Abstract

The introduction of bilingual education into the Sri Lankan education system is a turning point in the history of language education which offered students a plenty of opportunities. Since the students are a central part of the education system, it is important to take an insight in to the students’ perceptions to the introduction of bilingual education programme into the education system. Thus, the focus of this study was to explore the students’ attitudes towards bilingual education considering students’ gender and ethnicity. Accordingly, the sample of the study included a purposive sample of students studying in national schools in central urban settings and the study employed a qualitative approach to data analysis using semi-structured interviews and non-participatory observations. One of the key findings that was explored in the study was the prejudices, biases and discriminations rooted in students which account for the perpetuation of linguistic and social divisions in their school settings. Further, the study concluded two facets of bilingual education; positive and negative. The positive aspect revealed numerous aspects of learner autonomy practiced by students in the bilingual education program which they have been a part of, coupled with their exposure to the culture linked with English language. The negative aspect revealed the influence of bilingual education in nurturing negative values in students. These included disrespect to their teachers and adults, degrading their peers in the monolingual stream and a plenty of ill-behaviours. Accordingly, the analysis revealed a considerable disparity between bilingual education policy and practice demanding an immediate re-visit on policies on bilingual education.