My academic journey began in a small school located
near my village, nestled at the foot of the majestic Alagalla mountain range in
the Galagedara electorate of the Kandy District, Sri Lanka. I was born and
raised in Ambawa, a rural hamlet where only a few closely related families
live, maintaining a simple and tightly knit community life. Because the village
lies at the base of a mountain, transportation was extremely challenging during
my childhood. Unless one owned a private vehicle—which very few did—reaching
the main road required walking four to five kilometers. At that time, there were
no basic infrastructure facilities such as proper roads, electricity, or
telephone lines. We walked the same long distance every day to reach school,
often in rain or mist rolling down from the mountains.
Today, the village has changed considerably. A
motorable road has been constructed, and electricity, telephone, and water
services have been extended to the community. The nearest town, Hataraliyadda,
lies about eight kilometers away, serving as the main access point for
essential services. These early experiences, shaped by the landscape and the
limitations of rural life, profoundly influenced my determination to pursue
education and broaden my horizons.
My village is located to the left of the Alagalla mountain range, while the Colombo–Kandy railway line lies to the right of Alagalla Mountain. In the southern end of the Kandy district, bordering the Colombo –Kandy railway line, majestically stands this massive rock, which is 1200 feet high and about a kilometer long, connecting the Kadugannawa Mountain Range and the Pass. Every year, on February 4th (Sri Lanka’s Independence Day), people from neighboring villages climb this mountain and reach the summit of Alagalla Rock. Some even stay overnight there. However, the path to the summit is tough and winds through dense jungle. It takes about 4 to 5 hours to climb from my village to the top of this rock. From the summit, you can see the entire Kegalle district. The summit is rocky, with a few shrubs and thorny creepers. You can also watch trains passing to Rambukkana railway station through fields of paddy and rubber. Despite the difficult and tiring climb, once you reach the top, you are rewarded with a breathtaking view that can't be seen anywhere else on the island. I have climbed to the summit of Alagalla Rock twice with my friends from my village.
This is how the school looks in 2023 (07/05/23)
I cannot clearly recall how well I studied my
subjects in the primary grades. Like many children, I spent far more time
playing than studying, both at school and at home. Each afternoon, as soon as I
returned from school, I would run out to join the other children in the
village. We played many traditional games unique to our culture, and at times,
volleyball and cricket as well. Our play usually ended only when dusk fell or
when a family member called us home. It was only in the evenings that I settled
down to complete my homework.
Among all the subjects, I developed a particular
fondness for English. Even at that young age, I felt a natural attraction to
the language, and it soon became my favourite subject. In the 1960s, loud
reading was highly valued in English classrooms, as it was considered a key
indicator of proficiency. As I mentioned earlier, I studied from Grade One to
Grade Six at Rangamuwa School, where the entire school had only one English
teacher. Our English lessons consisted mainly of reading passages from the textbook
and completing the accompanying activities. The teacher explained the meanings
of the texts in our mother tongue, which made comprehension easier for us. I
studied English from Grades Three to Six at Rangamuwa School. My interest in
English was nurtured largely by my mother, who had received her education at
Ibbagamuwa Central College in the Kurunegala District—one of the leading
Central Schools in Sri Lanka—where English was the medium of instruction. She
was able to guide me in reading and writing, and her influence shaped my early
learning in profound ways. Later, when I was preparing for my Advanced Level
examinations, one of my uncles, who was an English teacher, also supported me
greatly. He is no longer alive, but his guidance remains a cherished memory. My
grandparents and uncles cared for us with deep affection, creating a loving
environment in which we grew up.
My mother, who stood behind every step of my
educational journey, passed away on 18 May 2021 at the age of 87. Remarkably,
she lived her long life without major health complications. At the time of her
passing, I was in Thailand, and she was being lovingly cared for by my younger
brother. Because of the COVID‑19 pandemic—which had begun in 2020 and continued
to claim millions of lives around the world—I was unable to return home for her
funeral. From the house where I was staying in Nakhon Pathom, Thailand, all I
could do was offer my heartfelt wish: May you attain Nirvana, and may you be
my mother again in my next birth, should I be reborn as a human being. The
last time I saw her alive was through a WhatsApp video call arranged by my
sister. At first, she could not recognize me, but once I introduced myself, she
remembered and called out to me. That moment remains etched in my heart. The
pain of losing her is something I know I will carry until the end of my own
life. She endured many hardships, and I sincerely hope that her next existence,
wherever and whatever it may be, will be free from suffering.
After completing Grade Six at Rangamuwa School, I
was transferred to another school in the Kegalle District, where I continued my
secondary education in Walalgoda until I sat for the National Certificate of
General Education (NCGE). This period coincided with a significant wave of
educational reforms in Sri Lanka during the 1970s. The government in power at
the time introduced sweeping changes to the national education policy,
emphasizing the need for a more vocational‑oriented education system.
