Report on Challenges and Lesson Plan for English Teaching in Sri Lanka

This report focuses on the challenges of teaching English in Sri Lankan educational institutions, particularly in multilingual settings. It highlights issues such as the dominance of native languages, improper lesson planning, and the lack of a dynamic learning curriculum. The report emphasizes the need for adaptable teaching strategies and a lesson plan tailored to both low- and high-level English learners. It examines the impact of static teaching approaches and the diverse cultural backgrounds of students, proposing solutions to improve English language acquisition. The report includes a comprehensive lesson plan covering various aspects of English language learning, including general, business, and professional English, as well as language development, writing, reading, listening, and communication skills. The report concludes by reiterating the importance of addressing these challenges to enhance English language proficiency among students in Sri Lanka.

Running head: SPECIALIZATION 1
Specialization
Student’s Name
Institutional Affiliation

SPECIALIZATION 2
Specialization
Introduction
Education is integral to improving individual knowledge for proper communication and
collaboration with diverse personalities. Sri Lankan offers training to students from a variety of
cultures, and in teaching English, the diversity presents some challenges on how the students
absorb the learning materials while in the class. The multilingual learning setup, therefore,
should have a lesson plan purposed to aid in the teaching process for positive outcomes (Al-Ali,
& Mann, 2019). The following is a report outlining the challenges the learning institution faces
on teaching English while presenting a lesson plan for a group of 20 students on both low- and
high-level learning for English Specialization.
Challenges in Sri Lankan English Teaching
Multilingual Setup
The institution, being international, offers training and education to different people
coming from diverse cultures. Most of these students only practice English learning and speaking
at school since their native language remains dominant at home thus they do not gain experience
(International Faculty. 2019). Due to tuse of their native language more than using English, the
students lag behind after traching because they do not practice what they are taught in class.
Native langiege use also makes the students to take longerperiod than expected to get the concept
which the teachers teach them. The learners tend to have a steep learning curve for English since
their parents and relatives may only understand their native language; hence they are unable to
practice English at all times (Akbari, 2015). As a result, this presents a challenge in learning both
written and spoken English within the facility.

SPECIALIZATION 3
Improper Planning
Developing a comprehensive learning plan is crucial to ensure that learning objectives are
promptly achieved. Within the institution, more emphasis is put on meeting the administration’s
expectations, thereby teachers working in a hurry at all times (Tomprof.stanford.edu. 2019). The
teachers, therefore, fail to focus on teaching and thus tend to emphasize finishing the syllabus
within the shortest time possible. Due to imporper planning the teachers mostly do not follow the
lesson plans nor the timetable. This makes the students to be disadvanged as they do not get is
required education making them to lag behind. Improper planning also makes the school to get
poor results from the students as they are not taught well.
Lack of a dynamic learning curriculum
The learning strategies for the individual student is different, and this presents a challenge
with the content delivery by the teachers within the facility. The facility enforces a prescribed
method of teaching and content delivery without emphasis on how different learners will
understand, analyze, compare and memorize the learning concepts (AllEducationSchools.com.
2019). As a result, it becomes difficult for the learners to adapt to these strategies, hence
challenging for the English teaching process. When dynamic learning is included in the
curriculum, it helps the students to understand the concept more better as teachers teach in a
simple way without the empahasis.
Lesson Plan
Teacher Name
Subject English
No. of Students 20
Level Low and High Level

SPECIALIZATION 4
Topic Time Allocated Assessment Comments on
Improvement
General English 2 Hours Simple Test questions
to identify knowledge
of general English
concepts
Business English 2 Hours Simple Test questions
to identify knowledge
of business English
concepts
Professional English 2 hours Simple Test questions
to identify knowledge
of professional
English concepts
Language
Development
2 hours Interactive Sessions
to determine the
progress and use of
vocabulary
Writing Skills 2 hours Written assignments
on an essay to
evaluate the written
English
Reading and
Listening
2 hours Reading small
portions of text and
responding to tutor
questions
Communication
Skills
2 hours Communication setup
where the tutor will
offer a discussion
topic and examine
individual
participation in the
same.
Conclusion
The report above was purposed to outline challenges that Sri Lankan faces in teaching
English and to provide a lesson plan for English learning within the institution. Evidence in the
report shows that the facility has a static teaching approach and focuses on expectations from the
administration, hence unable to push the learners in becoming more competent with their

SPECIALIZATION 5
English. Moreover, since the institution is international, most of the learner come from different
cultures, hence English is their second language, thus being difficult due to their proficiency in
their native languages.

SPECIALIZATION 6
References
Akbari, Z. (2015). Current challenges in teaching/learning English for EFL learners: The case of
junior high school and high school. Procedia-Social and Behavioral Sciences, 199, 394-
401.
Al-Ali, H., & Mann, K. (2019). Challenges in Teaching English to Young Learners in Primary
Stage: A Case Study on the Primary Schools in the State of Kuwait. Research Journal of
Education, 5(5), 69-77.
AllEducationSchools.com. (2019). What Teaching Specializations Actually Mean | All
Education Schools. Available at: https://www.alleducationschools.com/blog/what-
teaching-specializations-mean/
International Faculty. (2019). Challenges in Teaching. Available at:
https://serc.carleton.edu/NAGTWorkshops/earlycareer/international/teaching.html
Tomprof.stanford.edu. (2019). Teaching and Learning Theories | Tomorrow's Professor Postings.
Available at: https://tomprof.stanford.edu/posting/1505