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The dispossession of a voice through English in Sri Lanka

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by Selvaraj Vishvika

Mahendran Thiruvarangan in his Kuppi article, “Dissent as education: Teaching in a time of repression” (15.01.2024), referred to the importance of universities being spaces for the development of critical conscience. He noted, with a tone of despair, that institutes of higher education had changed from spaces where students think and critically engage with the world to simple check boxes filled out of necessity. Adding to this decline are also our attempts at monitoring and unconsciously correcting the students’ language rather than simply listening to what they have to say. As an instructor in English, I consider the standards of language we force ourselves to adhere to when attempting to understand the student’s voice. Here, by standards of language, I refer to the persistent narratives on the kind of English that we think best captures a student’s expression as opposed to a global measure of English competency through a rigidly uniform set of guidelines. Unable to find a compromise between these, we redirect our students back to a structure that we deem “acceptable” and the standard, slowly but surely losing our students, rendering them powerless.

What is language if not simply a means of self-expression? Gatekeeping the usage of a language, especially its structure, hoping that some abstract level of perfection remains, we do not see space for the contents spoken to flourish. Paulo Freire has stated, “If the structure does not permit dialogue, the structure must be changed.” In Sri Lanka, language experts have told us of such a change in the means of expression in English for some time. With the colonial grip rooting English as a language of privilege to Sri Lanka and the unequal allocation of resources in our free education system, access to this language is elusive to the majority of Sri Lankans. We may have some exposure to English on paper from a young age, however, without a sound basis, most Sri Lankans are incapable of using what they have learned. In their attempts to bridge this gap, ‘experts’ have struggled to come up with an English that is uniquely ours, capturing the nuances of our country and people, called Sri Lankan English (SLE). However, not all Sri Lankans seem aware of these efforts, much less the existence or possibility of capturing their potential through an English that is completely their own.

Last semester, I was conducting a class on summarizing a text for my third-year students. After going through the preliminary details on the structure of a summary, we moved on to the text in question on Sri Lankan English by Manique Gunasekara. Upon briefly engaging with the contents, it became clear that this was the very first encounter my students had had with the term “SLE.” They might have read through the contents but they understandably could not place the evolution to a SLE. My students may not have been involved in the many debates done to recognize the existence of SLE, but unconsciously fashioning English for their ease of communication for some time now they have given life to the working of SLE. However, the problem arises when policymakers and teachers, unable to properly define SLE, decide to pick and choose what may and may not sound Sri Lankan. Like patchwork incorporating, a “no” or an “aney,” etc., to our expression, they decide how English is Lankanized. Striking is the fact that despite all of us being Sri Lankan, in nationality, we hardly know what we could claim as ours, much less reap the benefits from these commodities we have qualified as Sri Lankan. Everything we ALL speak, in all our confused glory, is SLE, no?

Attempting to address the systemic failure of providing students with a proper English education in their years of schooling in Sri Lanka, state universities offer compulsory English courses to all their undergraduates. With classes ranging from Pre-basic to Advanced, based on their English competency, measured through the marks received at the entrance exam of each intake, this course presents an opportunity for students to improve their English. Encouraging the students to see language as a means of expression, we try to make them use English as theirs. While it is not impossible, relearning years’ worth of a language, amidst other courses, is a constant challenge for first-language speakers of Sinhala or Tamil. Adding to this, the unfamiliar environment and structure of education within the university, this experience becomes nothing short of a rollercoaster ride. With lectures scheduled for four or six hours a week, that, too, during the worst hours of the day, nothing short of acrobatics would help the student pay attention to this language that they can never say they have mastered successfully. Moreover, in a class of 30-odd students, giving individual attention, while possible, is not always a given, especially when the attention requires teaching the English alphabet or the parts of speech again. The effort on the part of all those involved to complete a common syllabus with such a division of classes, and see an improvement in English use during a limited period needs to be applauded.

