Features
Educational reforms: A perspective
Dr. B.J.C. Perera (Dr. BJCP) in his article ‘The Education cross roads: Liberating Sri Lankan classroom and moving ahead’ asks the critical question that should be the bedrock of any attempt at education reform – ‘Do we truly and clearly understand how a human being learns? (The Island, 16.02.2026)
Dr. BJCP describes the foundation of a cognitive architecture taking place with over a million neural connections occurring in a second. This in fact is the result of language learning and not the process. How do we ‘actually’ learn and communicate with one another? Is a question that was originally asked by Galileo Galilei (1564 -1642) to which scientists have still not found a definitive answer. Naom Chomsky (1928-) one of the foremost intellectuals of our time, known as the father of modern linguistics; when once asked in an interview, if there was any ‘burning question’ in his life that he would have liked to find an answer for; commented that this was one of the questions to which he would have liked to find the answer. Apart from knowing that this communication takes place through language, little else is known about the subject. In this process of learning we learn in our mother tongue and it is estimated that almost 80% of our learning is completed by the time we are 5 years old. It is critical to grasp that this is the actual process of learning and not ‘knowledge’ which tends to get confused as ‘learning’. i.e. what have you learnt?
The term mother tongue is used here as many of us later on in life do learn other languages. However, there is a fundamental difference between these languages and one’s mother tongue; in that one learns the mother tongue- and how that happens is the ‘burning question’ as opposed to a second language which is taught. The fact that the mother tongue is also formally taught later on, does not distract from this thesis.
Almost all of us take the learning of a mother tongue for granted, as much as one would take standing and walking for granted. However, learning the mother tongue is a much more complex process. Every infant learns to stand and walk the same way, but every infant depending on where they are born (and brought up) will learn a different mother tongue. The words that are learnt are concepts that would be influenced by the prevalent culture, religion, beliefs, etc. in that environment of the child. Take for example the term father. In our culture (Sinhala/Buddhist) the father is an entity that belongs to himself as well as to us -the rest of the family. We refer to him as ape thaththa. In the English speaking (Judaeo-Christian) culture he is ‘my father’. ‘Our father’ is a very different concept. ‘Our father who art in heaven….
All over the world education is done in one’s mother tongue. The only exception to this, as far as I know, are the countries that have been colonised by the British. There is a vast amount of research that re-validates education /learning in the mother tongue. And more to the point, when it comes to the comparability of learning in one’s own mother tongue as opposed to learning in English, English fails miserably.
Education /learning is best done in one’s mother tongue.
This is a fact. not an opinion. Elegantly stated in the words of Prof. Tove Skutnabb-Kangas-“Mother tongue medium education is controversial, but ‘only’ politically. Research evidence about it is not controversial.”
The tragedy is that we are discussing this fundamental principle that is taken for granted in the rest of the world. It would not be not even considered worthy of a school debate in any other country. The irony of course is, that it is being done in English!
At school we learnt all of our subjects in Sinhala (or Tamil) right up to University entrance. Across the three streams of Maths, Bio and Commerce, be it applied or pure mathematics, physics, chemistry, zoology, botany economics, business, etc. Everything from the simplest to the most complicated concept was learnt in our mother tongue. An uninterrupted process of learning that started from infancy.
All of this changed at university. We had to learn something new that had a greater depth and width than anything we had encountered before in a language -except for a very select minority – we were not at all familiar with. There were students in my university intake that had put aside reading and writing, not even spoken English outside a classroom context. This I have been reliably informed is the prevalent situation in most of the SAARC countries.
The SAARC nations that comprise eight countries (Sri Lanka, Maldives, India, Pakistan Afghanistan, Bangladesh, Nepal and Bhutan) have 21% of the world population confined to just 3% of the earth’s land mass making it probably one of the most densely populated areas in the world. One would assume that this degree of ‘clinical density’ would lead to a plethora of research publications. However, the reality is that for 25 years from 1996 to 2021 the contribution by the SAARC nations to peer reviewed research in the field of Orthopaedics and Sports medicine- my profession – was only 1.45%! Regardless of each country having different mother tongues and vastly differing socio-economic structures, the common denominator to all these countries is that medical education in each country is done in a foreign language (English).
