Abstract:
This study explores how English language proficiency functions as a marker of
hierarchy among secondary school students in the Jaffna district, irrespective
of gender or school. It specifically investigates students’ perceptions of
peers who are proficient in English, both inside and outside the classroom.
Observations revealed that students who perform well in English—
particularly those participating in English Day competitions or enrolled in
bilingual classes—are often perceived as distinct from their peers. However,
increased engagement with English language activities also appeared to
result in social detachment from others. The research followed a qualitative,
phenomenological methodology with an arts-based approach. Ten students
were selected as the target group, and parental consent was obtained to
ensure ethical participation and anonymity. Each student was asked to
respond to a set of questions, provided in both Tamil and English, regarding
their perceptions of classmates who are proficient or less proficient in English.
Instead of traditional written responses, students were instructed to illustrate
their views through drawings, accompanied by descriptive notes explaining
their artwork. The students were subsequently interviewed by the researcher
to clarify the meanings behind their use of colors and symbols. The collected
data were analyzed thematically, using coding and symbol interpretation
through an inductive approach. Labov’s theory of linguistic variation and
social identity served as the theoretical framework for interpreting the
findings. The analysis revealed that English proficiency does play a role in
shaping classroom hierarchies. Students who were good at English were
often portrayed as leaders or role models, receiving more attention and
higher social status. In contrast, those with limited English skills were typically
depicted as isolated or marginalized. This suggests that English functions not
only as a communication tool but also as a symbol of social positioning and
identity within the classroom context in Jaffna district schools.
