Abstract:
Plurilingualism and cultural inclusivity are two distinct yet, deeply
interconnected concepts that emphasize the dynamic and holistic nature
of linguistic and cultural diversity. Plurilingual content, which emphasizes
leveraging learners’ entire linguistic repertoires, has emerged as a fundamental
component in second language education. In a culturally and linguistically
diverse context like Sri Lanka, the integration of plurilingualism in English as a
Second Language (ESL) textbooks can serve as a powerful tool for promoting
inclusivity and enhancing language acquisition. Despite the rich linguistic
diversity of Sri Lanka, our ESL textbooks primarily prioritize English, often
marginalizing the rich cultural and linguistic backgrounds of learners. This
monolingual focus not only undermines the inclusivity of language education
but also limits the potential for learners to engage fully with their linguistic
and cultural identities. On the other hand, the absence of a deliberate and
systematic integration of the elements related to first language (L1), i.e. either
Sinhala or Tamil, and second language (L2), i.e. English, in ESL materials
hinders the promotion of cultural inclusivity and linguistic equity. Therefore,
this study aims to investigate the role of plurilingual representations in fostering
cultural inclusivity through Sri Lankan ESL textbooks. Using a qualitative
approach, the research analyzed content taken from the ESL textbooks
ranging from Grades 6 to 11, followed by a thematic analysis. Moreover,
five semi-structured interviews were conducted to explore the perspectives of
teachers who are employed in the government sector on the effectiveness of
incorporating plurilingualism and cultural elements in addressing the needs
of learners who come from linguistically and culturally diverse environments.
Consequently, the findings reveal that while plurilingual content is present
in textbooks, it is inconsistently integrated and often limited to tokenistic
representation of Sinhala and Tamil. The responses collected from teachers
highlighted the potential of plurilingualism to enhance learner engagement
and inclusivity by indicating that students demonstrated increased confidence
when exposed to culturally relevant materials and first-language explanations.
These implications suggest that a more systematic and intentional approach
to incorporating plurilingual content in ESL textbooks can significantly enhance cultural inclusivity, linguistic equity, and learner engagement. The
recommendations for future research include revising curricular frameworks
to incorporate structured plurilingual strategies and providing professional
development for educators thereby, underscoring the capacity of plurilingual
content to transform ESL education in Sri Lanka and create a more inclusive
and effective environment for learners irrespective of their cultural nuances.