In keeping with this vision, new curricula, syllabi,
and teaching–learning materials were introduced, bringing substantial changes
even to the existing evaluation procedures. Among the most notable reforms was
the abolition of the General Certificate of Education (GCE) Ordinary Level and
Advanced Level examinations. These were replaced by two new national
examinations: the National Certificate of General Education (NCGE) at Grade 9
and the Higher National Certificate of Education (HNCE) at Grade 13. Although
these reforms faced considerable public criticism and resistance, the
government continued to implement them until it was defeated in the subsequent
general election.
One of the most significant turning points in my
life occurred when I entered Kegallu Vidyalaya. The school environment was
completely different from that of my previous schools and had a profound
influence on my attitude toward education. Most of my classmates were highly
motivated, disciplined, and academically focused, unlike many of my classmates
at Walalgoda Maha Vidyalaya. At Walalgoda, the students were generally similar
in academic ability, with only one or two standing out. As a result, there was
little sense of competition or motivation to excel.
At Kegallu Vidyalaya, however, I quickly realized
that if I wanted to succeed, I had to change my attitude and work much harder.
I made a firm decision to transform myself from being lazy to becoming
energetic and committed, and from being careless to becoming diligent in my
studies. I devoted myself wholeheartedly to my education, and my hard work
eventually paid off when I successfully passed the National Certificate of
General Education (NCGE) examination.
My NCGE results qualified me to pursue the
Agricultural Science stream, which included Botany, Zoology, Chemistry, and
Agricultural Science. However, Kegallu Vidyalaya did not offer Agricultural
Science. Consequently, I had to transfer to Hataraliyadda Central College,
which was also closer to my hometown. As far as I can remember, I left Kegallu
Vidyalaya in 1976 and enrolled at Hataraliyadda Central College to continue my
Advanced Level studies in the Agricultural Science stream.
Soon after joining Hataraliyadda Central College,
I noticed a marked difference between the two schools. Compared with Kegallu
Vidyalaya, Hataraliyadda Central College was located in a rural area with fewer
facilities, limited educational resources, and a less competitive academic
environment. Consequently, only a small number of students achieved outstanding
academic results or gained university admission each year. During the 1970s,
qualified teachers for Advanced Level science subjects were scarce. This shortage
greatly affected students who wished to pursue science education. Many of my
classmates attended private tuition classes in Kandy, approximately 25
kilometres from Hataraliyadda, to compensate for the lack of specialist
teachers. Unfortunately, my parents could not afford the additional expense of
tuition, so I had to rely entirely on classroom instruction and independent
study.
Apart from Agricultural Science, the other three
subjects, Botany, Zoology, and Chemistry, were entirely new to me and required
a thorough understanding of complex concepts to succeed in the final
examination. At the same time, political uncertainty created additional
challenges. There were widespread rumours that if the opposition party came to
power, the NCGE and Higher National Certificate Examination (HNCE) system would
be abolished and replaced by the previous General Certificate of Education
(GCE) Ordinary Level and Advanced Level system. As a result of these rumours,
many students who had completed the NCGE examination decided to sit for the GCE
Ordinary Level (O/L) examination while continuing their HNCE studies.
Influenced by this uncertainty, I also shifted much of my attention away from
preparing for the HNCE examination and instead concentrated on the GCE Ordinary
Level examination conducted each December by the Department of Examinations of
Sri Lanka.
I sat for the GCE Ordinary Level examination in
1980 and successfully passed eight subjects, obtaining four credit passes.
Although this decision diverted my attention from my Advanced Level studies, it
reflected the uncertainty surrounding educational policy at the time and the
difficult choices that many students of my generation were compelled to make.
In Sri Lanka, students in Sinhala- and Tamil-medium
schools study English as a second language while receiving instruction in their
mother tongue. Although I had studied in the Sinhala medium throughout my
school education, I was determined to challenge myself by sitting for the
General Certificate of Education (Ordinary Level) Examination in English. Many
people considered this an ambitious goal, but I believed that determination and
hard work could overcome any obstacle.
I prepared diligently for the examination and sat
for the GCE (O/L) in the English medium. My efforts were rewarded when I
obtained a Credit Pass in English. This achievement gave me immense confidence
and reinforced a lesson that has guided me throughout my life: with
perseverance, commitment, and consistent effort, seemingly impossible goals can
become attainable.
Despite this success, I was unable to pass the Higher National Certificate Examination (HNCE), which at that time served as the university entrance examination in Sri Lanka. This was one of the greatest disappointments of my student life. Looking back, I realize that I devoted too much time and energy to activities that did not contribute to my long-term academic goals. Although I worked hard, I failed to develop the disciplined study habits and sustained focus that success at that level required.