The impact of not learning in one’s mother tongue can be illustrated at a global level. This can be easily seen when observing the research output of different countries. For example, if one looks at orthopaedics and sports medicine (once again my given profession for simplicity); Table 1. shows the cumulative research that has been published in peer review journals. Despite now having the highest population in the world, India comes in at number 16! It has been outranked by countries that have a population less than one of their states. Pundits might argue giving various reasons for this phenomenon. But the inconvertible fact remains that all other countries, other than India, learn medicine in their mother tongue.
(See Table 1) Mother tongue, medium of education in country rank order according to the volume of publications of orthopaedics and sports medicine in peer reviewed journals 1996 to 2024. Source: Scimago SCImago journal (https://www.scimagojr.com/) has collated peer review journal publications of the world. The publications are categorized into 27 categories. According to the available data from 1996 to 2024, China is ranked the second across all categories with India at the 6th position. China is first in chemical engineering, chemistry, computer science, decision sciences, energy, engineering, environmental science, material sciences, mathematics, physics and astronomy. There is no subject category that India is the first in the world. China ranks higher than India in all categories except dentistry.
The reason for this difference is obvious when one looks at how learning is done in China and India.
The Chinese learn in their mother tongue. From primary to undergraduate and postgraduate levels, it is all done in Chinese. Therefore, they have an enormous capacity to understand their subject matter just not itself, but also as to how it relates to all other subjects/ themes that surround it. It is a continuous process of learning that evolves from infancy onwards, that seamlessly passes through, primary, secondary, undergraduate and post graduate education, research, innovation, application etc. Their social language is their official language. The language they use at home is the language they use at their workplaces, clubs, research facilities and so on.
In India higher education/learning is done in a foreign language. Each state of India has its own mother tongue. Be it Hindi, Tamil, Urdu, Telagu, etc. Infancy, childhood and school education to varying degrees is carried out in each state according to their mother tongue. Then, when it comes to university education and especially the ‘science subjects’ it takes place in a foreign tongue- (English). English remains only as their ‘research’ language. All other social interactions are done in their mother tongue.
India and China have been used as examples to illustrate the point between learning in the mother tongue and a foreign tongue, as they are in population terms comparable countries. The unpalatable truth is that – though individuals might have a different grasp of English- as countries, the ability of SAARC countries to learn and understand a subject in a foreign language is inferior to the rest of the world that is learning the same subject in its mother tongue. Imagine the disadvantage we face at a global level, when our entire learning process across almost all disciplines has been in a foreign tongue with comparison to the rest of the world that has learnt all these disciplines in their mother tongue. And one by-product of this is the subsequent research, innovation that flows from this learning will also be inferior to the rest of the world.
All this only confirms what we already know. Learning is best done in one’s mother tongue! .
What needs to be realised is that there is a critical difference between ‘learning English’ and ‘learning in English’. The primary-or some may argue secondary- purpose of a university education is to learn a particular discipline, be it medicine, engineering, etc. The students- have been learning everything up to that point in Sinhala or Tamil. Learning their discipline in their mother tongue will be the easiest thing for them. The solution to this is to teach in Sinhala or Tamil, so it can be learnt in the most efficient manner. Not to lament that the university entrant’s English is poor and therefore we need to start teaching English earlier on.
We are surviving because at least up to the university level we are learning in the best possible way i.e. in our mother tongue. Can our methods be changed to be more efficient? definitely. If, however, one thinks that the answer to this efficient change in the learning process is to substitute English for the mother tongue, it will defeat the very purpose it is trying to overcome. According to Dr. BJCP as he states in his article; the current reforms of 2026 for the learning process for the primary years, centre on the ‘ABCDE’ framework: Attendance, Belongingness, Cleanliness, Discipline and English. Very briefly, as can be seen from the above discussion, if this is the framework that is to be instituted, we should modify it to ABCDEF by adding a F for Failure, for completeness!
(See Figure 1) The components and evolution of learning: Data, information, knowledge, insight, wisdom, foresight As can be seen from figure 1. data and information remain as discrete points. They do not have interconnections between them. It is these subsequent interconnections that constitute learning. And these happen best through the mother tongue. Once again, this is a fact. Not an opinion. We -all countries- need to learn a second language (foreign tongue) in order to gather information and data from the rest of the world. However, once this data/ information is gathered, the learning needs to happen in our own mother tongue.