With all that’s said about bridging the gap and making English our own, when push comes to shove, especially during examinations, we, as instructors, are forced back to “our standardized roots” oceans away. Our discussion on standardization stagnating the growth of the language becomes irrelevant when we blind ourselves to our students’ struggles and their choices in wording their version of English. For instance, a student’s capacity to artfully converse in English does not sufficiently capture the proper seen in a native English speaker. Furthermore, in the case of the written word we fall back on a set of standard English guidelines, exclusively available to a minority which even the examiners of the contents of English in Sri Lanka are not privy to. Be it an exam, or a simple activity in class, the student is subjected to multiple sentence-level corrections making the work no longer their own. We bring to the table “grammar”, “spelling”, and “awkward” to police the students’ language and measure their competence under a tensed and measured timeframe. I recall a conversation where my friend mentioned technical manuals which, despite being written in perfect grammar, hardly making any sense. Halfway into reading them, we blank out hoping someone would explain what we need to do in relatable terms. On the other hand, take a hypothetical sentence that a student might say, “Bird is eat a fruits.” The sentence may not adhere to the required structure but the experience of understanding the meaning seen through the student in this context, is real and clearer.

To a student who remembers the usage of certain words, the use of articles or subject-verb agreement seems secondary to their ability to express themselves in English. We mark our students for their content yet their language when put up to proper English standards always seems to fall short. Sadly, even their creativity fails to come across as meaningful and expressive by these exacting structures. We seem to judge our students and expect them to deliver a piece of work that we only after years of experience have achieved. Stuck between many errors and a few, ordered by an objective marking scheme, we see no room to give a grade beyond this rigid classification as the student’s language does not include the appropriate literary devices. We say we understand the student’s struggles, but with a pre-structured abstract standard of what makes language rich in its quality, we cannot afford to give them full marks without offending the grammatical gods. The momentary power the students might have felt and their self-expression which they strongly ink onto a sheet of paper gets lost.

Our need to fulfil an unachievable standard of perfection blinds us to the growing experiences of the students with English. Walling them within an abstract standard neither here nor there we continue to alienate our students from ever making English a means of expressing themselves. We may localize the content, and encourage them to use Sri Lankan words to make their thoughts more authentic but are we ready to accept what it means to speak SLE? To hear the students, we should not let the language-rule use us. Instead, using language as a means of expressing ourselves, we should begin to see beyond the structure to what is being said as we, the users of English, always find a way to voice ourselves to our listeners. At the end of the day, whom are we preparing in these institutes of higher education? Is it an individual with some knowledge of an abstract concept of language incapable of translating it into life?

(Selvaraj Vishvika is a Temporary Instructor attached to the Department of English Language Teaching at the University of Peradeniya)

Kuppi is a politics and pedagogy happening on the margins of the lecture hall that parodies, subverts, and simultaneously reaffirms social hierarchies.



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Polarizing rhetoric greets America on its epochal anniversary

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President Donald Trump addresses the public on the occasion of the US celebrating the 250th anniversary of the US Declaration of Independence from Britain.(BBC)

Democratic and progressive opinion in the US and the world over would likely have been further jolted by the divisive rhetoric blared forth by US President Donald Trump on no less an occasion than the 250th anniversary of the US Declaration of Independence from Britain. The world has been placed on notice that what it would be having in the main is aggravated polarization on multiple fronts during what’s left of the Trump tenure.

If the world was expecting positive moves by the Trump administration to bridge divisions, heal rifts and usher in a more harmonious international political order, this is very unlikely to be. Instead, in all probability we would be left with a far more ‘dangerous place to live in’.

Some of the more thought-provoking recent ‘takes’ from President Trump are : ‘A generation after we fought and won the cold war against the menace of communism, there is now a resurgence of the communist menace in our land, including from newcomers to our country who embrace ideas totally opposed to our way of life and our great success.’ ‘We will send them (immigrants) quickly away, and we will continue to build our country bigger and better than ever before.’ ‘We are going to give our country its identity back.’ ‘You can be loyal to Karl Marx or you can be loyal to America. You can be a communist or you can be a patriot. You cannot be both.’

Accordingly, what the world would have in increasing measure going forward are stepped-up attempts to consolidate a white supremacist administration in the US accompanied by a suppression of ethnic, religious and cultural minorities at home along with renewed attempts to spread and consolidate US hegemonism world wide.