The failure was particularly painful because my
parents had sacrificed greatly to provide me with an education. I have often
reflected on the words of an author who observed that when a student fails,
much of the parents' hard-earned money and sacrifice may go unrewarded.
Although that statement may appear harsh, it reminds us of the responsibility
students bear towards those who support their education. My failure in the HNCE
examination remains one of the most significant setbacks I experienced during
my educational journey, but it also became one of the most valuable lessons of
my life.
My parents encouraged me to sit for the examination again, believing that I would succeed on a second attempt. Unfortunately, I lacked the maturity to appreciate the value of perseverance. Instead of continuing my studies, I decided to leave school. Looking back, I recognize that this decision was made out of youthful ignorance rather than careful judgment. I left my Advanced Level studies and travelled to Anuradhapura, where my elder brother was living with his family in the rural village of Mahawewa, near Galenbindunuwewa
With me stands one of my close relatives (Gamini), who used to do many activities with me during my stay at Mahawewa village.
My First
Experience as a Volunteer Teacher
Although I had abandoned my formal studies, my
interest in the English language never diminished. Shortly after I arrived in
Mahawewa, my brother informed me that the nearby village school did not have an
English teacher. He suggested that I volunteer there to gain teaching
experience while deciding what to do with my future. I readily accepted his
suggestion. The following day, we met the principal of Mawathawewa School. He
welcomed me warmly and expressed his appreciation that someone was willing to
teach English voluntarily. He even offered to pay me a small allowance, which I
accepted with gratitude. Thus began my first experience as a teacher.
Mawathawewa School served children from Grades 1 to
10, and I was assigned to teach English from Grades 3 to 10. Most of the
students came from socially and economically disadvantaged families, and their
proficiency in English was understandably very limited. Nevertheless, I
thoroughly enjoyed teaching them and found the experience deeply rewarding.
At that stage of my life, however, I had received no
formal training in language teaching. I knew nothing about second-language
acquisition, teaching methodologies, lesson planning, or classroom management.
Consequently, I relied entirely on intuition and my own experience as a
learner. My lessons focused mainly on grammar, vocabulary, pronunciation, and
basic reading and writing because these were the aspects of English with which
I was familiar. Listening and speaking activities were virtually absent from my
teaching, not because I considered them unimportant, but because I simply did
not know how to teach them effectively.
Looking back after many years as an educator and
researcher, I realize how limited my understanding of language teaching was at
that time. Yet, despite my lack of professional knowledge, those early
experiences planted the seeds of what would eventually become my lifelong
career in English language education.
The principal and staff of Mawathawewa School
treated me with exceptional kindness and provided whatever assistance they
could. Their encouragement gave me confidence and strengthened my interest in
teaching. Without doubt, my professional journey as an English teacher began in
this small rural school. After serving there for nearly a year, I decided to
leave because I wished to pursue further studies in English at the Open
University of Sri Lanka. Accordingly, I left Anuradhapura in 1982 and returned
home to continue my education.
A Memorable
Encounter with Wild Elephants
Whenever I think of Mahawewa, one unforgettable
experience immediately comes to mind.
The village was surrounded by dense jungles, with a
large irrigation tank situated to its south. Most villagers depended on paddy
cultivation and vegetable farming for their livelihood. One of their greatest
challenges was the frequent destruction of crops by wild elephants that emerged
from the surrounding forests. One day, news spread throughout the village that
a herd of elephants had entered the nearby jungle and that the villagers were
preparing to drive them away. Curious to witness such an event, I sought advice
from one of the villagers, who explained how the operation would be carried out
and suggested a safe place from which to observe.
That afternoon, my relative Gamini and I climbed a
tree standing in an open area, believing it would provide an excellent view of
the elephants as they passed at a safe distance. The tree, about fifteen feet
high, had only two large branches and was already beginning to decay, although
it appeared strong enough to support us. Initially, we felt completely safe. We
assumed that the elephants would pass approximately fifty metres away from our
position. Soon, we heard gunshots echoing through the forest, accompanied by the
loud shouting and drumming of villagers attempting to drive the elephants away.
We watched with growing excitement in the direction from which the sounds were
coming.
Suddenly, the situation changed dramatically.
A terrified herd of elephants burst out of the
jungle. Frightened by the gunfire and shouting, they crossed the gravel road
and headed directly towards the very tree on which we were sitting. At that
moment, I experienced one of the greatest fears of my life. There was no time
to climb down or run to safety. We could do nothing except remain absolutely
still and hope that the elephants would not notice us.
As the herd passed beneath the tree, I counted
twenty-four elephants, including several calves. Fortunately, they continued on
their way without disturbing us. Only after the last elephant disappeared into
the forest did we finally breathe a sigh of relief. More than four decades have
passed since that extraordinary experience, yet it remains one of the most
vivid memories of my years in Mahawewa.
