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2 Vibhasha | November December 2011
The ormation o a collective
o Civil Society Organizations,
aimed at promoting language
rights in Sri Lanka, took placerecently. The Centre or Policy
Alternatives, Eastern United
Womens Organization,
Movement or the Deense o
Democratic Rights, National
Fisheries Solidarity Movement,
People Help Foundation
Mannar, Rural Development
Foundation Vavuniya,Foundation o Rural Economic
Development Panama and
the Trincomalee Sarvodaya
Shramadana Movement, act as
members o this collective.
Thus ar, this collective
has established approximately
150 language committees in
the North and East, and haveconducted approximately 600
awareness raising programs on
language rights.
The collective had also
made preparations to conduct
a public discussion regarding
the promotion o language
rights in commemoration o
the International Human RightsDay which ell on the 10th o
December.
A special report on this
discussion will be published in
the subsequent issue o Vibhasha.
Language rights violated; legal actionagainst the University Grants Commission
A collective ormed or the promotion o language rights
The Centre or PolicyAlternatives is presently in the
process o initiating legal actionagainst the University GrantsCommission, as the languagerights o the Tamil citizens o SriLanka have been violated as aresult o many o the coursesconducted by the Institute oHuman Resource Advancement(IHRA) o the University oColombo being available in theSinhala and English mediumsalone.
Chapter IV o the SriLankan Constitution sets outthe provisions on language,o which Article 21 covers thelegal ramework regarding themedium o instruction. Theconstitution states thus:
21. (1) A person shall beentitled to be educated throughthe medium o either o theNational Languages:
Provided that the provisionso this paragraph shall not
apply to an institution o highereducation where the medium oinstruction is a language otherthan a National Language.
(2) Where one NationalLanguage is a medium oinstruction or or in any course,
department or aculty o any
University directly or indirectly
nanced by the State, theother National Language
shall also be made a medium
o instruction or or in such
course, department or aculty
or students who prior to their
admission to such University,
were educated through the
medium o such other National
Language:
Provided that compliance
with the preceding provisions
o this paragraph shall not be
obligatory i such other NationalLanguage is the medium o
instruction or or in any like
course, department or aculty
either at any other campus or
branch o such University or o
any other like University.
(3) In this Article "University"includes any institution ohigher education.
According to Article 12(1)and (2) o the Constitutiono the Democratic SocialistRepublic o Sri Lanka, no citizenshould be discriminated againston the grounds o language.
The undamental right relatedto language in Article 12(2)provides thus:
12(2) No citizen shall bediscriminated against on thegrounds o race, religion,
language, caste, sex, politicalopinion, place o birth or anysuch grounds.
However, several coursesconducted by the Institute oHuman Resource Advancement(IHRA), such as
Diplomain Drug Abuse
Management Studies
BachelorofLaborEducation
CerticateCoursein
Counseling Psychology
leading to Diploma
are limited to the Sinhala
and English mediums.
Speaking on the issue, Mr.
Niran o the Legal Unit o the
Centre or Policy Alternatives
told the Vibhasha Newsletter
that his investigations
conrmed that no other
University within to the
University System o Sri Lanka
carried these courses in the
Tamil language. He added that
the Tamil citizens would not
ace this injustice i, at least,
another University in Sri Lanka
conducted these courses in
Tamil.
He urther stated that
he will be taking necessary
steps in the near uture to
bring legal action against theUniversity Grants Commission,
as several Universities other
than the University o Colombo
conducted a number o
courses that are limited to one
language.
VibhashaNovember December 2011 A publication o the Centre or Policy Alternatives Volume II Issue II
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3Vibhasha | November December 2011
As a result o complaints
received, regarding the lack orailway trac inormation in
all three languages, Sri Lanka
Railways has taken steps to enable
announcements at all railway
stations, in all three languages in
the near uture.
Language battle at the railway station;Announcements in all three languages commence
Cadre o 350 capable o
working in Tamil join the Police
Addressing a public discussion held in Colombo to commemorate
Human Rights Day, the Minister o National Languages and Social
Integration Vasudeva Nanayakkara stated, that the government has
taken steps to enroll 350 persons capable o working in the Tamil
language, as Police Constables to work in the North and East areas,
with the intention o providing a solution to problems aced by Tamil
citizens o these areas in seeking Police assistance in their mother
tongue.
The Minister added that this measure was taken as a rst step,
and will be expanded on in the uture.
The Minister voiced these opinions while addressing a PublicDiscussion on the Promotion o Language Rights in Sri Lanka, held
on the 12th o December at the Mahaweli Centre, organized by the
Civil Society Organization Collective ormed to promote language
rights in Sri Lanka.
Complaints made to fve organizationsrequesting language rights in the marketplace
The Centre or Policy Alternatives has lodged complaints with 5organizations, regarding usage and other essential inormation related
to medication sold in the local market, not being made available to
the consumer in the ocial languages o this country.
As we had highlighted in the lead story o the previous issue o
Vibhasha, the basic inormation related to the majority o medicinal
products available in this country, is provided solely in the English
language. As emphasized therein, this violates not only the
language rights o the citizens o this country, but also their rights as
consumers.
As such, with the intention o seeking redress against this problem,
the Centre or Policy Alternatives has submitted complaints to the
Ocial Languages Commission, as well as the Consumer ProtectionAuthority. In addition, complaints have also been made by the Centre
or Policy Alternatives, to the Cosmetics, Devices and Drugs Authority
Technical Advisory Committee (CDDATAC), the Presidential Initiative
or a Trilingual Sri Lanka, and the Drug Regulatory Authority o Sri
Lanka.
Numerous complaints
regarding this issue had beenreceived by several organizations
including the Ocial Languages
Commission in the recent past.
The Centre or Policy Alternatives,
has also lodged a complaint
with the Ocial Languages
Commission, regarding
announcements at a number orailway stations, including the
Anuradhapura railway station,
being made only in the Sinhala
language.
According to a statement
made by the Sri Lanka Railways
Director Planning Mr. Vijaya
Samarasinghe in the recent
past, except or at key stations,
announcements were not being
made in all three languages at the
majority o railway stations. Citingpersonnel related problems as the
reason; he added that the sta
will be provided the necessary
training and employed in the task
in the uture.
In keeping, the necessary sta
training commenced recently
under the initiative o the Ocial
Languages Commission. As at
present, 50 persons engaged
in announcement activities at
railway stations, have received thistraining.
While the rst group
comprising 25 persons received
their training on the 28th and
29th o November, the second
group received their training on
the 6th and 7th o December.
The resource contribution or
this training conducted under the
initiative o the Ocial Languages
Commission was made by the
Institute o Human ResourceAdvancement o the University o
Colombo.
Railway trac
announcements at all stations are
expected to be made in all three
languages in the near uture.
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4 Vibhasha | November December 2011
It seems that a new discourse
on an old subject is emergent within
the country at present. However, the
skeptics that question the sincerity
and meaningulness o this discourse,
and renewed interest in the language
rights in Sri Lanka, are also not in
shortage.
This skepticism is also notunounded. The numerous harsh and
disappointing experiences o the past
orm the basis or this doubt.
I one were to list out all
the problems aced by Sri Lanka
throughout her history, the
aorementioned language rights
would top the list.
It is also no secret that this
problem, which intensied in the
years ollowing independence, was
a key actor that resulted in thecountry eventually plummeting into a
dreaded war zone.
Even in those early days, it
is not that there were no leaders
who understood the gravity o the
problem and attempted to set the
country on the right track. Some even
put their lives on the line in their
eorts. However, the victors were
those who overpowered these eorts
with their own attempts to intensiy
the problem. In the end, the countrysinheritance was the 30 year unending
fames o war.
Now the fames have died and
the war has ended. And pledges o
never letting a repetition occur are
being made.
It is within such a backdrop that
the present discourse on language
rights in Sri Lanka is unolding.
Numerous workshops, conerences
and lectures are at present being
conducted to raise awareness on
language rights amongst the citizenryo this country.
