Exploring linguistic and cultural integration: A study based on the sociolinguistic experiences of Tamil-speaking undergraduates in a Sinhala-dominant university setting

Abstract

Language significantly shapes social identities and experiences, particularly in multilingual societies where dominant and minority languages coexist. In such societies, the dynamics between the dominant and the minority languages can substantially impact the students' educational and social experiences. This study addresses the critical challenge of linguistic and cultural integration faced by Tamil-speaking undergraduates at the University of Ruhuna, a Sinhala-dominant institution. The study focuses on how these students adapt to a new linguistic environment without prior knowledge of Sinhala, and how this adaptation impacts their linguistic identity, cultural integration, and academic performance. The primary aim of the study is to explore the sociolinguistic dynamics experienced by these students, particularly focusing on how their transition into a Sinhala-majority educational setting influences their language use, identity negotiation, and multilingualism. Through the use of qualitative methods with in-depth interviews and questionnaire surveys with first-language Tamil-speaking students, the study investigates the language background, the usage and the challenges faced by the students when acquiring a completely new language in their tertiary level of education. Key findings highlighted the complexities of identity negotiation, where students feel pressurized to adopt Sinhala for academic success while maintaining their Tamil heritage. Their pursuit of trilingualism (Tamil, Sinhala, and English) reflects adaptability but also illustrates the tension between language maintenance and the need for assimilation. Additionally, language anxiety, particularly regarding Sinhala proficiency, emerges as a significant challenge. The study emphasizes the importance of inclusive language policies that promote multilingualism, providing crucial support for minority language speakers. Such policies can help enhance students' academic performance and ease their cultural integration. This study is particularly relevant as it sheds light on the lived experiences of minority language speakers in higher education, contributing valuable insights for policymakers, educators, and researchers aiming to foster a more inclusive and supportive academic environment.