Without a doubt English is the most universally spoken language. It is estimated that almost a quarter of the world speaks English as its mother tongue or as a second language. I am not advocating to stop teaching English. Please, teach English as a second language to give a window to the rest of the world. Just do not use it as the mode of learning. Learn English but do not learn in English. All that we will be achieving by learning in English, is to create a nation of professionals that neither know English well nor their subject matter well.
If we are to have any worthwhile educational reforms this should be the starting pivotal point. An education that takes place in one’s mother tongue. Not instituting this and discussing theories of education and learning and proposing reforms, is akin to ‘rearranging the deck chairs on the Titanic’. Sadly, this is not some stupendous, revolutionary insight into education /learning. It is what the rest of the world has been doing and what we did till we came under British rule.
Those who were with me in the medical faculty may remember that I asked this question then: Why can’t we be taught in Sinhala? Today, with AI, this should be much easier than what it was 40 years ago.
The editorial of this newspaper has many a time criticised the present government for its lackadaisical attitude towards bringing in the promised ‘system change’. Do this––make mother tongue the medium of education /learning––and the entire system will change.
by Dr. Sumedha S. Amarasekara
Features
Viktor Orban, Benjamin Netanyahu and Donald Trump: The Terrible Threes of the 21st Century
In the autumn of 1956, Hungary staged the first uprising against the 20th century Soviet behemoth. Seventy years later, in the spring of 2026 Hungary has delivered the first electoral thrashing against 21st century right wing populism in Europe. The 1956 uprising was crushed after seven days. But the opposition scored a landslide victory in Hungary’s parliamentary election held on Sunday, April 12 and. Viktor Orban, Prime Minister since 2010 and the architect of what he proudly called “the illiberal state”, was resoundingly defeated. Orban who has been a pain in the neck for the European Union was a close ally of US President Donald Trump and Israeli Prime Minister Benjamin Netanyahu.
Trump even dispatched his Vice President JD Vance to Budapest to campaign for Orban. After Orban’s defeat, Trump and his MAGA followers may be having nightmares about the US midterm elections in November. Similarly, Orban’s defeat has reportedly caused “great concern in the halls of power in Jerusalem.” Netanyahu has lost his only ally in the European Union and the opposition victory in Hungary does not augur well for his own electoral prospects in the Israeli elections due in October.
Ceasefire Hopes
Trump and Netanyahu have bigger things to worry about in the Middle East and among their own political bases. Trump is going bonkers, blasphemously imitating Christ and badmouthing the Pope, launching a blockade in the Strait of Hormuz and strong arming more talks in Islamabad. Netanyahu has been forced to sit on his hands, pausing his fight against Iran while pursuing peace talks with Lebanon. The leaders and diplomats from Pakistan, Egypt and Turkey are shuttling around drumming up support for another round of talks in Islamabad and a prolonged extension of the ceasefire.
Further talks in Islamabad and potential extension of the ceasefire received a new boost by Trump’s announcement of a new 10-day ceasefire between Israel and Lebanon. The background to this development appears to be Iran’s insistence on having this secondary ceasefire, and Trump insisting on ceasefire abidance by Hezbollah in return for his ordering Netanyahu to stop his brutal ‘lawn mowing’ in Lebanon. All of this might seem to augur well for a potential extension of the primary ceasefire between the US and Iran. There are also reports of the narrowing of gap between the two parties – involving a potential moratorium on Iran’s uranium enrichment, the opening of the Strait of Hormuz, and Iran’s access to its frozen assets estimated to be $100 billion.
Meanwhile the IMF has released its latest World Economic Outlook with a grim forecast. “Once again, says the report, “the global economy is threatened with being thrown off the course – this time by the outbreak of war in the Middle East.” Before the war, the IMF was expected to upgrade its growth forecasts for the global economy. Now it is going to be weaker growth and higher inflation with oil price optimistically stabilizing around $100 a barrel in 2026 and $75 a barrel in 2027. In a worst case scenario, if the oil prices were to hit $110 in 2026 and $125 in 2027, growth everywhere will further weaken and inflation will go further up in countries big and small.
In a joint statement on the Middle East, the Finance Ministers of the United Kingdom, Australia, Japan, Sweden, Netherlands, Finland, Spain, Norway, Republic of Ireland, Poland and New Zealand have called on the IMF and World Bank “to provide a coordinated emergency support offer for countries in need, tailored to country circumstances and drawing on the full range and flexibility of their tool kits.” They have also welcomed “advice on domestic responses that are temporary, targeted, and effective, and encourage work to identify steps needed to protect long-term growth.”