The latter project would mainly translate into US military interventions abroad of the Venezuelan type and a persistence if not a resurgence of identity based conflicts globally. Violent reactions internationally to what are seen as attempts by the US to bring recalcitrant sections in particularly the South under white supremacist control will provide the basis for the steadfast presence and spiking of identity politics globally.

Moreover, the path has been paved for stepped-up ethnic, religious and cultural disharmony within the US. A united state is far from possible, given this backdrop. Put simply, it would be a question of steeper political polarization at home and abroad.

The persistent, widespread support for the hard line Islamic regime in Iran locally and globally should serve as an eye-opener for the political decision-makers of the US. Huge crowds at the funerals of Iran’s political leaders could very well be state-orchestrated but they are a pointer to the fact that political Islam is far from on the decline. To the extent to which this is so, the phenomenon could be a hurdle in the path of a stridently expansionist US.

Looking back, it was the consolidation of the Islamic regime in Iran in the late seventies of the last century that, besides proving a major challenge to the unfettered global power expansion of the US and its Western allies, provided the motive force as it were for the proliferation of Islam-based identity politics in particularly the South. This continues to be so.

Going forward, the US would need to figure out how best it could manage the persistent presence of Islamic fundamentalism world wide, and for that matter other forms of identity politics, without drastically losing its global power and influence.

The recent successful challenge by Iran to the US’ efforts to exercise its diktat in West Asia should prove an ‘eye-opener’. In these confrontations both sides were bloodied but Iran proved that it could successfully take on the US militarily. The inference for the US ought to be that projecting its military might in the Middle East in a no-holds-barred fashion would not prove easy.

Arising from the foregoing a foremost policy challenge for the US would be to curb Iranian military power while avoiding another major military confrontation with the Islamic state that would cost the US and the world dearly in particularly economic and material terms. The US would have no choice but to persist with the often flagging West Asian peace effort and to render it fully workable.

Ukraine presents the US with another formidable challenge. As is known, Ukraine is proving no easy ‘push-over’ for Russia, but it is badly in need of more sophisticated Western arms, particularly effective air defense systems, to fully neutralize the Russian invasion. What would the US choose to do; go to Ukraine’s assistance fully or opt not to ruffle and antagonize the Putin regime, with which it is on some cordial terms?

A negotiated solution is best in Ukraine and the Trump administration would do well not to lose sight of this ideal but Russia too should see the need for a diplomatic solution if it is to salvage itself from its military stalemate in Ukraine. The US needs to try being a peace mediator in the latter theatre but if the Russian political leadership fails to opt for peace the US would have no choice but to join the rest of NATO and Europe in continuing to arm Ukraine.

The US would need to take the latter course if the ‘world’s mightiest democracy’ is to remain committed to its founding ideals. If President Trump fails to meet this challenge he would prove that he is nothing more than an ‘empty rhetorician’.

However, it should not come as a surprise to the world if Trump chooses not to strongly back the rest of the West on Ukraine. Domestic and foreign policy are closely intertwined. Since the Trump administration is committed to building a white supremacist state at home, democratic development worldwide has been of the least importance to it.

The Trump administration’s strong affinities to white jingoism would increasingly compel it to opt for a policy of international isolationism. As a result Ukraine could prove unimportant for the US going forward.

Consequently, US-Western Europe friction in particular is only likely to intensify in the days ahead. Coupled with the contentious issues growing out of the persistence of identity politics, the Trump administration’s far-sightedness in managing foreign policy issues would be tested to the fullest. Whether the world would have comparative peace or continued blood-letting would depend crucially on such judiciousness.

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Beyond concrete: Sunela Jayewardene urges Sri Lanka to rediscover an ancient wisdom for a planet in peril

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Sunela / Rishan / Spencer

It was more than a lecture on architecture. It was a challenge to rethink civilisation itself.

Standing before a packed audience at Dilmah by Genesis in Maligawatte, internationally acclaimed environmental architect, author and conservationist Sunela Jayewardene delivered a keynote that transcended blueprints, buildings and urban planning.

Instead, she invited her listeners on an intellectual journey into Sri Lanka’s ancient past, arguing that the answers to some of the world’s gravest environmental crises may already exist within the island’s forgotten ecological wisdom.