After returning home, I enrolled in the Professional
English Course offered by the Open University of Sri Lanka in 1983. I attended
weekend classes at the Kandy Regional Centre while continuing my independent
studies. The programme consisted of four components: Reading and Comprehension,
Grammar and Composition, Oral English, and Approved Assignments. The lecturers
were academics from the University of Peradeniya. I was particularly fortunate
to study under Mrs. Kandaiya, the wife of Professor Thiru Kandaiya, whose
dedication and expertise greatly inspired her students.
My commitment to the course was rewarded when I successfully completed the final examination held in January 1984, obtaining Credit Passes in all four subjects. This achievement marked an important turning point in my life. After the disappointment of failing the HNCE examination, I found my confidence in my academic ability restored and my determination to pursue higher education and a career centred on the English language rekindled.
The Beginning of My Academic Career
My formal academic career began in 1984 when I was
appointed as an Assistant English Teacher by the Ministry of Education of Sri
Lanka. My appointment was based on my performance in the highly competitive
national recruitment examination conducted by the Department of Examinations
for government school teachers. This marked the beginning of a lifelong
commitment to English language education.
Before assuming my teaching duties, all newly
recruited teachers were required to undergo a three-week residential induction
programme organized by the Ministry of Education. English teacher trainees were
assigned to designated English Teacher Training Colleges across the country,
and I was fortunate to receive my initial training at the prestigious
Peradeniya English Teachers' Training College, one of the oldest and most
respected institutions for English teacher education in Sri Lanka.
The induction programme was intensive but
necessarily introductory, providing trainees with the fundamental pedagogical
knowledge required to begin classroom teaching. Upon completion of the
programme, newly appointed teachers were deployed to underserved regions where
shortages of qualified English teachers were particularly acute. My first
appointment was to Dematamalpelessa Primary School, located approximately five
kilometres from Uhana in the Ampara District of Sri Lanka's Eastern Province.
As was customary at the time, my appointment required me to complete a minimum
of three years of service in a difficult area before becoming eligible for
transfer to my home province.
The school was small, staffed by only seven or eight teachers under the leadership of a dedicated female principal. Most pupils came from farming families whose livelihoods depended on paddy cultivation. Educational resources were extremely limited, and the students' academic opportunities were considerably fewer than those available to children in urban schools. Nevertheless, they possessed qualities that left a lasting impression on me: they were respectful, eager to learn, and deeply appreciative of their teachers.
Teaching in such an environment was both challenging
and enlightening. Like many novice English teachers of that period, my
instructional practices relied heavily on the methods I had experienced as a
student. Lessons centred on reading textbook passages aloud, explaining
unfamiliar vocabulary in Sinhala, answering comprehension questions, and
teaching grammatical structures explicitly. At the time, I believed these
approaches represented effective English language teaching because they were
the only methods with which I was familiar.
With increasing classroom experience, however, I
began to question the effectiveness of my teaching. Although my students
gradually became more proficient at reading aloud from their textbooks, they
showed little improvement in their ability to communicate in English or use the
language meaningfully. After nearly two years of teaching, I realised that
there was a significant gap between what I was teaching and what my students
were actually learning. This realisation became a defining moment in my professional
life. Rather than attributing my students' limited progress to their
backgrounds or learning conditions, I recognised the need to improve my own
pedagogical knowledge.
Determined to become a more effective teacher, I
resolved to pursue formal professional training in English language teaching.
At that time, admission to government teacher training colleges was highly
competitive and required candidates to pass a rigorous national entrance
examination administered by the Department of Examinations.
While serving at Dematamalpelessa, I also developed
a deep appreciation for the cultural and historical richness of the Ampara
region. Together with fellow teachers and students, I frequently explored
nearby historical sites, usually travelling by bicycle. These experiences
strengthened my connection with the local community and enriched my
understanding of the social and cultural contexts in which education takes
place.
In 1985, I successfully passed the national entrance
examination for admission to government teacher training colleges and entered
the Peradeniya English Teachers' Training College in 1986. Before commencing my
studies, I further strengthened my English language proficiency by completing
the English Language Primary Level Programme conducted by the Institute of
Education in collaboration with the Dinamina newspaper. This programme
provided systematic instruction in the fundamental aspects of English language
proficiency and laid an important foundation for my subsequent professional
studies.
While at the training college, I also sat for Part I
of the National Certificate in English (NCE) Examination, which consisted of
papers in General Proficiency, Reading, and Writing. Although I qualified to
proceed to Part II, I was unable to do so because of the intensive academic
requirements of my teacher training programme.