Subversion from the Right
The two men, Trump and Netanyahu, who started the war and precipitated the current crisis are not being held accountable by anyone and they are still free to do what they want and as they please. The third man, Victor Orban, who did not have anything to do with the war but extended wholehearted ideological and political support as a faithful apprentice to the two older sorcerers, has been democratically defeated. Together, they formed the terrible threes of the 21st century, spearheading a subversion from the right of the emerging liberal status quo of the post Cold War world. Orban’s defeat is a significant setback to the illiberal right, but it is not the end of it.
The three emerged in the specific historical contexts of their own polities that are both vastly different and yet share powerful ingredients that have proved to be politically potent. The broader context has been the end of the Cold War and the removal of the perceived external threat which opened up the domestic political space in the US, for locking horns over primarily cultural standpoints and climate politics. This era began with the Clinton presidency in 1992 and the election of Barack Obama 16 years later, in 2008, created the illusion of a post-racial America.
In reality, the right was able to push back – first with the younger Bush presidency (2000-2008) pursuing compassionate conservatism, and later with the foray of Trump (2016-2020) threatening to end what he called the “American Carnage.” Of the 32 years since the election of Bill Clinton, Democrats have controlled the White House for 20 years over five presidential terms (Clinton – two, Obama – two, and Biden -one), while the Republicans won three terms (Bush – two, Trump – one) spanning 12 years.
Trump has since won a second term for another four years, but already in his five+ years in office he has issued executive orders to roll back almost all of the liberal advancements in the realms of civil rights, equality, diversity and inclusion. All that the celebrated acronym DEI (Diversity, Equality and Inclusion) stands for has been executively ordered to be banished from the state, its agencies and its programs.
In Europe, the European Union became the champion and bulwark of liberalism and subsidiarity, which in turn provoked the rise of right wing populism in every member country. Brexit was the loudest manifestation against what was considered to be EU’s overreach, but after Britain’s bitter Brexit experience the populists in the European countries gave up on demanding their own exit and limited themselves to fighting the EU from their national bases.
Viktor Orban became the face and voice of anti-EU nationalists. But he and his political party, the Christian Nationalist Fidesz – Hungarian Civic Alliance, are not the only one. Nigel Farage’s Reform UK in Britain and Marine Le Pen’s National Rally Party in France are becoming real electoral contenders, while right wing presidents have been elected in Argentina and Chile.
The rise and fall of Viktor Orban
Of the three terribles, Orban is the youngest but with the longest involvement in politics. Born in 1963, Viktor Orban became a political activist as a 15-year old high schooler, becoming secretary of a Young Communist League local. He continued his activism while studying law in Budapest, visiting Poland and writing his thesis on the Polish Solidarity movement, giving lectures in West Germany and the US as a potential future Hungarian leader, and undertaking research on European civil society at Pembroke College, Oxford.
At the age of 26, Orban gained national prominence with a speech he delivered on June 16, 1989 in Budapest’s Heroes’ Square to mark the reburial of Imre Nagy and other Hungarians killed in the 1956 uprising. Imre Nagy was the leader of the 1956 Hungarian uprising against the puppet Soviet Union outpost in Budapest.
To digress and make a local connection – the pages of Sri Lanka’s parliamentary Hansard of 1956, contain an impressive record of the political debate in Sri Lanka over the events in Hungary. The LSSP’s Colvin R de Silva eloquently led the Trotskyite prosecution of the Soviet invasion of Hungary and the suppression of its freedoms. Pieter Keuneman of the Communist Party used his wit and debating skills to defend the indefensible. GG Ponnambalam, the unrepentant anti-communist, used the opportunity to take swipes on both sides. Finally, for the government, Prime Minister SWRD Bandaranaike deployed his own oratorical skills to empathize with the uprising without condemning the USSR. The four men were Sri Lanka’s foremost verbal gladiators and they used the occasion to put on quite a display of their talents.
Back to Hungary, where Orban began his political vocation identifying himself with Imre Nagy and demanding the withdrawal of the Soviet army from Hungary and calling for free elections in that country to elect a new government. That same year in 1989, Fidesz was recognized as a political party; Orban became its leader four years later in 1993 and led the party and its allies to their first victory and formed a new government in 1998. At age 35 Orban became the second youngest Prime Minister in Hungary’s history.