Her address, titled “Beyond Concrete: Architecture for the Coexistence of Species,” was at once philosophical, historical and deeply practical. It questioned humanity’s obsession with dominating nature and called for a return to a design ethic rooted in respect, restraint and coexistence.

“The road is actually very simple,” Jayewardene said. “We have simply forgotten it.”

That observation became the defining thread of an afternoon that challenged conventional thinking about architecture and development.

According to Jayewardene, modern society has inherited a worldview shaped largely by colonial values that placed human needs above those of every other living organism.

“Our value system was turned on its head,” she observed. “We accepted a Western way of looking at nature without questioning it. Today we can clearly see the consequences. The world is in crisis. Species are in crisis. Our lifestyles are in crisis.”

She was careful not to romanticise the past, nor was she dismissive of modern science. Instead, she argued that Sri Lanka’s pre-colonial civilisation possessed a sophisticated environmental philosophy that modern planners and architects have largely ignored.

For Jayewardene, environmental architecture is not about fashionable sustainability slogans or cosmetic landscaping.

It begins with humility.

It begins by recognising that humans are only one species among millions sharing the same landscape.

“The built environment should not exist in opposition to nature,” she said. “It should become part of nature.”

One of the most captivating moments of her presentation came when she introduced her own research into the island’s ancient sacred geography.

Using digital mapping and satellite imagery, Jayewardene demonstrated the remarkable alignment of Sri Lanka’s four original Saman Devalayas, whose axes converge on Sri Pada, historically known as Samanthakuta.

The extraordinary precision of these alignments, she argued, raises profound questions about the scientific and surveying capabilities of ancient Sri Lankan civilisation.

“What kind of technology enabled them to achieve this?” she asked the audience.

Her purpose was not to offer speculative answers but to challenge deeply ingrained assumptions that ancient societies lacked scientific sophistication.

“We often underestimate what our ancestors knew,” she said. “Yet the evidence around us tells a very different story.”

That forgotten knowledge, she argued, extended well beyond engineering.

It shaped an entire philosophy of living with the landscape rather than imposing human will upon it.

Displaying photographs from archaeological sites including Ritigala, ancient monasteries and rock pavilions hidden within Sri Lanka’s forests, Jayewardene illustrated how builders carved steps around natural boulders, integrated structures into existing rock formations and preserved the contours of the land.

Modern construction, she suggested, would almost certainly have bulldozed those landscapes into submission.

“Our ancestors honoured the land,” she said. “They accepted the landscape instead of trying to conquer it.”

For Jayewardene, that principle remains the foundation of every project she undertakes.

She described environmental architecture as an exercise in listening rather than commanding.

Every site, she explained, possesses its own identity, ecological history and natural rhythm.

The responsibility of the architect is to understand that identity before attempting to intervene.

“The land tells you what it wants to become,” she said.

Throughout the presentation, one word repeatedly surfaced—context.

Without understanding context, she argued, architecture becomes little more than sculpture.

Good design cannot be copied indiscriminately from one country to another or even from one district to another.

Climate differs.

Rainfall differs.

Vegetation differs.

Wildlife differs.

Culture differs.

Even the stories associated with landscapes differ.

All of these, Jayewardene insisted, must shape architecture.

“When I speak about inhabitants, I don’t mean only human beings,” she explained.

“The birds, insects, reptiles, mammals, trees and every living organism already occupying that land must become part of the design equation.”

This broader understanding forms the basis of what she describes as non-human-centred design—an approach that rejects the notion that cities exist exclusively for people.

Instead, landscapes should provide refuge for biodiversity while simultaneously serving human communities.

It is an idea that resonates strongly at a time when rapid urbanisation continues to erode habitats across Sri Lanka.

Jayewardene also challenged prevailing attitudes towards development itself.

Too often, she argued, “development” has become synonymous with replacing natural systems by concrete infrastructure.

She questioned whether flattening hillsides, redirecting streams and clearing vegetation can genuinely be described as progress.

In her view, genuine development should first ask what ecological value already exists before deciding what should be built.

One of the simplest yet most profound examples she offered concerned water.