At rst glance, this seems a
positive development. Various issues
that were suppressed during the last
thirty years by the terrorizing war
environment are yet again being
brought up or discussion as a result.
However, key amongst the questions
raised, is that which asks how helpul
this discourse will be in providing
solutions to the problems people at
the grassroots level ace in their daily
lives. While such doubt and dismay
ounded in past experience may be
justifed, we must understand that
an increase in public interest is step
one o any process o resolution. In
this light, we must be able to view
this renewed interest with positivity.
The medias ability to draw public
as well as policy makers attention to
problems related to language rights,
is also due or special consideration.
While our past experiences with
the media have been less than
satisactory, not all hope should be
lost. It is the media that is responsible
or bringing the problems related to
language rights aced by the average
person, to the attention o society
at large. Journalists, as well as the
various pressure groups working on
language rights should understand
this ability that the media possesses,
and work towards using it or societalprogress.
What is meant here is not the use
o media to create media circuses, but
rather the use o media as a platorm
through which to bring societys
attention to real problems related to
language rights, and seek solutions
or the same.
However, this responsibility
should also not be underestimated as
one that can be ullled by the media
alone. What the media has at presentis a journey that is merged with the
parallel social activism related to
language rights. When examined in
comparison to the past, one could say
that the situation today is somewhat
positive, as neither the various social
orces working on language rights,
nor the media, seem to be aced with
the kind o direct adverse pressures
they were aced with a ew decades
ago.
The main obstacle today isthe inadequate dedication and
enthusiasm seen on the part o
responsible parties. The article
published on page 16 o this issue o
Vibhasha can be cited as one simple
example o this.
The article speaks o a problem
related to a government sponsored
billboard displayed in proximity to the
Colombo Town Hall. As the billboard
was not displayed with sensitivity
to language rights in Sri Lanka, the
Chairman o the Ocial Languages
Commission was aced with the
need to rectiy this problem. As such,
while the Chairman contacted the
relevant responsible parties o the
Ministry o Health several months
ago, inorming them o the error, no
change whatsoever is seen on the
billboard as yet.
The Minister o National
Languages and Social Integration
Vasudeva Nanayakkara presented
another example o a language rights
violation rom the recent past. A large
number o Sinhala as well as Tamil
speaking persons visit the Colombo
National Museum on a daily basis. The
majority o them are students rom
ar fung areas o the country. There is
not a single Tamil speaking employee
at the National Museum to provide
them with inormation related to
the exhibits. Having understood thegravity o this problem, the Minister
has over the last ew months been
pressuring the Museum authorities
to hire two Tamil speaking sta
members. However his eorts have
yielded no results thus ar.
Bothincidentsdonotbodewell
or the dream o a uture Sri Lanka
with established language rights.
What they indicate is the same old
country that is insensitive to language
rights. One might cite the problemo inecient administration that we
all ace oten in this country as the
reason or this. Another might say the
lawsexistbutarenotenforced.But
what the country is in need o today
are not excuses, but solutions to the
problem.
Mr. S.G Punchihewa in his
publication Language and Humanity,
points out administrative shortall is
nothing new by citing the ollowing
representation made by the All
Ceylon Tamil Congress at the Soulbury
Commission Evidence Hearings.
Discrimination against the
Ceylon Tamils arises not so much rom
legislative as rom administrative
or executive acts o commission or
omission.
I this allegation made by the
ACTC at a time beore independence,
is still valid or the present day, what
does it say o the independence we
have achieved?On the other hand, proo that
administration is not a problem when
the need exists, is aplenty.
This act has been proven time
and again both in the case o the
war as well as through subsequent
post war urban development and
accelerated development projects.
As such, this administrative
passivity should not be allowed
validity as a reason with regards to
problems o language rights alone.
Becauselanguagerightsissues,
and related arising problems,
are second to none amongst the
problems aced by this country.
An accelerated plan to
win language rights as well
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5Vibhasha | November December 2011
To page 14
No. Respondent Complaint Oce
reported to
Date o
complaint
Case number
1 Senior Superintendento Police Vavuniya andInspector General oPolice
Police Ocers o Police Stations within the VavuniyaPolice Division recording complaints and statementsmade by Tamil speaking persons in Sinhalese
Head OceColombo
08/11/2011 HRC/3464/2011
2 Senior Superintendento Police Ampara andInspector General o Police
Police Ocers o Police Stations within the AmparaPolice Division recording complaints and statementsmade by Tamil speaking persons in Sinhalese
Head OceColombo
08/11/2011 HRC/3467/2011
3 Senior Superintendento Police Trincomaleeand Inspector Generalo Police
Police Ocers o Police Stations within theTrincomalee Police Division recording complaintsand statements made by Tamil speaking persons inSinhalese
Head OceColombo
08/11/2011 HRC/3465/2011
4 Senior SuperintendentofPoliceBatticaloaand
Inspector General oPolice
PoliceOcersofPoliceStationswithintheBatticaloaPolice Division recording complaints and statementsmade by Tamil speaking persons in Sinhalese
Head OceColombo
08/11/2011 HRC/3463/2011
5 Station SuperintendentMaho Railway Stationand General ManagerRailway Department
Announcements regarding railway trac not beingmade in the Tamil language at Railway Stations
Head OceColombo
08/11/2011 HRC/3470/2011
6 Station SuperintendentPolgahawela RailwayStation and GeneralManager RailwayDepartment
Announcements regarding railway trac not beingmade in the Tamil language at Railway Stations
Head OceColombo
08/11/2011 HRC/3471/2011
7 Station SuperintendentGaloya Railway Stationand General ManagerRailway Department
Announcements regarding railway trac not beingmade in the Tamil language at Railway Stations
Head OceColombo
08/11/2011 HRC/3469/2011
8 Station SuperintendentAnuradhapura RailwayStation and GeneralManager RailwayDepartment
Announcements regarding railway trac not beingmade in the Tamil language at Railway Stations
Head OceColombo
08/11/2011 HRC/3468/2011
9 Chairwoman UrbanCouncil Maharagama
Street signboards not containing the street name inthe Tamil language
Head OceColombo
08/11/2011 HRC/3462/2011
10 Chairman PradeshiyaSabha Thirappane
Street signboards not containing the street name inthe Tamil language
Regional OceAnuradhapura
08/11/2011 HRC/AP/555/11/I
11 Chairman PradeshiyaSabha Thirukkovil
Street signboards not containing the street name inthe Sinhala language
Regional OceKalmunai
08/11/2011 HRC/KL/177/11/R
The Minority Language
Rights Promotion andEmpowerment Program o the
Centre or Policy Alternatives
has to date submitted 14
complaints related to the
violation o language rights
in this country, to the Human
Complaints food in to the Human Rights CommissionRights Commission o Sri Lanka
and its regional oces.According to the response
received by the Human
Rights Commission when
queried, investigations into
the complaints are already
underway.
These complaints have been
led on the grounds that theundamental right All persons
are equal beore the law and are
entitled to the equal protection
o the law as set out by Article
12(1) o the Constitution, have
been violated.
A summary document regarding these complaints submitted to the
Human Rights Commission o Sri Lanka is available below.
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6 Vibhasha | November December 2011
It is a requently seen
act, that most groups that
speak o language rights
ocus their attention solely
on its related legal provisions.
Their importance cannot be
underestimated. However, when
looking beyond legal provisions,
it becomes evident that it is
a grave shortall to not ocus
attention on the impact o social,
economic and political actors on
language rights.For example, education
can be considered a key actor
that impacts language rights.
It cannot be accepted that
universal equality o language
rights could be realized within
a situation in which the right
to education is unequal. I this
point were to be explained
quite simply, literacy could be
cited as a key actor that aects
language rights. As is the case
with a multitude o resources, itis no secret that a discrepancy
exists with literacy as well in this
country. While on the one hand
a discrepancy in literacy exists
within the city and the village,
on the other hand a discrepancy
also exists within the city and the
plantation, as well as the village
and the plantation.
