Abstract:
This study examines the challenges associated with the use of Sinhala terminology in English-medium science textbooks within a multilingual context in Sri Lanka. This study adopts a qualitative approach to explore teachers’ perceptions in depth. Data were collected through semi-structured interviews with four English-medium Tamil first-language science teachers who taught Grades 10 and 11 students and were analyzed using thematic analysis. The findings reveal an uneven, localized distribution of Sinhala terminology in science textbooks, with an inconsistent, multilingual presentation. Such inconsistencies confuse students, especially when the same concept is presented in both Sinhala and English. As a result, students often rely on surface learning rather than developing conceptual understanding. The study also identifies terminology-related challenges in examinations and assessments, where the presence of Sinhala-only terms can disadvantage learners, especially those Tamil-speaking learners. In response to these challenges, teachers implement strategies, including code-switching, referring to Tamil-medium textbooks, and providing additional verbal and visual explanations, which increase their instructional burden. These practices, however, are largely formed by the absence of clear policy guidelines and limited instructional support for multilingual science teaching, especially for Tamil Teachers. The study highlights the need for better, more organized use of multilingual terms in science education. Strengthening policy frameworks and providing targeted pedagogical support are essential for enhancing conceptual understanding and promoting equitable learning opportunities in multilingual classrooms.