My teacher training programme extended over three
years, including a year of supervised internship. At the conclusion of the
two-year residential component, I sat the Government Trained Teachers'
Certificate Examination conducted by the Department of Examinations in November
1987. The examination covered nine areas: Principles of Education, Educational
Psychology, Health and Physical Education, English Language, English
Literature, Structure and Applied Linguistics, English Methodology, Teaching
Practice, and Internship Assessment. I completed the programme successfully,
obtaining six Credit passes and three General passes.
Looking back, this period was transformative. It not
only equipped me with professional qualifications but also fundamentally
reshaped my understanding of language teaching. More importantly, it instilled
in me the conviction that effective teaching requires continuous learning,
reflective practice, and a willingness to question one's own assumptions. These
principles have remained central to my academic career and continue to guide my
work as an educator, researcher, and teacher educator.
Returning to
Uhana after Teacher Training
Upon completing my teacher training, I returned to
the Ampara District to fulfil the remaining period of compulsory service
stipulated in my appointment letter. Although I had initially served at
Dematamalpelessa Primary School, I was posted instead to Uhana Maha Vidyalaya,
where I taught for one year and three months before obtaining a transfer to my
home district.
My return to the Eastern Province coincided with one
of the most turbulent periods in Sri Lanka's history. The civil conflict, which
intensified during the 1980s, profoundly affected the region. Although Uhana
itself remained relatively secure, neighbouring villages experienced repeated
violence, creating an atmosphere of uncertainty and fear among local
communities. During this period, I personally witnessed the aftermath of an
attack in the nearby village of Central Camp, where several civilians had lost their
lives. That experience remains one of the most distressing memories of my early
teaching career and highlights the resilience required of teachers working
under extremely difficult social circumstances.
Despite these challenges, my commitment to teaching
never diminished. Working in an environment affected by conflict reinforced my
belief that schools provide not only education but also stability and hope for
children whose lives are shaped by circumstances beyond their control. Those
experiences strengthened my sense of professional responsibility and deepened
my appreciation of education as a vehicle for social development.
In April 1989, I was transferred to Hataraliyadda
Central College, the very school where I had completed my secondary education.
Returning to my alma mater as a teacher represented an important milestone in
my professional journey.
The appointment was personally meaningful for two
reasons. First, it enabled me to contribute to the education of students from
my own community. Second, the school's proximity to my family home provided a
welcome degree of stability after several years of service in a remote
district.
Many of the teachers who had taught me as an
Advanced Level student were still serving at the school. Their encouragement,
collegiality, and willingness to share their experience created a supportive
professional environment that greatly facilitated my development as a young
teacher.
One of my most rewarding initiatives at
Hataraliyadda Central College was the establishment of an English Club. The
primary objective of the club was to provide students with opportunities to use
spoken English beyond the traditional classroom. I worked closely with Mr.
Ratnayake, an experienced English teacher who had received his education
through the English medium. Together, we organised activities that encouraged
students to communicate in English with greater confidence and enthusiasm.
Our efforts, however, also exposed a significant
educational challenge. Many students viewed English as a difficult academic
subject rather than as a language for communication. Looking back from my
present perspective, I now recognise that this lack of motivation was not
simply a characteristic of the learners themselves. It was also influenced by
the teacher-centred methodologies commonly employed at the time and by
textbooks that emphasised grammatical knowledge and examination preparation
rather than meaningful language use. These observations became the foundation
of my later interest in language pedagogy and ultimately influenced my research
into more communicative and learner-centred approaches to English language
teaching.
The pictures above depict how Hataraliyadda Central College (Now a National School) looks now, as per a street view taken in 2015.
English Education
in Sri Lanka: The Context that Shaped My Career
My professional experiences cannot be fully
understood without considering the broader historical context of English
education in Sri Lanka. The educational system within which I began my career
was itself the product of complex political, historical, and linguistic
developments that continued to influence both teachers and learners.
During British colonial rule, English became the
language of government administration, higher education, commerce, and the
professions. Following the recommendations of the Colebrooke–Cameron Commission
(1833), English served as the principal medium of instruction in secondary
schools and universities and became closely associated with educational
opportunity and upward social mobility.
Following independence in 1948, Sri Lanka gradually
restructured its language policy. The Official Language Act of 1956 recognised
Sinhala as the official language, while subsequent legislation extended
official recognition to Tamil. The 1978 Constitution designated Sinhala and
Tamil as National and Official Languages, and the 1987 constitutional
amendments established English as the country's Link Language. These policy
changes reflected attempts to balance national identity with the practical
importance of English in a multilingual society.
Despite these reforms, access to high-quality
English education remained uneven. During the colonial period, English
education largely benefited urban elites, while rural populations continued
their education primarily through Sinhala- or Tamil-medium schools. As scholars
such as Fernando (1982), Gunatilake (2003), Butt-Griffler (2002), and
Canagarajah (2005) have observed, access to English often functioned as a
gateway to socioeconomic mobility while simultaneously reinforcing educational
inequalities.