This discrepancy is ounded
within the education sector. This
inconsistency can be identied
via a number o visages.
According to the 1997 report
o the Presidential Task Force
on General Education, o the
total population o children o
Sri Lanka, 14% o the children
within the ages o 514, which
is considered the compulsory
school going age, do not attend
school. It also stated that only
1/5th o the students o grade
5 had reached the Expert skill
level in writing. O the students
that sat the GCE Ordinary Level
exam in 1995, 10% had ailed
all 8 subjects. O the Advanced
Level students, 1/11th had
ailed all 4 subjects. This was
the general situation withinthe country at the time. Given
that the plantation sector is in
a much more regressive state
in comparison to other zones
within the country, its situation
was ar more pathetic. According
to reports by the Ministry o
Education in 2006, o the total
number o students between
grades 1 and 6, only 58%
continue studying beyond the
6th grade. In other words 42%
leave school at the 6th grade.
93% leave school between the
11th and 13th grades. Only
0.002% qualies or University.
As such only 10 children
representing the plantation
sector qualiy or University each
year.
The discrepancy in literacy
is also the same. When literacy
is 94.5% amongst the urban
segments, it is 76.9% within
the plantation sector. The
publication Human Security
in the Hill Country quotes thePALM Foundations 2004 Interim
Plan January Issue, according
to which a survey conducted
in 1996/7 showed that while
the non schooling population
in the urban and rural sectors
were 5.9% and 7.9% respectively,
the non schooling population
amongst the plantation sector
was 23.9%.
The teacher shortage is a key
problem that drastically aects
education in the plantation
sector. As at May 2003, while
the teacher shortage or Tamil
Medium schools was 10121,
the teacher excess or SinhalaMedium schools was 6704
(Education Progress - 2003).
Teacher problems have had
their impact quantitatively, but
also qualitatively. Oten they
have been recruited or service
with minimum educational
qualications as well as training.
The in-service trainee teachers
situation is also no dierent.
While the shortage o Sinhala
Medium in-service instructors
was 9%, the shortage o Tamil
Medium in-service instructorswas 51%.
While increases and
decreases in these gures
may have occurred over time,
one does not however need a
numbers tally to make clear that
a drastic inconsistency exists in
the distribution o education
resources even today, between
the city and the plantation
sector, as well as the village
and the plantation sector. The
discrepancy is plainly visible.On the other hand, it is
not only direct acilities that
impact education. The state o
transportation acilities, housing,
water, health, sanitation and
the amilys level o income
also have a decisive impact on
it. Accordingly, the National
Education Commission
calculated a Composite Indexin 1990 encompassing these
actors.
This amply illustrated the
discrepancy, with Colombo
District showing a score o 77,
while the Monaragala District
showed a score o 41. While
the Western Province showed a
score o 65, the Uva and Central
Provinces showed a score o 45
and 50 respectively. Given that
the Uva and Central Provinces
represent the plantation sector,there is no doubt that this
inconsistency has most adversely
aected the plantation sector.
Even within the Provinces,
it is evident that there is
inconsistency in the distribution
o these resources between
the village and the plantation.
As such, this inequality in the
distribution o acilities which
can be considered inrastructure
or education has undoubtedly
drastically impacted educationwithin the plantation sector.
In addition, ve other actors
o infuence that are directly tied
in with ormal education can be
identied.
I. An increase in educational
opportunities
II. An increase in the quality o
education
III. The development o practical
and technical skills
IV. Teacher education andteacher training
V. Provision and management
o resources
It is clear that the situation in the
plantation sector regarding these
ve actors is also not one which
is healthy. According to all these
reasons, the plantation sector
is in a severely disadvantaged
position with regards to the
equal right to education. On
the other hand what is evidentis that there is also no short
term solution to this situation o
disadvantage.
Language rights,education rights andthe role o Community
Based Organizations
To page 10
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7Vibhasha | November December 2011
Let me rst express my appreciation
o your decision to make Sri Lanka the
venue or this Ninth Conerence on
Language and Development. I believe
at this time o our history, the holding
o this conerence is signicant.
In Sri Lanka, today we are speaking
the language o peace. I am sure that
your decision to hold this conerence in
Colombo is urther proo o the peace
that prevails in our country ater a long
period o confict, terror and immense
hardship to our people. During thethree decades o terror and mayhem
that we experienced, not many wanted
to come here. With the elimination o
terrorism, the situation has drastically
changed. Sri Lanka is becoming a
destination or business, leisure and
tranquility.
Language, as we all know, is
a means o communication and
understanding. However, our own
experience shows that language can be
an instrument o division and confict,too. I am, thereore, pleased that this
conerence with its theme o Language
and Social Cohesion will have special
relevance to Sri Lanka, as it would also
An international conerence that is o great
signicance to Sri Lankas current post war era,
ollowing a 30 year confict, was held or 3 days in
Colombo last October rom the 17th to the 19th.
Known as the International Language and
Development Conerence, its theme this time
was Language and Social Cohesion. It is no secret
that language rights were at the ore amongst the
issues that post independence Sri Lanka battled
over. It is also no secret that language was key
amongst the various actors that led to war.
While it is o great importance that a
conerence o this nature was held in this country
under such a backdrop, its results should also be
elt by society.
The President, Senior Minister Scientic
Aairs and a considerable number o participants
rom ministries including the Ministry o
Education represented the government sector,
while Universities and Educational Institutions
were represented by a considerable number
o academics. There was also signicant
representation o Non Governmental
Organizations and as well as the internationalcommunity at the conerence.
It is reported that many great ideas were
voiced therein. There is no debate on that act.
However, questions arise as to what the results
received were rom this conerence in a post war
country, and whether a conerence o this nature
received adequate attention. Did an adequate
discussion take place within society regarding it?
Is societys knowledge on the discourse therein
sucient? Such awareness is not at present
visible amongst the groups interested in the
subject, nor amongst organizations within thecommunity. Under such a situation, the question
as to whether this conerence became just
another amongst a multitude o conerence held
in this country, cannot be avoided.
As a country that battled with language
rights throughout its post independence history,
and has many scars to show or it, this need not
be the case in Sri Lanka.
This discourse should be taken to the people.
A change that can be elt by the people should
occur.
In any case, a ew ideas brought orth by the
President and the Minister o National Languages
and Social Integration Vasudeva Nanayakkara
while addressing the conerence are published
herein or the readers attention.
be o much value to other countries o
the developing world.
Sri Lanka is at present implementing
a policy that seeks to use language
to bind our people together. We
are committed to saeguarding the
language rights o our people and also
transorming Sri Lanka into a tri-lingualcountry with the use o English as a
link language among our communities.
English would also be the vehicle or
our children to access knowledge, as we
envisage becoming a knowledge hub in
the region. Our primary ocus however
would be to ensure that people o this
country, irrespective o their ethnicities
will learn the main languages, Sinhala
and Tamil, to communicate with each
other.
We are ready to learn rom theadvances o language teaching that
can help the progress o pluralism in
our society. We see the importance o
language or economic development,
especially in improving employment
opportunities or our youth, enabling
social mobility among our people, and
opening the way or us to participate in
the global economy.
In the eld o education we see the
important role that language can play in
social integration. It is or this purpose
that we have introduced new policies
or teaching English and Inormation
Technology, to take the latest advances
in knowledge and technology to all
parts o our country.
In pursuance o this objective 2009
was declared as the year o English
and IT, purely to give strong emphasis
to the teaching and learning o these
two vital areas o education. We look at
English as a Lie Skill that would enableour children to orge ahead in lie and
become global citizens.
International
Language and
Development
Conference
Sri Lanka is committed to protectinglanguage rights o all ethnicities
President says at the International Language
and Development Conerence
In the eld o education
we see the important role
that language can play in
social integration. It is or
this purpose that we haveintroduced new policies
or teaching English and
Inormation Technology, to
take the latest advances in
knowledge and technology to
all parts o our country.
