Abstract:
This study explores how Community Language Learning (CLL) as an
approach can act as a decolonization method for learning English. We
investigate differences in effectiveness among teenagers from 13 to 19 and
adults from 25 to 45 in Sri Lanka, where multiple languages like Sinhala and
Tamil coexist. Unlike traditional colonial language instruction that honours
dominant epistemologies, CLL emphasizes learners’ native cultural structures
and also highlights the use of local knowledge. We fill a key gap by examining
how the specificity of age is important in the implementation of CLL to
achieve linguistic decolonization in postcolonial settings like Sri Lanka, where
English is still infused with elements of colonial power, even though Sinhala
and Tamil are official languages. The study’s specific objectives were to: (1)
identify motivational differences between teenage and adult learners within
CLL contexts; (2) analyze age-specific learning strategy preferences; (3)
examine cognitive processing variations across age groups; and (4) evaluate
sociocultural adaptation differences when approaching English through
a decolonizing framework. For data collection, a strong mixed methods
approach was used over five months with 180 participants—90 teens and 90
adults from eight community centres spanning four provinces. Quantitative
data collection involved language proficiency assessments, progress tests,
and standardized examinations to judge linguistic competence. Qualitative
data provided insights through focus groups, direct classroom observation,
and semi-structured interviews; analysis was conducted thematically to
explore learners’ experiences of CLL as a decolonizing methodology.
Results revealed clear differences depending on age level. When it came
to motivation, teenagers showed greater intrinsic motivation related to the
preservation of their cultural identity compared to adults (63 percent higher),
while adults showed instrumental motivation related to career advancement
(with 52 percent citing career advancement). Regarding learning approaches,
teenagers showed a strong preference for collaborative meaning-making
and learning mediated through technology that incorporated local cultural
references. In contrast, adults demonstrated higher performance with
structured analysis that addressed the power dynamics of language.
