The Government is planning to embark on a mission to recognise and promote the English language as a national language. Recently, President Ranil Wickremesinghe remarked on this, which, as per the Department of Official Languages, reflects the intentions to make English a main working language within the State, while the Sinhala and Tamil languages also continue to remain national languages. According to the Commissioner General of Official Languages, W. Prince Senadeera, no formal discussion has been held in this regard yet. However, the successful implementation of this plan will involve a great deal of planning and preparations, with Sri Lanka being a country where English is used only among a limited number of people despite its growing popularity and usage. This situation was acknowledged by Senadeera, who stressed the need of providing Sri Lankans with the required facilities to learn English before implementing this plan. He further said that it would be important to ensure the availability of an adequate number of English teachers to teach English.

The fact that the relevant authorities have identified the importance of the English language in today’s context and of creating a suitable climate for this plan to materialise is a good sign. However, this has to be a gradual, gentle process, as the promotion of a third national language, especially in a country like Sri Lanka where the people are reluctant to learn even the existing two national languages, leads to social and cultural changes.

Making this plan a success is not just a matter of resources. It is also a matter of attitudinal changes that facilitate the increased and proper usage of the English language. What being proficient in English means in terms of its status in the Sri Lankan society is one concern that needs to be discussed, as being proficient in English could be both advantageous and disadvantageous depending on the context. In many places, English is often viewed as the language of those of the higher socio-economic classes, which automatically affords English speakers certain privileges, to which those who do not speak English may not be entitled to. Such instances have been reported in various settings including private and public service providers and also certain business establishments. At the same time, using English to communicate could be a reason to be discriminated against if it is used in a setting where English is not the commonly used language. A recent incident, where a Police officer who discussed a transfer related matter with a senior Police officer in English and was allegedly denied his request, which the requester felt was because he conveyed his request in English, is a good example of how speaking English could be disadvantageous.

Therefore, the importance of addressing the unequal socio-cultural values that have been assigned to the English language and also those communicating in the same, should be a priority that requires a holistic approach. Firstly, the proposed improvement in teaching English language should aim not only to teach the language, but also to normalise the use of the language whenever possible. This could be a duty of educational institutes, which should also address the social stigma surrounding the incorrect use of English. In addition, at higher levels, i.e. at workplaces and public institutions, English speaking employees and officials should be encouraged to use the language by facilitating the conduct of their activities in English. In certain public institutions, being proficient in the Tamil and Sinhala languages is already a requirement that those seeking promotions and transfers to various areas should fulfill. English should be added to this list as well. However, the authorities have a duty to ensure that the promotion of English is conducted in a manner that encourages non-English speakers to see it as a skill that uplifts their careers, not as a requirement that could hinder their career goals. 

In all the abovementioned contexts, the fact that English is a skill that could open many doors of opportunity should be promoted. However, to deliver that message, the Government has to actively promote not only the language, but also such opportunities in terms of education and employment.