To page 14
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8 Vibhasha | November December 2011
It is no secret that
virtually all Sri Lankan
indigenous communities
are presently aced with
numerous challenges
with regards to their
language and cultural
identities. The most at
risk amongst them is the
language and cultural
identity o the Vaakarai
indigenous community.
Their indigenous Veddah
language has all but
disappeared rom use.
This article examines
the lives o the Vaakarai
Coastal Veddahs that
are commonly known
as the Tamil Veddah
community.
Without a mother tongueThe Coastal Veddah Community
We have no transport to
get anything done. We have to
walk six miles on oot beore
we reach the bus route. This is
the reason as to why we see no
development Kannamuththu
Sellathamby says with tearul
eyes.
He is the indigenous leader
o the Koongnankulam village.
This community commonly
known as the Tamil Veddahs,
liveintheBatticaloaVaakaraiarea. The number o indigenous
amilies that live there is 67.
What is special about them is
that they speak Tamil instead
o the Veddah language, and
some o them have adopted
Christianity.Beforebeingmoved
to the Koongnankulam colony
lands, they lived in the jungles
o Karamunai. Later they were
given 3 acres o paddy land
and one acre o land rom theMankeni area, and relocated.
Subsequently, some o them
moved to the Koongnankulam
village due to the war that
ravaged their areas in the 80s.
We rarely go to the woods
to gather honey now. I we do
intend to go we need to obtain
permits rom the Army. Most o
us are engaged in arming. We
travel to Mahiyanganaya to workas labourers on paddy elds.
We sh rom the lake. Produce
dried sh or sale the leader o
the Veddah community tells us.
The leader o the Coastal Veddah
community also attended the
Indigenous Peoples Conerence
which was held recently. The
requests he made while there,
are as below.
01. Renovate the roads
02. Provide the village with a bus
03. Provide the village with
hospital acilities
04. Provide the village with
electricity
05. Provide the village with water
or drinking and irrigation
acilities or arming
The Veddah leader
anticipates that at least one o
these requests will be providedor, ollowing participation at the
conerence.
A ew Veddahs
commented that their God was
Muththukaattu, but that they
worshipped God Mariyamman at
present.
There are only two wells
or the entire village. We walk
about a mile to etch water. We
have no place to bathe as thelake dries up. There is no one to
even tell the President o our
plight. It has become hard to
go to bathe. Please at least tell
the President o our sorrows
Kanapathi Raasamma, the wie o
the leader o the Kungnankulam
village says. She adds that the
house they live in was built
by the Army camp and that
assistance in varied orm has
also been received rom various
organizations.
Vijaya Kumar, the Chairman
o the Mankeni coastal village
is married to the eldest
daughter o the indigenous
leader. Her name is Dayabadee.
Their eldest son is Norbert.
The second is Jemson Raj.
This shows the nature o their
names.
Now many are mixed withTamil people. Thereore they
dont know their mother tongue.
They speak Tamil. Sometimes
Muslims scold us calling us
Veddahs. The reason or this
is conrontations that occur
when doing business in sh
sales says Vijaya Kumar, who is
the President o the Mankeni
Fisheries Association. Ourindigenous community lost
their property to the tsunami.
We managed to gather what
was missing with the aid o
the government and other
organizations. We got 12 boats.
We have received 120 boats
through the committee Vijaya
Kumar said.
Pakyarasa Siri Nandani is the
mother o one.
Her husband makes a living
working as a labourer. She states
that her ather speaks the Veddah
language fuently, though she
hersel only knows Tamil as a
result o growing up in a Tamil
speaking society rom childhood.
Many lost their Identity
Cards during the war. Identity
cards were made and given to
us. The gentlemen o the Army
intervened to get a Registrarto marry the amilies that were
living without marriage. O the
67 amilies in our village, 33 live
as actual indigenous people.
Butthisfactorchangingsoon
is a cause or disappointment
Pakyarasa Siri Nandani said.
The children o these
indigenous people study in
Tamil medium schools. As
such, their socialization as a
community that belongs to
the Hindu culture is evident.
Ranjani Jayanthi Mala who
studies at the Madurankelikulam
Arasinal Tamil medium school,
is preparing to sit or the 2010
GCEOrdinaryLevelexam.But
she eels uncertain o the uture
due to deciencies at the school.
Four people will be sitting the
examwithme.Butwedont
have teachers or Mathematicsand Sinhala. There is a Christian
Church as well as a Kovil.
Thereore during prayer time in
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9Vibhasha | November December 2011
Media can play an immense role in
rights and engendering social discours
Belowareafewnewsitemsonthe
and Tamil language newspapers in the
how language rights issues are depicte
No incentive payments itranslators are used when
language knowledge existsA circular by government administration to
organization heads
Jayantha Samarakoon
20.10.2011 The Ministry o Public Administration and Home Aairs has
decided to halt incentive payments o government ocials who have
language prociency but use the assistance o translators.
SecretarytotheMinistryP.B.Abeykoonhasnotiedallministries,
ministerial secretaries, provincial councils, and the heads o all
organizations o the same via a circular. This circular has been issued
as a result o the majority o government ocials procient in
Sinhala, Tamil and English using translators or ocial tasks while also
collecting on the incentive payments.
The circular states, that government ocials who have language
prociency, should not seek the assistance o translators, and that
their incentive payments will be halted in the event that they do.Junior government ocials who have passed the National Language
Prociency Exams receive an incentive payment o 15,000 rupees,
while ocials o the clerical grade receive a payment o 20,000 rupees
and sta grade ocials receive a payment o 25,000 rupees.
A survey to study theimplementation o the
Ofcial Language PolicyAnusha Gurusinghe
12.10.2011 Dinamina
Mihiri Fonseka
13.10.2011 Lakbima
Action will be taken against
government ocials who,
when spoken to in a mother
tongue, by a person seeking
assistance on an ocial matters,
reply in a dierent language
though they have knowledge
o the mother tongue, Minister
o National Languages and
Social Integration Vasudeva
Nanayakkara said.
He added that his Ministry
is currently in the process
o teaching Sinhala to Tamil
ocials and Tamil to Sinhala
ocials, but that he has
observed that ocers, who have
passed language prociency
exams and received an increase
in pay, do not conduct their
work in the second language.
The Minister requested that
ocials rerain rom doing so as
it violated the citizens right to
work in their mother tongue. He
pointed out that Sinhala ocials
would have to be transerred to
Tamil areas and Tamil ocials
to Sinhala areas in order to
prevent this rom happening,
stating that they would then
instinctively become amiliar
with utilizing the language.
He stated that enabling any
citizen to work in his or her
mother tongue is the Ocial
Language Policy, adding that
his Ministry is at present in the
process o teaching 26,000
government ocials a second
language with the objective o
providing this acility.
Minister Vasudeva Nanayakkara
stated the above at a press
conerence held at the Ministry
o National Languages and
Social Integration located at the
RajagiriyaButhgamuwaroad.
He urther stated that sending
ocial documentation, leafets
and orms printed in Sinhala
alone to the North and East, has
been stopped. He added that he
should be notied with details iany ocial is violating this order
and is sending documentation
printed in Sinhala alone.
The Minister added that his
Ministry has a unit that is
capable o working in both
Sinhala and Tamil languages,
and that it was his goal to
establish a unit that could
work in both languages at all
Ministries.
Do not violate citizens right towork in the mother tongue
Advice rom Minister Vasu
A special survey is being
conducted to study the proper
implementation o the OcialLanguages Policy within
government organizations o the
Western Province.
Implemented under the
advisement o the Minister
o National Languages and
Social Integration Vasudeva
Nanayakkara, the survey is
intended to cover 12 Police
Stations, 13 Provincial Secretariats,
14 hospitals and 04 Courts
complexes within the Colombo,
Gampaha and Kaluthara districts.
A survey team o approximately
75 persons has been employed
to study the manner in which
the Ocial Language Policy is
implemented and to identiy
problems that exist therein. The
survey team that consists o
University students, was recently
provided the necessary trainingat the Ministry, and instructed on
the objective o conducting the
survey.
