DOI: 10.36347/sjahss.2014.v02i05.019

Pages: 717-722

The pluralistic construct of the Sri Lankan Teaching English as a Second Language environment recognizes cultural sensitivity as a paramount requisite as cultural diversity can exist within the student populations and between students and the teacher. Cultural perceptions of students and teachers when based on the principle of equity negate tunnel vision and biases. Incorporating material and activities that foster cultural awareness is identified as a classroom strategy which when used astutely can reap optimal benefits and result in cross cultural bridging. Thus the intricate weave of the cultural fabric of the country has made the management of the Teaching English as a Second Language classroom in Sri Lanka complex.