Countering practices of linguistic shame and shaming in English language teaching in Sri Lanka

This investigation explored the perceptions held by English language practitioners in second language (L2) classrooms in Sri Lanka of their understandings of linguistic shame and shaming practices, and of countering them pedagogically. Findings of the study have implications for ESL teachers, ELT material for ESL teachers in Sri Lankan state-funded schools - teacher educators, curriculum developers, writers of text-book, teacher educators, and English language teaching (ELT) policymakers and implementers at institutional and national level.