It is also intended to identiy
the tactics used in the proper
implementation o the Ocial
Language Policy within the
Western Province, with the
intention o incorporating them
into uture programs.
It is anticipated that steps will
be taken to conduct the survey
in a manner that covers other
provinces o the island upon
completion o the Western
Province.
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10 Vibhasha | November December 2011
Requests to appoint a Sinhala language teacher
Steps will be taken to ensure productivity o the
language training provided to government ofcials- Minister Vasudeva Nanayakkara -
Language Committeescountrywide to promote
ethnic harmony
Vasudeva NanayakkaraM.I. Muhammad Faizal
21.10.2011 Metro News
The Minister o National Languages and Social
Integration Vasudeva Nanayakkara stated that aprogram has already been implemented via the
establishment o island wide Language Committees,
to enable people to learn various languages, and
create national harmony.
In the past, language has been used to incite hatred
andemphasizedierences.Butthissituationhasnow
changed. The terrorism that existed or three decades
has been destroyed and democracy has been properly
implemented in the North and East as well. Emergency
Regulations have also been lited.
Minister Vasudeva Nanayakkara pointed out, that
it is a highly productive course o action to additionally
establish Language Committees countrywide, with the
intention o providing the necessary acilities to create
bilingualism amongst the ethnic groups, and thereby
engender mutual understanding and coexistence.
Maheshwaran Prasad
Dehiwela Mount Lavinia
Special Correspondent
13.10.2011 Thinakaran
The Minister o National
Languages and Social
Integration Vasudeva
Nanayakkara stated that
programs will be implemented
to enable government ofcials
who have received languagetraining to make use o and
develop on their training.
The Minister pointed out
that there is a segment o
ofcials who have received
training, but are not showing
enthusiasm in utilizing it,
and that uture steps and
program implementation will
be done with the intension o
eradicating these weaknesses
and obtaining increased
productivity rom the training
that has been provided. Over
20,000 government ofcials
have received training in Tamil
and Sinhala languages to
date. They have also passed
the Grade Three language
examinations.ButMinisterVasudeva Nanayakkara added
that they show an inability to
practically utilize the language.
The Minister urther stated
that a special mechanism
will be implemented in order
to study issues related to
government ofcials who have
received training not utilizing it
properly, and that the necessary
acts are being gathered or it.
He added that steps have
been taken to emphasize the
usage o the Tamil language
in ministries and government
departments.
The Minister stated that a
document printed in Sinhala
alone was sent to a government
department in the North duringthe previous election, and
that it has been brought to his
attention.
He added that the necessary
steps will be taken at the
necessary time in uture in
order to solve such problems,
and that measures have already
been taken in this regard.
Anuradhapura Central Special Correspondent
18.10.2011 Thinakaran
Parents o students rom Tamil medium
schools located in the Anuradhapura
District have made requests asking or
the appointment o Sinhala language
teachers.
Tamil and Muslim children living in the
Anuradhapura District ace dicultiesdue to their lack o Sinhala language
knowledge. The majority o the Tamil
speaking populace does not know
Sinhala. Similarly, the majority o Sinhala
speakers do not know Tamil. This
situation has resulted in a great many
problems.
Considering this act, parents o the area
emphasize the need or responsible
parties to take action in appointing
Sinhala language teachers to Tamil andMuslim schools.
Tamil medium schools request theappointment o Sinhala language teachers
Deniyaya Correspondent
23.10.2011 ThinakkuralParents and ormer students o Tamil
medium schools located in the Matara
District request the appointment o
teachers who are able to teach Sinhalaas a second language.
Tamil and Muslim students studying in
Tamil medium schools in the Matara
District ace language problems.
The majority o these Tamil speaking
students do not know the Sinhala
language. We have learned that they
ace various diculties as a result o
this.
Considering these actors, the parents
and ormer students o Tamil medium
schools located in the Matara District,
state that responsible authorities
should act to appoint teachers who
are capable o teaching the Sinhala
language to Tamil medium schools.
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11Vibhasha | November December 2011
A 50,586,757 strong
population resides on 1,221,037
square kilometers o land within
the Republic o South Arica. It is
a country that has a heritage ovast cultural diversity. Citizens o
not only Arican and Asian but
also European cultural heritage
live here. South Arica which was
plagued or a very long time bya dark period o administration
based on black and white
divisions, later emerged romthese shadows entering a new
path in 1996.
Language, which is one
essential aspect o culture,
uniquely aects the South
Arican people due to the actthat a multitude o languages
and dialects are spoken therein.
It is only natural that a greatmany challenges will be aced
in the process o drating the
language policy o a country
with such diversity. However
they have successully aced thischallenge. They have done so by
granting Ocial Language status
to 11 main languages used in
the country, by way o the 1996
South Arica has succeeded
in recognizing a language
spoken by a mere 1.6% othe countrys population, as
an Ocial Language.
This article examines how
South Arica sets an example
to the whole world by
recognizing the language
rights o even an extremely
small minority community,
arming the countrys
cultural diversity.
OfcialLanguage World
Cup to SouthArica
South AfricanLanguage Policy
Constitution. Amongst them is
a western language as well as
Arikaans which is a language o
western origin. The remaining 9
are Arican languages which arehome languages to the various
ethnic groups.
As such, the inclusion o
IsiNdebele, which is spoken by
a mere 1.6% o the population,
as an Ocial Language, makes
evident the eort taken by way
o the South Arican Constitutionto acknowledge its cultural
diversity.
Further, the Pan SouthAfricanLanguageBoard
Note:
Jagath Liyana ArachchiAttorney at Law
Population and language use in South Aricaas per the 2001 Census
Language Speakers %
IsiZulu 10,677,315 23.8%
IsiXhosa 7,907,000 17.6%
Arikaans 5,983,000 13.3%
Sesotho sa Leboa 4,209,000 9.4%
Setswana 3,677,000 8.2%
English 3,673,000 8.2%Sesotho 3,555,000 7.9%
Xitsonga 1,992,000 4.4%
SiSwati 1,194,000 2.7%
Tshivenda 1,022,000 2.3%
IsiNdebele 712,000 1.6%
Other 217,000 0.5%
Total 44,820,000 100.0%
established under the
Constitution, has set out
conditions or the development
o all Ocial Languages as
well as indigenous, pidgin andsign languages. South Arica
has ocused its attention onpromoting these conditions, as
well as on the promotion and
respect o languages such asGerman, Greek, Gujarati, Hindi,
Portuguese, Tamil, Telegu, Urdu
and other languages spoken
within South Arica, as well
as languages such as Arabic,
Hebrew and Sanskrit which arealiated with religions.
These needs will have to be met
via a long term development
plan. The elds o policy
making, development plans
and reorm procedures are
relevant to herein. As such,
an essential rst step is to
create pressure or such
a broad course o action.
However, waiting to see results
in the long term via such a
program is also insucient.
It is a social responsibility toalso design an accelerated
program through which to
seek solutions to this problem.
As such a major responsibility
fallsonCommunityBased
Organizations in and around
the plantation sector.
In order to realize language
rights, a program that
leads rom literacy, across a
bilingual education, to a broad
educational outlook, needs tobe designed.
An expansive education
program that not only targets
children but also educates the
parents within the plantation
sector is intended herein.
Two key eatures such an
education program will need
to have can be identied thus.
It should
1. Bedesignedtotthe
specic conditions o the
plantation sector
2. Not be limited to the
ramework o a ormal
education
A program that can empower
the populace o the plantation
sector, taking them rom the
right to their mother tongue, to
the right to bilingualism, needs
to be designed under this. In
the nal analysis it will notonly be a victory with regards
to language rights, but also a
way towards a lie o advanced
culture.
Language rights,education rights
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12 Vibhasha | November December 2011
Then and Now
Language Policies
As a result o strongopposition to these Articles bynationalist elements, it became
just another document. Laws,regulations and circulars are ono relevance within a culture onon enorcement o the existing
law. Where there is no attitudeo providing rights, there is nopunishment when the lawsproviding or such rights arebroken.
