Abstract:
This study delves into the intricate relationship between learner habitus and English Language (EL) achievement within the context of Sri Lankan government schools, drawing upon Pierre Bourdieu's seminal theory. While Ministry of Education data reveal a modest uptick in pass rates for English examinations over recent years, they still pale in comparison to those of other subjects, suggesting a persistent challenge in EL learning outcomes. This paper explores the impact of learner habitus on EL achievement through the lens of a single participant's narrative, drawn from a broader investigation titled "Case Study on Social Biographies and School Language Achievement in the Sri Lankan Government School Context". This study employed narrative inquiry to co-construct a nuanced understanding of students' habitus and EL achievement. This approach, outlined by Clandinin (2016), considers experience as a narrative phenomenon lived over time. The study focused on students from five government senior secondary schools in the Kegalle Educational Zone, using convenient sampling. Data collection comprised background information questionnaires, semi-structured interviews, and secondary sources. Ten informants were interviewed. Anonymity was maintained, and data analysis involved thematic coding of Poorna's learning narrative. Findings underscore the profound influence of habitus on English proficiency, as English plays a pivotal role in her life. Through her narrative, habitus emerges as a dynamic construct, shaping individual approaches to learning and broadening socio-cultural contexts. Poorna's experiences highlight the importance of socio-economic factors, familial influences, and personal aspirations in shaping language achievement outcomes. By unpacking the complex interplay between habitus and language learning, this study contributes valuable insights into the socio-cultural dynamics underpinning EL education in Sri Lanka. Moreover, it underscores the need for targeted interventions and existence of motivational habitus aimed at addressing barriers, and fostering an environment conducive to enhanced EL proficiency among students in Sri Lankan government schools with the same background.
