Attitudes and Awareness of Teachers of English Towards Sri Lankan English (A Study Based on Mawathagama Division of Kurunegala District)

This study explores the nexus between teacher insights, and structural validation of Sri Lankan English (SLE) in determining, social identity, and the pursuit of endonormization (linguistic authority) in English Language Teaching. Drawing upon a multidimensional description, the inquiry reflects on three distinct features of SLE—phonology, morphology and syntax—and the attitudinal orientations which inform their authentic application. The study combines online questionnaires and diagnostic audio recordings from twenty English teachers to investigate the relationship between self-reported and actual language use. The findings indicate a discrepancy regarding self-perceived adherence to Standard British or American English as exclusive models, despite aural and structural analysis portraying the pervasive presence of SLE in their use. In addition, a perpetual negative stance against SLE is evident, in light of the inadequate awareness regarding detection of essential SLE features among ELT instructors. For the validation of SLE, a high-level intervention in language planning is necessary, along with the provision of formal documentation to empower teachers on essential SLE use. In recognizing SLE as a legitimate variety, the education system can break the "monopoly" of the Standard English model and opt for a model of English language that is more representative of the Sri Lankan people.