In studying the history o Sri Lankas language policies, through
the previous issue o Vibhasha, we discussed the manner in
which, the declaration o Sinhala as the Ocial Language
via Act No. 33 o 1956, became a decisive turning point.
Subsequently the passing o another Act was necessitated. Thatwas the Tamil Language (Special Provisions) Act No.28 o 1958.
This Act provided or the use o Tamil in state afairs. While it
contained many provisions ensuring Tamil language rights,
through this issue o Vibhasha we examine whether it was able
to bring about the desired results.
BetweenSinhalabeing enacted the OcialLanguage in 1956, and thenon implementation o the1958 Tamil language Act, therequirement o Tamil civilservants to gain fuency in
Sinhala within a given periodo time (3 years) began totake eect. Pay raises werestopped. A Tamil civil servant,Mr. Kodeswaran led a caseat the Colombo DistrictCourts, challenging that thissituation was in violation othe Constitution, and won.
This decision was overturnedby the governments victory atthe Appeals Court. However,Mr. Kodeswaran subsequentlyappealed to the House oLords. It was decided thereinto be in violation o Article29(2) o the Constitution. Thisdecision was only receivedaround 1970. Instead o giving
Tamil civil servants their right,the government committeda historic oence. To be reeofBritishbonds,itwasalso
necessary to be reed rom theinfuence o the House o Lords.Further, to keep with nationalistsentiment that was on the rise,
Sri Lanka was made a Republic.What was the historic oencethat was committed by this?
1972, Article 6 declaredBuddhismtheStateReligion
1972, Article 7 reinstatedSinhala as the OcialLanguage as per Act No.33o 1956
BothaboveArticleswere
in direct contradiction oArticle 29(2) o the previousConstitution.
As such, would it not hurtthe eelings o Tamil speakersand persons o other aiths?
Though two Tamil languageProvisionsBillswereapproved,
they ell into irrelevance withthe 1972 Constitution. As such,while Acts turned to inactions,the language struggle becamean armed struggle. One solutionto this was the inclusion o Tamil
as an Ocial Language in 1987.
However, the acts oomission continued. TheOcial Language Commissionwas established in 1991 asone solution. Later it ell underthe Ministry o ConstitutionalAairs and National Integration.At present, a new programhas been launched under theMinistry o National Languagesand Social Integration, withchanges to the name and
subject matter.The greatest proo, that the
discrimination against the Tamillanguage by administrative andexecutive acts reerred to in theSoulbury Commission report,continued well into 2005, isseen in the report issued by theOcial Languages Commissionin June 2005. It reads:
The Secretarial Divisionswhich have been directed touse both Ocial Languages as
Languages o Administrationhave so ar ailed to provide asatisactory service to thosespeaking the Tamil Language.(page 5)
The government hasgenerally ailed to provideacilities to citizens in thoseareas where Sinhala is used asthe Language o Administrationto receive communicationsand to communicate and totransact business in the Tamillanguage. Nor are adequate
acilities available to citizens inthose areas to obtain copies oor extracts rom or translationo such rom any ocialregister, record, publication or
other document, in the TamilLanguage. Similarly adequateacilities do not exist or themto obtain translations in Tamilo documents executed by anocial and issued to them. In
those areas where Tamil is theLanguage o Administrationsimilar problems are aced bycitizens who are entitled toobtain these same services inthe Sinhala Language. (ibid)
Such injustices causedby the administrative andexecutive cannot be changed bythe law alone. It should changethrough our actions, with intent.I we have love or all humanity,the language that understands
this love has no sound orimage.Nowords.Bymaking
language a tool o suppression,discrimination and suspicion,we invite tumultuousnessand anarchy to humans tohumanity. The time or changehas passed by or too long.
The unjust treatment that
the Soulbury Commission saw
A submission made bythe All Ceylon Tamil Congress,at the evidence hearings o
the Soulbury Commissionwhich was appointed tomake recommendations ora Sri Lankan Constitution, ispresented thus on page 41 o itsreport (1945) under chapter VIIIparagraph 138:
Discrimination againstthe Ceylon Tamils arises not somuch rom legislative as romadministrative or executive actso commission or omission.
The Commissions opinion
regarding this evidence ollows,and is presented thus:
I discrimination ispracticed against a minority,it is usually by means oadministrative actions whichare more dicult to detectand expose than are legislativemeasures.
The situation indicatedherein is rom approximately100 years ago. Yet despitecountless laws and regulations,
evidently, this discriminationby way o administrative andexecutive acts continue to date.
To the next issue...
The 56 Act and the 58 Act
The government
has generally ailed
to provide acilities
to citizens in those
areas where Sinhala is
used as the Language
o Administration to
receive communications
and to communicate
and to transact business
in the Tamil language.
S.G. PunchihewaAttorney at Law
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13Vibhasha | November December 2011
person acting on behal o anaggrieved person or group opersons, can seek redress romthe Human Rights Commission ithey are discriminated against bya government institution on the
basis o language, i a governmentocial acts in violation o theOcial Languages Policy, i agovernment institution violatesan Administrative Circular on theOcial Languages Policy, or ia government ocial obstructsany citizens right to speech andexpression in their mother tongueas provided or by Article 14(1)(a)o the Constitution.
Complaint procedure
A complaint can be made via
a letter or by visiting the HeadOce or a Regional Oce o theCommission.
Investigation procedure
I your complaint alls withinthe scope o the Commission,the accused parties will beallowed the opportunity to makea statement in response, andattempts will initially be madeto bring the issue to resolution.I resolution is not possible aninvestigation into the issue will beconducted and recommendations
will be made. The presence oan Attorney is not essential inthe case o a hearing by theCommission. There is no stampduty or any other charge or thisprocess.
The nature o
recommendations
I the accused parties areound to be guilty during aninvestigation, the ollowing actionwill be taken.
Recommendations will be
made to Rectiy the error
Reinstate the status quo
Pay a ne
Take remedial action toprevent such a violation rombeing repeated
The Human RightsCommission can be describedas a simple, low cost andwidely accessible (10 RegionalOces) institution establishedby the government to enable
to protection o a citizensConstitutional language rights.
Note:
Jagath Liyana Arachchi
AttorneyatLaw(L.L.B)
When language
rights are violatedHow to seekredress
Most citizens o this country
are aware o the existence o
a legal system that protects
their language rights. Most is
used herein as there may be
some who may not be aware.
In any case, having laws alone
does not ensure that a right is
protected.
In order to do so, there
needs to be a mechanism
through which to enorce
the laws as well as to provide
redress when such a law is
broken.
Another essential actor
is citizens participation in
seeking solutions when a
right is violated.
As such, the citizenrys
knowledge is a key necessity.
A citizen o this country
should gain awareness
regarding their language
rights, the steps to be
taken in the event these
rights are violated, and
the organizations through
which such a process can be
initiated. Through this series
o articles beginning herein,
we intend to inorm you o
the organizations through
which redress can be sought
in the event a language right
is violated. As such, today
we will provide you with
inormation regarding theHuman Rights Commission o
Sri Lanka.
Commission o Sri Lanka
3. The Ocial LanguagesCommission
4. Parliamentary Commissioneror Administration(Ombudsman)
O these, through this articlewe will discuss how to le acomplaint with the Human RightsCommission o Sri Lanka and itsremedial procedure in the event alanguage right is violated.
The Human RightsCommission o Sri Lanka,established by the ParliamentaryAct No. 21 o 1996, is anindependent commission. TheCommission has the power to:
Investigate and conduct
hearings on any inringementor imminent inringement oundamental rights
Intervene in any proceedingsrelating to the inringementor imminent inringement oundamental rights pendingbeore any court, with thepermission o such court
Monitor the welare odetained persons by regularinspection o their places odetention, and make suchrecommendations as may be
necessary or improving theirconditions o detention
Undertake research into,and promote awareness o,human rights, by conductingprograms, seminars andworkshops to disseminate anddistribute the results o suchresearch
Take such steps as it maybe directed to take by theSupreme Court, in respect oany matter reerred to it bythe Supreme Court
Summon any person residingin Sri Lanka to give evidenceor produce any document orother thing in his possession,and to examine him as awitness
Do all things necessary orconducive to the discharge oits unctions
What problems related to
language can be orwarded to
the Commission?
