Abstract:
In Sri Lanka both the majoritarian language Sinhala and the minority
language Tamil are considered official and national languages while English
is recognized as the link language. Nevertheless, the status of both the Sinhala
and Tamil languages does not always reflect their official recognition in
society. English is considered a prominent indicator of class identity. Against
this background, this qualitative study focused on identifying how English as
a Medium of Instruction (EMI) shapes the identities of Sri Lankan university
students. It explored the students’ diverse language ideologies and the role
languages play in identity formation. For this purpose, 20 students from two
universities in Sri Lanka were interviewed. The sample included the students
who are taking EMI courses and those who do not. The data was analyzed
thematically. The results of the study revealed that the majority of the
students consider English language proficiency as a pathway for professional
and academic success aligning with the popular ideology in South Asia and
elsewhere. In addition, the study shows how EMI has contributed to shaping
individual and group identities reflected in behaviours, fashions, lifestyles,
and personalities. It was also revealed that the EMI students are recognized
as ‘intelligent’ students compared to the vernacular ones. The study further
highlighted how English language proficiency levels could be related to
self-confidence as well as self-insecurity among undergraduate students.
In conclusion, the study emphasizes that identity sensitive approaches,
language policies and supportive instructional strategies should be provided
to students in their learning environments while ensuring the promotion
of inclusivity and prevention of prejudices connected with identity-related
English language phobia.