During his first term, Orban started well on the economy, reducing inflation and the budget deficit, was welcomed to the White House by President George W. Bush, and led Hungary to join NATO overruling Russian objections. But the slide into authoritarianism and corruption was just as quick, including the attempt to replace the two-thirds parliamentary majority requirement by a simple majority. By the end of the term the ruling coalition disintegrated and Orban lost the 2002 election and became the leader of the opposition over the next two terms till 2010.
Orban returned to power with a two-thirds majority in 2010 and immediately introduced a new constitution that set the stage for ushering in the illiberal state. What had been previously a communist state now became a Christian state where ‘traditional values’ of gender rights, sexuality, and exclusive nationalism were constitutionally enshrined. The electoral system was changed reducing the number parliamentarians from 386 to 199 – with 103 of them directly elected and 93 assigned proportionately. Orban went on to win three more elections over 16 years – in 2014, 2018 and 2022 – each with a two-thirds majority, and used the time and power to transform Hungary into a conservative fortress in Europe.
The new constitution and its frequent amendments were used to centralize legislative and executive power, curb civil liberties, restrict freedom of speech and the media, and to weaken the constitutional court and judiciary. It was his opposition to non-white immigration that made him “the talisman of Europe’s mainstream right”. He described immigration as the West’s answer to its declining population and flatly rejected it as a solution for Hungary. Instead, he told his compatriots, “we need Hungarian children.” His ‘Orbanomics’ policies restricted abortion and encouraged family formation – forgiving student debt for female students having or adopting children, life-long tax holiday for women with four or more children, and sponsoring fixed-rate mortgages for married couples.
Orban wanted to make Hungary an “ideological center for … an international conservative movement”. Orban heaped praise on Jair Bolsonaro for making Brazil the best example of a “modern Christian democracy.” He endorsed Trump in every one of Trump’s three presidential elections, the only European leader to do so. In return, Orban has been described by US MAGA ideologue Steve Bannon as “Trump before Trump.” Orban’s attack on universities for being the citadels of liberalism have found their echoes in Trump’s America and Modi’s India.
For all his efforts in making Hungary a conservative ideological centre, Viktor Orban’s undoing came about because of Hungary’s growing economic crises and the depth of corruption and systemic nepotism that engulfed the government. The economy has tanked over the last three years with rising prices and the national debt reaching 75% of the GDP – the highest among East European countries. Orban’s critics have exposed and the people have experienced systemic corruption that enabled the siphoning of public wealth into private accounts, the creation of a ‘neo-feudal capitalist class’, and the enrichment of family and friends. Orban’s corruption became the central plank of the opposition platform that Peter Magyar and his Tisza Party presented to the voters and caused his ouster after 16 years.
The Prime Minister elect is not a dyed in the wool liberal, but a member of a conservative Budapest family, and a politician cut from the old Orban cloth. Magyar (literally meaning “Hungarian”) was once a “powerful insider” in the Fidesz government – notably active in foreign affairs, while his ex-wife was once the Minister of Justice in Orban’s cabinet. Mr. Magyar may not fully roll back all of Orban’s illiberalism, but he has committed himself to eliminating corruption, increasing social welfare spending, limiting the prime ministerial tenure to two terms, and being more pro-European, EU and NATO.
EU and European leaders have openly welcomed the change in Hungary, and may be looking for the new government to change Orban’s vetoing of a number of EU initiatives, especially those involving assistance to Ukraine. In return, the new government in Hungary will be expecting the unfreezing of as much as $33 billion funds that the EU extraordinarily chose to freeze as punishment for Orban’s illiberal initiatives in Hungary. For Trump and Netanyahu, the defeat of Viktor Orban removes their only ally and supporter in all of Europe.
by Rajan Philips
Features
ICONS:A Dialogue Across Centuries
Sky Gallery of the Fareed Uduman Art Forum is dedicated to bringing audiences, cultures, and time periods together through meaningful and accessible art experiences to create the closest possible encounters with the world’s greatest paintings. Previous exhibitions include, Gustav Klimt, Frida Kahlo, Paul Gauguin, Vincent Van Gogh, Salvador Dali.
