Abstract:
English medium instruction (EMI) in Sri Lankan state universities has been a topic of concern for many decades. It is generally observed that most undergraduates show disinterest in attending English lectures and are often branded as “weak” students by the content lecturers through comments such as “They know the content, but they cannot put that into words. The problem is English.” Emerging from these observations and considering the lack of research regarding ideologies of English held by Sri Lankan university students in this particular EMI context, the present study intends to examine what ideologies towards English are visible among undergraduates and how language-related ideologies shape and determine their academic performance through an in-depth qualitative approach. Six participants were selected using purposive sampling based on their level of fluency in English. Data were gathered using narrative interviews and language portraits, and were analysed using thematic analysis. The results highlighted that despite their level of fluency, all students held favourable ideologies towards the English language as they attempt to improve English while taking responsibility for their own learning. The pragmatic ideology of English as a tool to be used for instrumental purposes, the position of English as an academic lingua franca, as well as its use as the ‘manne’ rather than the ‘kaduwa’, have a direct influence in positively shaping student ideologies towards English and EMI. Nevertheless, students who are weak in English highlight the presence of an imagined investment that is heavily influenced by favourable ideologies towards English. However, the unavailability of opportunities and support outside the mandatory academic sphere that necessitate English use is detrimental. The study highlights the need for peer, pedagogical, and institutional support to facilitate the investment of these students in their English language.
