Managing power, authority, and knowledge dissemination: Pedagogical practices of science teachers in Sri Lankan bilingual education classrooms

Abstract

This study investigates the pedagogical practices of science teachers in Sri Lankan Bilingual Education (BE) classrooms, focusing on the complexities derived from the use of both students’ first language (L1) and English as the second language (L2). The research aimed to uncover the dynamics of pedagogical practices, focusing on how teachers manage power, authority, and the dissemination of knowledge within BE classrooms with varying proficiency levels of students. The study employed an integrated theoretical framework combining Bernstein’s Theory of Pedagogic Practice (TPP) and the Overarching Theory of Translanguaging (OTT) to examine the pedagogical processes and power relations in classroom knowledge transmission. TPP addresses the social aspects of classroom interactions, curriculum recontextualisation, and knowledge construction, while OTT reconceptualises language as a fluid, unified repertoire, emphasising multilingual cognitive resources in education. A qualitative multiple case study design was employed, focusing on three Grade 7 BE science teachers from three purposively selected 1AB schools in the Western Province. Data collection over a three-month period included 15 classroom observations, semi-structured interviews, analysis of educational curriculum materials, reflective memos and detailed field notes. Data were analysed using Braun and Clarke’s Reflexive Thematic Analysis (RTA) along with qualitative content analysis, and eight key themes were identified. Findings revealed that teachers utilised a range of strategies, including questioning, translanguaging, recall and review, real-life connections, interactive engagement, structuring and application-oriented learning; however, they maintained strong control over classroom discourse and knowledge transmission, reflecting Bernstein’s concept of strong power and control. Teacher dominance in classroom management, language choice, and lesson structure was obvious, influencing how knowledge was disseminated and interactions were controlled. Language choice was revealed as a key factor in the distribution of knowledge, communication patterns, and instructional strategies. Translanguaging emerged as a scaffolding strategy; however, teachers demonstrated limited explicit knowledge of BE theories and the Content and Language Integrated Learning (CLIL) methodology. Conclusively, integrating TPP with OTT provides valuable insights to enhance understanding of how power, language, and pedagogy converge in BE science classrooms. The study recommended targeted professional development to enhance teachers’ theoretical understanding, thereby empowering them to create more equitable and linguistically inclusive science learning environments.