ICONS is conceived as “a dialogue across centuries” bringing together over a dozen artistic geniuses whose works span the Renaissance to the modern era. These works at their original scales of creation changes the conversation. You can finally stand in front of a life-size Vermeer or a monumental Monet and feel the dialogue between artists who never met but shaped each other across time. Each exhibit is meticulously presented on canvas, hand-framed, and finished at the exact dimensions of the original masterpieces, preserving the integrity of composition, texture, brushwork, color and scale.
At the heart of the exhibition is Jan van Eyck’s ‘Arnolfini Portrait’, a work that epitomizes the detail, symbolism, and human intimacy that have inspired generations of artists. Alongside it, visitors will encounter paintings that shaped the renaissance, impressionism, modernism, and the evolution of visual storytelling by Munch, Matisse, Monet, Degas, Da Vinci, Renoir, Vermeer, Rembrandt, Cézanne, Caravaggio, and more. The exhibition invites audiences to experience a rare conversation across centuries of artistic brilliance.
By bringing together works that are geographically and historically dispersed, ICONS creates a compelling space for comparison, reflection, and discovery. Visitors are invited to move beyond passive viewing into a more engaged encounter—tracing artistic influence, identifying stylistic shifts, and uncovering unexpected connections between artists who never shared the same physical space, yet remain deeply interconnected across time.
Designed and curated for both seasoned art enthusiasts and first-time visitors, ICONS offers an experience that is at once educational, immersive, and accessible—removing many of the traditional barriers associated with global museum-going.
Exhibition Details:
Dates: April 24 – May 3
Time: 10:00 AM – 5:00 PM (Monday – Sunday)
Venue: Sky Gallery Colombo 5
Features
Our Teardrop
BOOK REVIEW
Ranoukh Wijesinha (2026)
Published by Jam Fruit Tree Publications.
82 pages. Softcover. ISBN 978-624-6633-81-3
The author is a graduate teacher at St. Thomas’ College, Mount Lavinia; his alma mater. On leaving school he read for a Bachelor of Arts Degree in English Language and English Literature at the University of Nottingham (Malaysia). On graduating, in 2024, he went back to his old school to teach these same disciplines. There seems to be a historic logic to this as his grandfather, a notable Thomian of his day, also started his working career as a teacher at the College before moving on to the world of publishing; as a newspaper journalist and sub-editor.
On his maternal side, Wijesinha’s grandfather was an accomplished journalist, thespian and playwright of his day, and his mother is also a much sought after teacher of English and English Literature and, as acknowledged by him, his first, and foremost, English teacher.
Though there are some well-written, almost lyrical, pieces of prose in this publication, it is the poetry that dominates. Written with a sensitivity to people and events he has either observed himself, or as described to him by those who did, it also encompasses all genres of poetic verse, from the classical to the modern, including sonnets, acrostics, haiku to free and blank verse, the latter more in vogue today. All in all, it presents as a celebration of English poetry and its ability to, sometimes, express depth of thought and feeling far better than prose.
Dedicated to his mentor at St. Thomas’, his Drama and Singing Master had been a great influence on Wijesinha His sudden, premature, death understandably came as a shock to the still developing student under his tutelage. The poems “The Man who Made Me” and “The Curtain Called” best demonstrate this. In addition, it is apparent that Wijesinha has endured much mental trauma in his young life. Spending much time on his own, the questions these moments have raised are expressed in “When No One is Listening”, “There was a Time”, “Midnight Walks” and the prose “A Ramble through Colombo”.
However, the majority of the poems concern ‘Our Teardrop’, Sri Lanka, for whom the writer has a great love. He explores its history, its natural wonders, its people, its tragedies, its corruption and the hope that things will get better for all its people. “Bala’ and “Dicky” address a time of violence from days gone by when there were few glories, just victims. “Easter Sunday” brings this almost to the present time.
There also is humour. “Ado, Machang, Bro, Dude” celebrates his friends and friendships in a way that will reverberate with all the present and previous generations of those who are, or were once, in their late teens and early twenties.
There is little to criticise in this first of the writer’s forays into published works except, as referred to previously, to re-state that the prose quails in the face of the power of the poetry. It is all well written, filled with passion and compassion, and gives comfort that there still are young Sri Lankan writers who can be this brave, and write so powerfully, and profoundly, in English. It is hoped that this is just the first of many from the pen of this young writer.
L S M Pillai
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