Article 12 o the Fundamental
Rights Chapter o the Constitutionprovides that all persons areequal beore the law and areentitled to the equal protectiono the law. As such, an aggrievedperson, group o persons, or a
The Human Rights
Commission o Sri Lanka
The law has established ourorganizations through which a SriLankan citizen can seek redresswith regards to the violation o alanguage right.
They are
1. The Supreme Court
2. The Human Rights
I your complaint
alls within the scope
o the Commission,
the accused partieswill be allowed the
opportunity to make a
statement in response,
and attempts will
initially be made to
bring the issue to
resolution. I resolution
is not possible an
investigation into the
issue will be conducted
and recommendations
will be made.
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It is reported that a
signicant number o the
complaints lodged at the
Human Rights Commission
with regards to the violation o
language rights, are in relation
to the violation o language
rights committed at Police
Stations.
The reason behind the
majority o these complaints is
the Police recording complaints
and statements made by Tamil
speaking persons, in Sinhala.
While citizens in the North
and East are the most requently
aected by this problem, it is
reported that Tamil speaking
persons rom several other areas
o the country have also been
aected.
A complaint, led at the
Human Rights Commissionagainst the Senior
Superintendent o Police
Vavuniya and the Inspector
General o Police, based on the
ndings o a study conducted in
the Vavuniya area, states thus.
. Via a survey
conducted in the Vavuniya
District, the complainant
has learned that citizens
complaints are recorded
in Sinhala at the majority
o the Police Stations
under the Vavuniya SeniorSuperintendent o Police
Division.
Having to place their
signature on a statement
or complaint recorded in
a language they do not
know, results in Tamil
speaking citizens being
disadvantaged legally,
as well as discriminated
against.
Inormation has been
received that indicate thatthe Tamil speaking populace
suers great inconvenience
as well as injustice as a
result.
The complainant also states
that the vast majority o
the populace o this Police
Division speaks Tamil as
their mother tongue.
The complainant
emphasizes that the
Vavuniya SSP Division isbased within the Northern
Province, and that
Tamil is the language o
administration o the area
as per Article 22(1) o the
Constitution as amended by
the 16th Amendment.
Further, as per Article
22(2) o the Constitution
as amended by the 16th
Amendment, a person other
than an ocial acting in his
ocial capacity, has beengiven the right to interact
with any ocial in his ocial
capacity in Sinhala or Tamil
as is relevant.
The complainant states that
when recording complaints
or statements at the Police
Stations, by not recording
them in Sinhala in the
case o Sinhala speaking
citizens and in Tamil in
the case o Tamil speaking
citizens, Police Ocers at
these Stations violate theundamental right provided
or by Article 12(1) o the
Constitution, which reads
All persons are equal beore
the law and are entitled to
the equal protection o the
law, with regards to persons
whose mother tongue is
Tamil.
Similarly, the complainant
states that this process
violates the right o Tamil
speaking residents oVavuniya set out by Article
14(1)() o the Constitution,
which provides the
reedom by himsel or in
association with others to
enjoy and promote his own
culture and to use his own
language.
The complainant has
learned that the main reason
or this problem is the
shortage o Police Ocers
who can work in Tamil atPolice Stations located
within the Vavuniya Senior
Superintendent o Police
Division.
He states that as the Ocer
in charge o the Division,
the 1st Respondent is
thereore responsible or
these undamental rights
violations.
Similarly, as the Head o
the Department, the 2ndRespondent is responsible
or these undamental rights
violations.
The complainant adds that
the persons who have had
their undamental rights
violated by not being able
to lodge complaints or
statements in Tamil, are
earul o taking legal action
against the Police.
The complainant states that
he is able to, as provided
or under Article 14 o theHuman Rights Commission
o Sri Lanka Act No. 21 o
1996, lodge and pursue
this complaint with the
Commission as a person
acting on behal o an
aggrieved person or a group
o persons.
As per the above stated
acts, the complainant requests
the Commission to:
a) Provide a decision statingthat, as per the complaint,
the Police violate the rights
o the Tamil speaking
community set out in Article
12(1) o the Constitution, by
recording complaints and
statements made in Tamil, in
Sinhala.
b) Provide a decision stating
that these actions violate
the right provided to these
people by Article 14(1)() o
the Constitution.
c) Provide a decision that
states that the 1st and 2nd
Respondents are responsible
or the above stated
violations o undamental
rights.
d) Provide a decision
ordering the 1st and 2nd
Respondents to take
immediate and practical
remedial action to
prevent this problem romcontinuing.
e) Provide other and additional
redress as desired by the
Commission.
Complaint book in violation
Complaint against the Police
The reason
behind themajority o thesecomplaints is thePolice recordingcomplaints andstatements madeby Tamil speakingpersons, inSinhala.
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15Vibhasha | November December 2011
school the two segments engage in their
religious rites separately.
According to the Grama Niladhari
o the Madurankelikulam division,
he is responsible or part o the
Koongnankulam village. He states that the
preparation o Identity Cards or some has
become a dicult task due to the lack o
BirthCerticates.
On several occasions we contacted
depots asking or a bus, but we have not
received a reply to date. They say there are
no busses to give. Everything is like this.
Butwealwaystrytogivethesepeople
some relie .
TheBoardsaysthattheywillprovide
electricity by next year. The Red Cross
has given loans to start sel employment
projects. However ensuring the protection
o these indigenous peoples lives is our
responsibility the Grama Niladhari said.
Though indigenous communities
are seen living in several areas, it is the
Vaakarai Veddahs that have become a
community whose language and cultural
identity are in the process o being
completely erased. What is unique is their
eorts to live in harmony with both Tamil
and Muslim communities. However they
are still behind both o these communities
in terms o economic strength.
Extract rom the report o a studyconducted on several marginalized
communities within Sri Lanka.A publication o the Centre or Policy
Alternatives.
Note: Thimbiriyagama Bandara
From page 6
Without a mother tongue
The Coastal Veddah Community
Complaints ood in to the Human Rights Commission From page 4
International Language and Development Conerence From page 6
12 Station SuperintendentMahawa Railway Stationand General ManagerRailway Department
Announcements regarding railway trac not beingmade in the Tamil language at Railway Stations
Head OceColombo
07/11/2011 Registered Post
13 Senior Superintendento Police Mannar andInspector General oPolice
Police Ocers o Police Stations within the MannarPolice Division recording complaints and statementsmade by Tamil speaking persons in Sinhalese
Head OceColombo
08/11/2011 2011-12-05
14 Mayor MunicipalCouncil Kalmunai
Street signboards not containing the street name inthe Sinhala language
Regional OceKalmunai
08/11/2011 HRC/3466/2011
We also see language
playing a very important role
in the development o the
arts. The usion o languages,
and through this the interac-
tion o dierent cultures,
enriches the cultural pat-
terns and standards o arts in
society.
I observe that there is a
very distinguished list o par-ticipants at this conerence,
drawn rom diverse elds
o knowledge and experi-
ence in aspects o language.
You have a very interesting
agenda set out or your dis-
cussions. I strongly believe
that your deliberations will
bring about solutions to
some o our long standing
language issues.
I warmly welcome alloreign delegates to Sri
Lanka and trust that you will
take back with you the best
memories o the riend-
ship and hospitality o our
people. I wish this coner-
ence every success.
Senior Minister Scien-
tic Afairs Professor Tissa
Vitarana
The dierences in lan-guage and culture between
people rom dierent coun-
tries o the world, becomes
a barrier to us orming close
relationships with them.
We should learn to
respect any language o
any country in the world
the same way we would our
mother tongue.
The English language
is used extensively as a link
language at the interna-
tional level. At the very least
we should learn one inter-national language. Knowl-
edge is not isolated in the
present world. Knowledge
is o prime importance to
economic development.