By the time I entered the teaching profession in the
1980s, English was taught as a compulsory subject from the primary grades, yet
opportunities for meaningful language learning remained limited in many rural
schools. Instruction frequently emphasised textbook-based learning, grammar,
translation, and preparation for written examinations, with relatively little
attention given to communicative competence. Students from rural and
economically disadvantaged backgrounds consequently had fewer opportunities to
develop confidence in using English beyond the classroom.
My own classroom experiences reflected these
realities. I observed that many capable students struggled not because they
lacked ability, but because they had limited exposure to authentic English, few
opportunities for meaningful interaction, and teaching methods that prioritised
examination performance over language use. These observations later became
central to my academic interests and research agenda.
Developing as
a Writer, Researcher, and International Educator
Discovering a
Passion for History, Archaeology, and Writing
Long before I became an academic researcher, I had
developed a deep interest in history, archaeology, and writing. Even as an
Advanced Level student, I was fascinated by Sri Lanka's rich historical
heritage and eagerly read books written by distinguished historians and
archaeologists, including Dr. Senarath Paranavitana, Dr. Shiran Deraniyagala,
Martin Wickramasinghe, Robert Knox, and other eminent scholars. These works
introduced me to Sri Lanka's archaeological treasures and inspired me to
explore many of the historical sites described in them.
My first field investigation took me to Welagama
Raja Maha Viharaya, an ancient cave temple located near my home village. After
interviewing the chief incumbent monk, examining the temple's historical
features, and taking photographs, I wrote an article describing its history and
cultural significance. I submitted the article to the Sunday Observer,
one of Sri Lanka's leading English-language newspapers. A few weeks later, I
was delighted to discover that the article had been accepted for publication
together with several of my photographs. Seeing my first published article was
an unforgettable experience. More importantly, it gave me the confidence to continue
writing and conducting independent investigations into Sri Lanka's historical
and archaeological heritage.
Encouraged by this success, my close friend Mr.
Adhikari and I began travelling extensively throughout the Kegalle and
Mawanella regions during weekends. We visited ancient temples, archaeological
sites, and historical monuments, collecting information from local residents,
Buddhist monks, historical records, and published literature. My friend
photographed the sites while I documented their historical background and
prepared articles for publication. Over the following years, I published twelve
feature articles on Sri Lankan history, archaeology, and cultural heritage,
most of which appeared in the Sunday Observer. Although professional
commitments eventually prevented me from continuing this work, those early
writing experiences were invaluable. They taught me how to gather evidence
systematically, verify information from multiple sources, conduct field
investigations, and communicate complex ideas to a general readership. Looking
back, I now recognise that these activities represented my earliest experiences
of scholarly inquiry.
One particularly memorable field visit took me to Alulena in the Kegalle District, a site associated with scholarly debates concerning the recording of the Tripitaka. Although historians continue to hold differing views regarding the precise location where the Buddhist canon was first committed to writing, visiting sites such as these deepened my appreciation of historical research and demonstrated how academic knowledge is often constructed through competing interpretations rather than absolute certainty.
Field Research
among Sri Lanka's Indigenous Communities
My interest in documenting local history also led me
beyond archaeological sites to the lives of Sri Lanka's indigenous Vedda
communities. While teaching in Uhana, a colleague and I travelled by bicycle
through dense forest to the remote village of Bim Baliya, where we met an
elderly Vedda woman named Kombi, the daughter of the well-known outlaw
Tissahamy. During our visit, she recounted stories of her father's life and the
social conditions that had shaped their community. She also spoke warmly of Dr.
R. L. Spittel, the renowned physician and writer whose medical work among the
Vedda people earned him widespread respect.
Listening to her firsthand account reinforced my
appreciation of oral history as a valuable source of knowledge. It also
strengthened my understanding that preserving cultural memory requires engaging
directly with people whose experiences are rarely represented in formal
historical records.
Expanding My
Writing Career
My growing confidence as a writer encouraged me to
contribute to national magazines as well as newspapers. I submitted an article
entitled The Story of the Kithul Palm to Explore Sri Lanka, a
widely circulated travel magazine. To my surprise and delight, the article was
accepted and published in June 1991. It was also the first article for which I
received professional remuneration, making the achievement particularly
memorable. During this period, I continued reading extensively in Sri Lankan
history and archaeology, gradually building a personal library of historical
publications. Among the works that particularly influenced me were Robert
Knox's An Historical Relation of the Island Ceylon and the
archaeological reports of H. C. P. Bell. These readings further developed my
appreciation of evidence-based historical scholarship and strengthened my habit
of independent study.
