Abstract:
The vocabulary of Sri Lankan English (SLE) is an extremely dynamic area of language, as revealed in
written as well as in spoken texts, in formal and informal registers. In particular, borrowings from
other languages are used widely in speech, and in written genres such as newspapers and creative
writing.
However, in the English language teaching classroom, anecdotal evidence suggests that there is a
tendency to avoid the use of SLE borrowings by teachers and material writers. Such a negative
attitude towards SLE borrowings can hinder the development of learners’ vocabulary as well as their
sociocultural competence. Sociocultural competence as defined by Celce-Murcia et al (1995, 2007) is
a significant learner competence which refers to the ability to use the target language in a
socioculturally appropriate way. As the vast majority of English as a Second Language (ESL) learners
in Sri Lanka need to use, and to display competence, within a SLE speaking community, neglecting
the acquisition of SLE vocabulary can be seen as a hindrance to gaining proficiency in the language.
Within this context, this study investigates the use of SLE borrowings in the classroom using
qualitative and quantitative approaches. With its theoretical underpinnings located in studies in World
Englishes and in the principles of English Language Teaching, this study aims to shed light on the
extent of the usage, or non-usage, of SLE borrowings in English language teaching, as well as
possible reasons for such practices in the ESL classroom in Sri Lanka.
