years. Accordingly, it is perceived that the teaching methodology, affective factors, exposure, and the recognition accorded to the English language, altogether contribute to a constraint against learning English as a life skill. The participants claim that it was only on entering the university that they realised the real-life communicative relevance of English and developed a set of goals to cultivate English language proficiency. In this context, the research aims to develop a mechanism to dismantle the ideological constraints, thereby enhancing the quality enhancement of their English language learning experiences at the university with a focus on facilitating the process of accomplishing their academic and professional communicative goals.

Keywords: Communicative Language Teaching, English as a Second Language, Higher education, Language ideologies, Sri Lanka