Strengthening My
English Proficiency
By the early 1990s, many Sri Lankan teachers were
accepting overseas appointments, particularly in the Maldives, Oman, Nigeria,
and the Seychelles. Inspired by these opportunities, I decided to seek
international teaching experience.
Following advice from colleagues already employed in
the Maldives, I submitted an application to the Ministry of Education in Malé.
To my surprise, I received an appointment without having to attend a formal
interview. In 1991, I left Sri Lanka to take up a position as an English
teacher at the Non-Formal Education Centre (NFEC) in Malé. This appointment
marked my first experience of teaching adult learners from another cultural and
linguistic background. At the NFEC, I taught Basic English courses for
government officials and Island Chiefs from the Maldivian atolls. Participants
ranged in age from their early twenties to their mid-fifties and possessed
widely differing levels of English proficiency. Teaching adults differed
considerably from teaching school students. Classroom management was rarely an
issue because the participants were highly motivated and understood the
practical value of English for their professional responsibilities. The courses
integrated listening, speaking, reading, and writing, and each concluded with
formal assessments and a certificate-awarding ceremony attended by senior
officials of the Maldivian government.
One particularly memorable experience occurred when
a participant delivered an impressive speech entirely in English during the
graduation ceremony without relying on a prepared script. The Minister of
Education publicly praised his performance and announced that he would be
considered for an overseas scholarship. At the time, I attributed his success
largely to his own determination and consistent engagement with classroom
interaction. Looking back through the lens of my later research, I recognise
that meaningful interaction and sustained communicative practice were probably
the key factors underlying his rapid improvement in oral fluency. This
experience became one of my earliest practical insights into principles that I
would later encounter in second language acquisition research.
While teaching in the Maldives, I remained committed
to further professional learning. I enrolled in a distance-learning Diploma in
Teaching English as a Foreign Language offered by the Scottish International
Learning Centre in Edinburgh, Scotland. The programme introduced me to many of
the theoretical foundations of English language teaching, including motivation,
theories of second language learning, language teaching methods, communicative
skills, classroom practice, and language assessment. Although it was not
equivalent to a university qualification, it provided my first systematic
introduction to the theoretical dimensions of English language teaching and
broadened my understanding of language pedagogy beyond the practical classroom
experience I had accumulated.
The constructive feedback provided by the course
director on my written assignments encouraged me to think more critically about
language teaching and strengthened my interest in educational research.
Looking Back
Reflecting on this period, I now realise that these
seemingly diverse experiences- historical writing, archaeological exploration,
international teaching, professional examinations, and distance learning were
connected by a common thread: an enduring curiosity to learn, investigate, and
improve. Although I could not have anticipated it at the time, these
experiences laid the intellectual foundations for my later career as a teacher
educator and researcher. They nurtured habits of independent inquiry, critical
reflection, field investigation, academic writing, and lifelong learning that
would later shape both my postgraduate studies and my scholarly contributions
to English language education.
Returning to
Sri Lanka: Leadership, Service, and New Professional Horizons
Returning to
Hataraliyadda Central College
After completing my teaching appointment in the
Maldives in 1994, I returned to Sri Lanka and resumed my duties at
Hataraliyadda Central College. Returning to my alma mater after gaining
international teaching experience allowed me to apply new ideas while
continuing to serve the community that had shaped my own education. One of the
most memorable initiatives during this period was a school development project
undertaken by a group of dedicated teachers. We recognised the need for a
permanent facility for aesthetic education, particularly music and dance, but
the only available land was a marshy area in the centre of the school grounds.
Although the proposal initially appeared impractical because of the anticipated
construction costs, we decided to pursue the project through community
fundraising rather than abandoning the idea.
Together with the principal and several colleagues,
we visited former students, local business leaders, and well-wishers to seek
financial support. Their generosity made it possible to construct an octagonal
building that became a distinctive feature of the school and provided students
with a dedicated space for artistic activities. Looking back, I regard this
project as an important lesson in educational leadership. It demonstrated that
meaningful improvements in schools often depend not only on government funding
but also on community participation, shared vision, and collective commitment.
Equally significant was the support we received from
members of different ethnic and religious communities. Their willingness to
contribute to the development of a predominantly Sinhala-medium school
reflected the spirit of cooperation that has long existed among many Sri Lankan
communities. I continue to regard that experience as an encouraging example of
how education can bring people together across cultural and religious
boundaries.
Community-Based
English Language Education
Alongside my school responsibilities, I remained
committed to expanding access to English language education beyond the formal
classroom.
In collaboration with the District Youth Service
Council in Kandy, I conducted an English language programme for approximately
forty young people with varying levels of proficiency. The programme aimed to
improve their practical communication skills while preparing them for future
employment and educational opportunities. Participants who successfully
completed the course were awarded certificates by the District Youth Service
Council. Around the same period, I also organised an English language course
for members of the staff at Hataraliyadda Hospital. The primary objective of
this programme was to prepare participants for the government English Language
Proficiency Examination required for career advancement in the public service.