This conerence should
be used as an opportunity to
increase knowledge o inter-
national languages. Then we
will be able to nd shared
solutions to many problems.Choosing Sri Lanka to host
this conerence this time
is very timely. We accept
the challenge related to
language that the world is
aced with today.
Minister o National
Languages and Social
Integration Vasudeva
Nanayakkara
The opportunity to hosta conerence o this nature
ater the end o a civil war
that lasted over several
decades is a historic occa-
sion. This can be considered
a privilege that our country
has received.
No culture lasts within
any country without a
language.
Language plays a large
role in enabling the ex-
change o ideas as well as in
orming social connections.
We are in the process o
taking steps to reestablish
social connections that had
grown distant between
two communities o our
society, having ended a war
that shed blood. We are
establishing the necessary
programs to create a social
transormation.
We will bring humanity
to the highest level throughlanguage and communica-
tion.
We anticipate a Sri Lanka
in which all communities act
together in cooperation.
The German Ambassador
to Sri Lanka Jens Ploetner,
Director o Tamil Schools
Development o the Ministry
o Education S.P Muralitha-
ran, and the Secretary tothe Ministry o National
Languages and Social Inte-
gration M.S. Wickramasinghe
also spoke at the conerence.
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16 Vibhasha | November December 2011
Write to us The Sri Lankan language policy is a topic which has been subject to extensivediscussion. Through the Vibhasha Newsletter, we aim to urther oster this discussion.It is our belie that reader contribution is vital in building up this dialogue. Write to us
with your various ideas, news and inormation. The Vibhasha Newsletter is open to allwho are sensitive to the language rights o this country.
Regarding language rights
Send us your ideas, suggestions, problems and eedback.
Hal the teachers o the
plantation sector
lack adequate training
A study conducted in the Uva, Passara zone hasrevealed that while hal the teachers o the plantation
sector lack adequate training, some schools do not
have even one trained teacher.
This inormation was gathered during a study
conducted by Transparency International in 21
selected schools located within the Passara Education
DivisionoftheBadullaDistrict,wherethemajorityof
students are rom the plantation sector.
The report also states that approximately hal the
teachers surveyed within the zone, had not received
their letter o appointment in their mother tongue. As
such, a signicant number o teachers o the plantation
sector serve without even having knowledge o their
terms o employment.
We have thus ar received numerous responses rom the readers o the debut issueo the Vibhasha Newsletter.Along with well wishes or its continued journey, there were also many ideas andsuggestions or its urther development.A ew such selected responses, suggestions and ideas are presented below. Wegreatly value all your responses, and anticipate continued eedback with the issuesto come.
Editor
Well wishesO the problems Sri Lanka has aced in its history, the language problem is one o the
biggest. I believe that the politicians and media o this country are responsible or it.
They uel problems urther rather than show adequate commitment towards xing it.
It is a pleasure to see a newsletter such as Vibhasha within such a context. It contained
a lot o inormation that was useul in increasing awareness on the language policy o
this country. We wish Vibhasha the best in its eorts to solve the language problem inSri Lanka, and build a cordial relationship between the communities.
N. Priyantha - Panagoda
Consider cultural problems as well
Focusing our attention on each others language is very useul in building a dialog between
the Sinhala and Tamil communities o Sri Lanka. It is evident that Vibhasha is working towards
this end.
Its my opinion that it would be even more useul i the ocus could include each others
cultures as well, in addition to language, as in my opinion, language and culture are very
closely tied in.
I anticipate that the Vibhasha Newsletter will consider it in the uture.
M. Zuhaib - MaradanaNumerous problems with English medium education
The role such a newsletter can play in engendering a bilingual culture in Sri Lanka, is
signicant. In addition to Sinhala and Tamil, it would be best i your attention could ocus on
English medium education.
The damage resulting rom the breakdown o English medium education in this country is
immense. We are currently suering rom the impact o these results.
As a solution to this problem, English medium education has also been given an opportunity
via the implementation o a trilingual policy. As such a signicant number o students have
opted to study in the English medium as opposed to in their mother tongue.
Students, who successully complete this journey up to the GCE Ordinary Level standard,
ace great diculties when attempting to sit or their GCE Advanced Level exams in theEnglish medium. This is as a result o a shortage in teachers and other resources. As such
these students are oten orced to seek other schools. This is a grave problem aced today by
students today step orward to study in a language medium o their choice.
It would be great i Vibhasha could also ocus on such problems in the uture.
Priyani Marasinghe - Delkanda
The Language Committee program was launched
on the 19th o November 2011 in the Monaragala town
under the initiative o the Institute or Human Rights and
Community Development.
While 19 such committees established within
the district under this program, have been registered
under the Ministry o National Languages and Social
Integration, steps have been taken to establish several
more committees within the district in the near uture.
The establishment o the frst Language Committee, launching the
Language Committee program in the
Monaragala District
Response
Editor,
Vibhasha Newsletter,
The Centre or Policy Alternatives,
24/2, 28th Lane,
Flower Road,Colombo 07
Telephone : 0112 370801/4 Fax : 0112 370802
The establishment o Language
Committees in Monaragala commences
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17Vibhasha | November December 2011
The best or the childrenis a great saying. Lets keep ourchildren happy is also a similarlygreat saying.
Axing billboards that raisesocietys awareness is anothergood thing.
As such, the display o theLets keep our children happybillboard at the Eye HospitalJunction, visible to the LiptonCircus, should without a doubtbe called a good thing.
Displaying the billboard inone language alone however,can in no way be called a goodthing the reason being, thatthe Mental Health Unit that isresponsible or the billboardhas ailed to show sensitivitytowards the language rights othis country.
The Mental Health Unitshould understand thatdisregarding language rights isalso detrimental to the mentalhealth o a nation. The 30 yearwar in this country standstestament to the act that it isnot only detrimental to mentalhealth, but also to the physical.
A news item published a ew
Sensitive to children sensitive to language rights
A healthy use o language
Beingsensitivetolanguagerights
The Mental Health
Unit should understand
that disregarding
language rights is alsodetrimental to the mental
health o a nation. The 30
year war in this country
stands testament to the
act that it is not only
detrimental to mental
health, but also to the
physical.
months ago stated that theOcial Languages Commissionhad decided to take legal actionagainst the Mental Health Unito the Ministry o Health, onthe grounds that this billboardviolates the Ocial Languages
Policy o this country.The news item in ull, which
appeared on the Lankadeepao 19th o September 2011, wasas below.
Legal action against thePsychiatric Unit o the NationalHospital? A decision o theOcial Languages Commission
The Ocial LanguagesCommission decides to takelegal action against the MentalHealth Unit o the Ministry oHealth on the grounds thatit has violated the OcialLanguages Policy.
According to the Chairmano the Commission Nimal
Ranawake, such action will betaken as the Psychiatry Unit othe National Hospital ailed totake any remedial measuresdespite being inormed thattheir billboard displayed atthe Eye Hospital Junction,
visible to the Lipton Circusand bearing the messageLets keep our children happy,should be displayed in all threelanguages.
He added that the MentalHealth Unit o the Ministryo Health had been inormedon several previous occasionsthat the billboard should betrilingual in keeping with theOcial Language Policy.
Though it has been three
months to date since thepublication o this news item,there has been no changewhatsoever to the billboard,as is evidenced by the picturepublished herein.
However, another billboardon public health, constructeda ew eet away rom the saidbillboard, sets a good exampleto everyone. It has beenconstructed in close proximity tothe mental health billboard, with
content displayed in both Sinhalaand Tamil in a manner visible toall.
Despite its visibility however,it does not appear to have beenseen by the powers that be o theMental Health Unit. I they hadseen it, they would have at leasthad the opportunity to ollow itsexample and correct the error otheir own billboard.
However, no correction
whatsoever can be seen thus ar,and a remedy to this problemis urgently needed, as historyhas shown us that the impact osuch error aects the nation as awhole.