“I always say it is acceptable to interrupt water,” she remarked. “But never disrupt it.”

That distinction reflects an ecological understanding often absent from conventional engineering.

Natural drainage systems, she warned, perform countless functions that remain invisible until they are damaged.

Floods, soil erosion, biodiversity decline and even changes in local climate frequently follow.

“We disrupt far more than water,” she said. “We disrupt entire ecological relationships.”

Equally significant was her distinction between degraded brownfield sites and relatively untouched greenfield landscapes.

Brownfield sites require ecological restoration, rehabilitation and renewal.

Greenfield sites demand restraint.

Minimal intervention, she argued, is often the highest form of environmental design.

The keynote found an appropriate setting within Dilmah Conservation’s own efforts to restore degraded urban landscapes.

Earlier in the programme, Rishan Sampath of Dilmah Conservation outlined the organisation’s transformation of an abandoned industrial property in Moratuwa into a flourishing urban forest containing over 300 tree species and more than 1,000 individual plants.

Scientific studies conducted within the restored forest have already demonstrated improvements in air quality compared with adjoining urban roads, providing measurable evidence that biodiversity restoration can improve city life.

For Jayewardene, such initiatives represent far more than beautification projects.

They demonstrate that ecological restoration can become a guiding philosophy for future urban planning.

Her address ultimately became a call to rethink humanity’s place within nature.

Architecture, she argued, should no longer celebrate domination over landscapes.

It should celebrate coexistence.

Every building should strengthen biodiversity.

Every development should restore ecological balance.

Every designer should ask not merely how a project serves people, but how it serves life itself.

As the audience left the hall, they carried with them more than architectural ideas.

They carried a challenge

To question inherited assumptions.

To rediscover indigenous ecological wisdom.

And to recognise that Sri Lanka’s greatest contribution to global sustainability may not lie in importing new environmental models, but in rediscovering the timeless principles embedded within its own civilisation.

For Sunela Jayewardene, the future will not be secured by building more impressive skylines.

It will be secured when humanity learns once again to build gently, intelligently and respectfully—allowing architecture to become not an act of conquest, but an expression of coexistence.

By Ifham Nizam

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Colombia’s “back-to-back queen”

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Beyond modelling, Colombia’s Katherine Castaño, who captured the crown at the Top Model of the World 2026, in Egypt, is also a TV host, entrepreneur and social media influencer.

She’s based in Miami, Florida right now — a hub for fashion and influencer work — a city she calls home base, while representing Colombia on the world stage.

Her Miami base gives her access to fashion, entertainment, and business networks, while her title keeps Colombia front and centre in the global modelling conversation.

Off the runway, she says she enjoys singing, playing the piano, and tennis.

Katherine didn’t make the trip to Egypt as a newcomer. She’s built a strong international portfolio before winning the crown.

In fact, her résumé reads like a fashion passport: Colombia Moda, New York Fashion Week, Miami Swim Week, Miami Fashion Week, Nicaragua Diseña, IXEL Moda, and Mercedes-Benz San José.

On June 8, 2026, Katherine Castaño was crowned by outgoing winner Natalia Garizabal Vera, also of Colombia. That gave Colombia a historic back-to-back victory — the first time any country has done it in the competition’s history, and Colombia’s 4th win overall.

As Top Model of the World 2026, Katherine’s reign is centred on elevating her profile as a model, influencer, and entrepreneur.

She’s built a personal brand around beauty, ambition, style, and professionalism, with strong reach across fashion, social media, and business.

As titleholder, she’s now the face of the pageant’s international fashion platform, representing Colombia globally, while based out of Miami.

Ahead of the competition she was clear about the stakes: “This is bigger than me. This is for my country. This is for the story I’m here to write… And I’m not going quietly… we’re going for that back to back.”

As the reigning titleholder, Katherine Castaño’s role extends far beyond the sash. She’s using the platform to grow her brand as a model, influencer, and entrepreneur rooted in “beauty, ambition, style, and professionalism”.

She will also be doing runway shows, photoshoots, brand appearances, and fashion events.

Sri Lanka’s representative at this pageant was NetalieWithanage.

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