Teaching these adult learners reinforced an
observation that had first emerged during my work in the Maldives: adult
students generally possess strong intrinsic motivation because they recognise
the practical value of language learning. Their commitment, willingness to
participate, and readiness to take risks in communication created highly
productive learning environments. Reflecting on these experiences today, I
recognise that they closely aligned with later theoretical perspectives on
motivation, learner autonomy, and willingness to communicate in second language
acquisition. At the time, however, these insights emerged naturally through
classroom practice rather than formal academic study.
The success of the programme also depended greatly
on the encouragement provided by the hospital administration, whose support
created favourable conditions for adult learning. Their cooperation remains one
of the many examples of institutional partnerships that contributed to my
professional development.
Developing
Teaching and Learning Materials
During this period, I also began contributing to
English language education through the development of instructional materials.
Recognising the need for resources that would better prepare secondary school
students for the revised General Certificate of Education (Ordinary Level)
English examination, I authored two examination guidebooks:
- Examination Practice Exercises for GCE (O/L) English – New Syllabus:
Part I
- Examination Practice Exercises for GCE (O/L) English – New Syllabus:
Part II
Published by S. Godage & Brothers, these books focused respectively on developing students' reading and writing abilities. Preparing these publications represented my first substantial contribution to educational publishing and marked an important transition from classroom teacher to materials developer. It also strengthened my understanding that carefully designed learning resources can significantly influence the quality of classroom instruction.
Joining the
Founding Staff of Ranabima Royal College
Another significant milestone in my career came in
1996 when I joined the founding staff of Ranabima Royal College at Gannoruwa,
Peradeniya. Established with the vision of becoming a model national school,
Ranabima Royal College admitted students through a competitive selection
process and provided education in both Sinhala and Tamil media. I was
privileged to be one of the original eleven teachers appointed when the school
first opened.
Building a new school from its inception presented
challenges that differed considerably from working in an established
institution. Every aspect of school life, from academic programmes to
extracurricular activities, required careful planning and sustained commitment.
The teaching staff worked collaboratively to establish a strong academic
culture, often conducting additional English classes without remuneration to
support students' language development.
An article written about the school was published in a Sinhala newspaper called "Nawayugaya," and a tone picture depicts the first group of staff and the principal of Ranabima Royal College in 1996.
First Experience
in University Teaching
While serving at Ranabima Royal College, I
successfully applied for a temporary appointment as an English Instructor at
the English Language Teaching Unit of the Faculty of Arts, University of
Peradeniya. Although the appointment lasted only three months, it represented
my first opportunity to teach at the university level. Teaching undergraduate
students differed markedly from teaching in schools. The classroom environment
was more independent, discussion-oriented, and intellectually stimulating.
Students were generally self-directed learners, allowing instructors to focus
more extensively on communicative language development than on classroom
management.
This experience also encouraged me to think
critically about instructional materials. While I found the reading, writing,
and listening components of the programme to be well designed, I felt that some
of the speaking activities did not fully reflect the interests, maturity, or
communicative needs of university students. Consequently, I occasionally
supplemented the prescribed materials with alternative communicative tasks that
generated greater student participation and more meaningful interaction. These
classroom experiences proved particularly significant in retrospect. They
represented some of my earliest attempts to evaluate teaching materials
critically and to adapt instruction according to learners' needs—principles
that later became central themes in both my research and my approach to teacher
education.
Entering the
Higher Education Sector
Following the completion of my university
appointment, I returned briefly to Ranabima Royal College before receiving an
appointment at the Sri Lanka Institute of Advanced Technological Education
(SLIATE).
My appointment to SLIATE marked another major
transition in my professional journey. Established by an Act of Parliament
under the Ministry of Higher Education, SLIATE was created to provide
nationally recognised diploma and higher diploma programmes in fields such as
Engineering, Information Technology, Management, Accountancy, Business Studies,
and English. Its mission of preparing skilled middle-level professionals for
Sri Lanka's workforce aligned closely with my growing interest in English
language education for specific academic and professional purposes.
The service certificate I received at the end of my contract period
Reflection
Reflecting on this period, I recognise that my
professional growth was shaped not by a single defining event but by a series
of interconnected experiences. Community development projects taught me
educational leadership; adult education deepened my understanding of learner
motivation; materials development introduced me to curriculum design;
university teaching encouraged critical reflection on pedagogy; and my
appointment to SLIATE opened the pathway to higher education and academic
research.
These experiences collectively laid the foundation
for the next stage of my career, during which my interests increasingly shifted
from classroom practice to educational research, teacher education, and the
development of innovative approaches to English language teaching.
Please read my Academic Biography Part-2
