The Influence of Sociolinguistic Knowledge on English Language Teaching Practice

Abstract

Teaching English to multilingual students whose first language is Sinhala or Tamil has reshaped the understanding of English language learning as a socially situated and multilingual process in the Sri Lankan context. Employing a qualitative reflective approach, this study examined the influence of five sociolinguistic principles: 1) code-switching, 2) language and identity, 3) gender and social class, 4) attitudes toward linguistic prestige and 5) community and cultural context, on the classroom practices of English language learning of forty undergraduates at a faculty of technology in a Sri Lankan university. The findings show that allowing the students to switch between their first language and English aids comprehension, supports learning, and values multilingualism. Translanguaging tasks such as brainstorming in the students’ native language before expressing ideas in English supported recognition of the students’ identities, build confidence, and highlighted the need for teacher sensitivity to language and identity. Group activities with shared leadership and mixed-gender participation encouraged equal involvement, boosted the female students’ confidence, and challenged the gendered communication patterns. Recognizing Sri Lankan English and prioritizing intelligibility over native-like accents helped the students view English as a shared resource, enhancing participation. Incorporating local cultural practices, such as community-relevant speech topics, made learning meaningful and connected to the students’ experiences. The study implies that English language teachers should foster inclusive and socially responsive classrooms by encouraging controlled code-switching and translanguaging, ensuring equal participation, and valuing local English varieties. They should also emphasize communicative clarity over accent and use culturally relevant materials to support students’ identities and linguistic strengths.