Context
English language proficiency plays a critical role in educational mobility, employment opportunities and international engagement. In Sri Lanka, however, concerns have long been raised about the English proficiency levels of teachers and how this affects learners’ language development.
Part of a long-term project in Sri Lanka – TRANSFORM – to support the development of employability skills, including English, for young people, through the provision of fit for purpose English language teaching, the British Council commissioned a large-scale research study to examine the relationship between teacher English proficiency and student learning outcomes, and to identify realistic target proficiency levels for teachers and students within the national education system. The project aimed to provide an evidence base to support policy dialogue and inform future teacher development strategies.
The study also addressed wider systemic questions: what level of English proficiency teachers require to deliver effective instruction, how current teacher proficiency compares to these expectations, and what policy measures could strengthen English language teaching at scale. The research was designed to contribute to national discussions about education reform, teacher standards and the role of English in economic and social development.
Implementation
The study adopted a mixed-methods research design, combining quantitative analysis of language proficiency data with qualitative insights from surveys, focus groups and stakeholder consultations. The methodology included multiple strands of data collection and analysis to ensure that findings reflected both statistical evidence and lived classroom realities.
A key component of the research involved analysing Aptis English language test data, enabling the research team to evaluate current teacher proficiency levels and identify patterns across different regions and contexts. Statistical analysis of this dataset included descriptive analyses, correlations and regression modelling to explore relationships between teacher proficiency and other variables affecting language learning outcomes.
Alongside this quantitative analysis, the research team conducted surveys and focus groups with teachers to explore issues such as language learning histories, motivation for professional development, classroom language use and the challenges teachers face in improving their English proficiency. These discussions also examined broader contextual factors shaping English teaching in schools, including resource constraints, institutional expectations and professional incentives.
A further strand of the project involved a comparative literature review examining international standards and benchmarks for teacher language proficiency. This review explored how other education systems define target proficiency levels for teachers and how these standards are implemented through teacher training, assessment and professional development frameworks.
By triangulating findings from statistical data, practitioner perspectives and international research, the study produced a comprehensive evidence base to inform future policy decisions.
Impact
The research provides a clear evidence base for strengthening English language teaching in Sri Lanka by aligning teacher proficiency development with national education goals.
First, the study highlights the critical role of teacher language proficiency in shaping learner outcomes. The analysis demonstrates that improving teachers’ English competence is essential to achieving higher levels of student language proficiency and more effective classroom communication.
Second, the research identifies significant disparities between current proficiency levels and the target levels required for effective teaching, particularly in spoken English and communicative competence. These findings highlight the need for more structured support for teacher language development.
Third, the study provides a roadmap for strengthening teacher language development nationally. Key recommendations include expanding professional development opportunities, prioritising spoken language practice, promoting autonomous language learning among teachers, and creating incentives that encourage sustained professional improvement.
The research also highlights systemic issues affecting teacher development, including the urban–rural divide in access to training resources, the need for stronger monitoring and evaluation of teacher proficiency, and the importance of aligning teacher standards with student learning goals.
By combining robust data analysis with insights from teachers themselves, the study offers practical guidance for policymakers, education leaders and programme designers. It positions teacher language proficiency not simply as an individual skill issue, but as a system-level priority for improving education quality and learner outcomes.
Ultimately, the project provides a strategic foundation for future investments in teacher development and supports national efforts to strengthen English language teaching as part of broader educational reform.
Final Report: Investigating English Language Teacher Proficiency in State Secondary Schools in Sri Lanka
Key Findings at a Glance
- Teacher proficiency is central to learner success – The research confirms a strong relationship between teachers’ English proficiency and learners’ language development, highlighting teacher language competence as a critical factor in classroom effectiveness.
- Spoken English requires greater emphasis – While many teachers demonstrate strong knowledge of grammar and written English, opportunities to develop spoken communication and classroom interaction skills remain limited.
- Teacher motivation is high, but support is uneven – Teachers show strong motivation to improve their English, but access to professional development varies significantly across regions, particularly between urban and rural schools.
- Professional development must be sustained – Short-term training programmes are insufficient to address systemic language development needs. Teachers require continuous, supported opportunities for language practice and improvement.
- Autonomous language learning should be encouraged – Teachers benefit from structured opportunities to engage in self-directed language learning, supported by digital resources, peer collaboration and professional networks.
- Policy alignment is essential – Improving English language teaching requires alignment between teacher proficiency standards, curriculum expectations and national education policies.
Big Insights
- Teacher English proficiency drives learner outcomes – Improving students’ English learning depends fundamentally on strengthening teachers’ language proficiency and confidence in using English in the classroom.
- Professional development must go beyond pedagogy – Effective teacher development must address both teaching skills and teachers’ own language competence, particularly spoken communication.
- System reform requires coordinated action – Teacher development initiatives must be supported by policy alignment, sustained investment and monitoring frameworks to deliver lasting improvements in English language education.
This project was undertaken in partnership with Norwich Institute for Language Education (NILE).