Publications

Code-switching–extrasentential shifts transferring the focus from one language to another–is undoubtedly a characteristic of cross-cultural encounter: it is generally assumed in the literature that bilinguals mix their two languages to considerable degrees. Code-switching in its oral production has largely been researched, devoting attention to its grammatical patterns, structure and meaning, and the like. Nevertheless, very little research focuses on code-switching in writing, particularly on Sinhala-English shifts in written e-communication methods. The overall intent of this study was to examine the use of code-switching in emails employed by Sinhala and English bilinguals. The fourfold question aimed (i) to explore the frequency of code-switching in emails among bilinguals of English and Sinhala languages,(ii) to investigate the possible relation between code-switching and email recipients,(iii) to determine the possible correlation between code-switching and the subject matter in emails, and (iv) to explore the reasons and functions for code-switching in such emails. A questionnaire, a semi-structured interview, and a collection of emails were employed as research instruments in this exploratory study. Over 100 Sinhala-English bilinguals contributed to the questionnaire: while 20 of their emails were analyzed to triangulate the data, and 5 participants were interviewed to ascertain further the data collected. Data analysis was performed both on a statistical test called a Chi-squire test and an evaluation of the content of emails. Evidently, code-switching is highly frequent, and preferred to a single language, in informal emails. It entails diverse socio …

Defined as ‘networks of learning relationships among students and significant others’, peer assisted learning takes a bewildering array of forms in higher education. A useful way to conceptualise these is to draw from ideas of communities of practice and communicative rationality, with the degree of student autonomy a third key element. We illustrate this approach with a study of Kuppi, an example of peer assisted learning initiated and organised entirely by students. We interviewed undergraduate participants from six state universities in Sri Lanka and found strong support for this model of peer assisted learning from student learners and student tutors. These classes are characterised by informality and discussion, flexibility in timing and location and a focus on assessments. Students determine the content and who teaches, whilst tutors give their time without payment, out of fraternity and to improve their own learning and skills. The theory of communicative rationality helped explain much of the attraction of this form of peer assisted learning. There was evidence for a strong community of practice; however apart from peer tutors aspiring to become academics, this involved mostly reinforcement of student identity rather than transformation into emerging roles. The high levels of engagement and student autonomy shown by Kuppi challenge suggestions that peer assisted learning must be organised by tutors if it is to be effective.

This article explores the ways in which Anglophone dramas in postcolonial South Africa became a tool of political and protest theater. It examines the emergence of Anglophone theater, explores its development into political praxis and discusses the performance or non-performance contexts, as well as their specific socio-political milieux, with reference to the select plays from South Africa. These plays are compelling as they characterize specific tensions internal to South Africa, while alluding to colonial legacies and global coercion. Historicization is a crucial phase in this study and the key part of the methodology that establishes their political and aesthetic significance, both at the time of performance and after. The central argument of the article is that Anglophone theater of South Africa is subjected to–and bound by–socio-political and cultural dynamics of the country; the emergence of political and protest theater is often caused by subtle or overt subterfuges of biopolitics exercised internally within this postcolonial territory.

Building material with a thousand-year history which is only being second for stone can be introduced as wood. Complexity of wood is found in the interrelationship between several cells at a much larger scale. Wood cell wall is made up of cellulose, hemicellulose and the hydroxyl groups on these chemicals make the cell wall hygroscopic. Lignin is the agent cementing cells together while rigidifying the cell wall. It creates a comparatively hydrophobic molecule. Moisture in wood has a resilient effect towards its properties, and wood-water relations greatly affects on the wood in application. The aim of the study is to investigate the impact of hydroscopic property of historical timber against load bearing in heritage structures in Sri Lanka. Ambalam(s); heritage structure, a way side resting place built under vernacular architecture was selected as the case study. Padivitiya Ambalama, Panavitiya Ambalama, Karagahagedra Ambalama, Giruwa Ambalama and Rukula Ambalama were selected as in prior to timber as the main constructive material. This paper reviews on wood-water interaction through mapping the grain orientation of exposed cross sections of the structural components. The capability of water to alter physical properties of wood are only deliberated in cases wherever there is an influence on state and in transition. Results depicted the historical structural components have overcome the impacts caused due to the hydroscopic property through proper grain oriented sectional applications. This had influenced the structure to rest stable against load bearing for years.Keywords: Timber; Grain distribution; Hydroscopic property, Fibre saturation pointWood Science, Wood and Non-Wood Industry71Proceedings of the 25th International Forestry and Environment Symposium 2020 of the Department of Forestry andEnvironmental Science, University of Sri Jayewardenepura, Sri Lanka(87)