The Suitability of Classroom Management Methods Used in Teaching Sinhala for 21st-Century Learning

Abstract

The shift toward 21st-century education has redefined classroom management as a pedagogical construct central to fostering critical thinking, collaboration, creativity, and digital literacy, rather than merely maintaining order. Despite extensive global scholarship on learner-centred pedagogy, there remains a critical lack of subject-specific, contextually grounded evidence on how classroom management practices in language education, particularly in South Asian contexts, align with these evolving demands. Addressing this gap, the present study examines the suitability of classroom management methods for teaching the Sinhala language in Sri Lankan secondary schools. The study is theoretically anchored in constructivist learning theory, behaviourist perspectives, and Fayol’s administrative theory, enabling a multidimensional analysis of classroom management as both a behavioural and organisational process. A mixed-methods design was adopted, integrating survey data with classroom observations and semi-structured interviews involving 36 teachers and 72 Grade 9 students across 21 schools. Quantitative data were analyzed using inferential statistics, while qualitative data were examined through thematic analysis. Findings reveal a persistent pedagogical–managerial misalignment: although teachers demonstrate an emerging orientation toward student-centred instruction, classroom management practices remain predominantly traditional, characterised by hierarchical control, limited student agency, and weak dialogic interaction. Moreover, the minimal integration of digital tools and Learning Management Systems further constrains opportunities for interactive and self-directed learning. The study’s key contribution lies in conceptualizing classroom management as a mediating mechanism between pedagogical intent and 21st-century skill development, demonstrating how entrenched management practices can undermine otherwise progressive instructional approaches. It argues for a paradigm shift toward flexible, technology-integrated, and participatory classroom management frameworks. These findings offer both theoretical advancement and context-sensitive policy implications for re-aligning language education with contemporary global competencies.