PERSPECTIVES OF BILINGUAL EDUCATORS ON CLIL CURRICULAR MATERIALS IN SRI LANKA: NECESSITY OF TEXT ADAPTATION

Abstract

This study examines the perceptions of bilingual educators regarding the use of CLIL curricular materials and the necessity of text adaptation in the bilingual education context in Sri Lanka. It is essential to understand how teachers engage with CLIL materials and whether current curricular materials meet the linguistic and cognitive needs of learners. With the expansion of bilingual education programs in Sri Lanka, there is a gap between learners’ expectations and the quality of curricular material. Therefore, curricular materials should be modified to meet learners’ expectations. One of the primary strategies for achieving this is through text adaptation. The research employed a survey design, utilizing a mixed methods approach that incorporated both quantitative and qualitative methodologies. The population comprised all bilingual teachers and teacher educators. A sample of 250 bilingual teachers and five bilingual-related teacher educators were selected using stratified sampling and purposive sampling. Data collection instruments included questionnaires and a semi-structured interview schedule. Quantitative data were analyzed using pie charts and graphs, while qualitative data were examined through thematic analysis. The findings reveal that many teachers recognize the potential of quality CLIL materials to enhance both content and language learning. There are significant concerns about the linguistic complexity and cultural relevance of existing textbooks. The majority of participants indicated that adapting curricular materials is essential in the contemporary context. At the same time, bilingual teachers suggested the need for formal training or institutional support for text adaptation. If curricular material adaptation is not feasible at present, teachers can address this gap pedagogically. Even though teachers mentioned that applying text adaptation is currently challenging because it is a time-consuming process. These findings help curriculum planners, teacher educators, and policymakers aiming to improve bilingual education in Sri Lanka.