ALIGNING ESL CURRICULUM AND ACADEMIC LITERACY: A SRI LANKAN PERSPECTIVE ON SECONDARY EDUCATION CHALLENGES

Abstract

Academic reading proficiency is critical for students’ success in secondary and higher education, particularly in English as a Second Language (ESL) contexts such as Sri Lanka. Despite the growing importance of English for academic and professional development, a significant gap exists between the ESL curriculum and the actual academic reading demands placed on students. This article investigates the underlying challenges and offers strategic pathways to bridge this gap. Using a qualitative, document-based approach, the study analyses secondary data, national curriculum guidelines, and classroom observations to explore the linguistic, psychological, sociocultural, and pedagogical barriers that impede the development of academic reading skills in Sri Lankan secondary schools. Findings reveal that inadequate vocabulary acquisition, lack of exposure to academic discourse, low reading motivation, and insufficient teacher training are key factors contributing to this gap. Moreover, the curriculum often emphasizes general language proficiency over discipline-specific academic literacy, leaving students underprepared for the demands of university education. The paper argues for the explicit integration of academic reading strategies into the ESL curriculum, advocating for curriculum redesign, teacher professional development, and the adoption of contextually appropriate materials. By interconnecting academic reading with content-based instruction across the school curriculum, this study highlights the urgent need for systemic reforms. The recommendations provided aim to support curriculum developers, policymakers, and educators in fostering a more inclusive and effective approach to ESL education in Sri Lanka.