An Interview with Sugath Rathnayake, a Sri Lankan Sinhala Language Teacher at Yunnan University
By Chen Jing
Language is not only a tool for communication but also a carrier of culture. Currently, there are over 7,000 languages spoken worldwide, with the exception of six United Nations official languages—English, Chinese, French, Russian, Spanish, and Arabic—the rest are considered less commonly taught languages (LCTLs).
As economic globalization progresses, the demand for talent in LCTLs continues to increase, both domestically and internationally. What cultural connotations lie behind these languages? How can the education of LCTLs transcend their instrumental role and become the “source code” for civilizational dialogue?
Recently, China News Service’s “Dialogue across Cultures” conducted an interview with Sugath Rathnayake, a Sinhala language teacher from Sri Lanka at the School of Foreign Languages at Yunnan University, to explore these questions.
Below is a summary of the interview:
China News Service (CNS) Reporter: Sinhala is your mother tongue. Could you tell us about the origin, development, and uniqueness of this language?
Sugath Rathnayake: Sinhala is the language of the Sinhalese people, the majority ethnic group in Sri Lanka, and it is also one of the official languages of the country. The origin of Sinhala can be traced back to around the 5th century BC, and its evolution is closely linked to the history of the Indo-Aryan peoples’ arrival on the island. With the spread of Buddhism, the language was also deeply influenced by Sanskrit and Pali.
Ultimately, the Sinhalese people developed their own unique alphabet from the ancient Brahmi script, which is still in use today. This script is known for its rounded characters—this is a result of the traditional practice of writing on palm leaves, where straight lines tend to tear the leaf’s surface. Additionally, Sinhala is characterized by a rich vocabulary, complex grammar, flexible word order, a polite form of expression, and a close connection to social and cultural contexts.
Currently, there are five universities in China offering a Sinhala language program, and Yunnan University is one of them.
Sugath Rathnayake teaching a Sinhala class at Yunnan University on June 12, 2025
Photo by Chen Chen
CNS Reporter: From a linguistic perspective, what are the significant similarities and differences between Chinese and Sri Lankan cultures?
Sugath Rathnayake: Both Sri Lanka and China have rich and ancient civilizations, and the Sinhala and Chinese languages, having evolved over thousands of years, carry deep historical and cultural significance. As a result, many traditional values, such as respect for elders, the importance of family, and spiritual life, are deeply embedded in both languages and cultures.
Furthermore, both cultures use proverbs, idioms, and metaphors as a way of expressing wisdom. For example, Sri Lankan folk proverbs and Chinese idioms often convey moral lessons or practical life advice, showcasing the philosophical depth of both cultures.
However, there are also notable differences. Linguistically, Sinhala is an Indo-Aryan language with its phonetic script derived from Brahmi, while Chinese is a language that uses ideographic characters, with some being pictophonetic. Sinhala is a phonetic and alphabetic language, where pronunciation and writing are closely aligned. In contrast, Chinese relies heavily on tones and the memorization of Chinese characters, which can pose a significant challenge for second-language learners.
Culturally, Chinese society places great emphasis on collectivism and harmony, which is often reflected in the polite and indirect forms of language. On the other hand, while Sri Lanka also values respect and humility in communication, it tends to encourage more direct personal expression in informal settings.
In short, both Sri Lankan and Chinese cultures reflect deeply rooted traditions, but their languages differ in terms of structure, writing systems, and certain cultural expressions. Through the medium of language, both countries are able to protect and promote the continued development of their rich cultural heritage.
Sugath Rathnayake introducing Sinhala language books to students at the “China-Sri Lanka Friendship Library” at Yunnan University on June 12, 2025
Photo by Chen Chen
CNS Reporter: With a long history of friendly exchanges between China and Sri Lanka, do you think the languages and cultures of the two countries have influenced each other in their interactions?
Sugath Rathnayake: The long-standing history of friendly exchanges between Sri Lanka and China has led to mutual cultural and linguistic influences, particularly through trade, religious interactions, and diplomatic visits.
Historically, the spread of Buddhism is one of the earliest and most significant influences. For example, Chinese monks such as Faxian visited Sri Lanka in the 5th century to study Buddhist scriptures. As a result, Sri Lankan Buddhist scholars had an impact on Chinese Buddhism, especially in terms of temple culture and the translation of Pali scriptures. This enduring religious connection built a lasting spiritual and linguistic bridge between the two cultures.
From a cultural perspective, we can also observe influences through art, architecture, and rituals. Ancient Chinese travelers noted the similarities in temple structures and Buddhist rituals between the two countries. In modern times, educational cooperation has strengthened mutual understanding of languages and traditions. For instance, cultural exchange has been expanded through Confucius Institutes in Sri Lanka and Sinhala language courses offered by Chinese universities, including Yunnan University.
In terms of language, although direct borrowing of vocabulary is limited, in recent years, the mutual influence of the two languages has steadily grown through tourism, education, and media. For example, more and more Chinese students are beginning to learn Sinhala, and Sri Lankan professionals are also learning Chinese for business or academic purposes. The joint cultural exchange initiatives and literary translation projects between the two countries reflect the growing and increasingly profound mutual understanding.
In conclusion, the ongoing exchanges between Sri Lanka and China have created deep cultural and linguistic connections. These influences are evident in religion, academic cooperation, cultural diplomacy, and the growing demand for language learning.
On January 13, 2020, the “2020 Perceiving China: Beautiful Qinghai” ethnic culture and arts exhibition opened in Colombo, the capital of Sri Lanka. The photo shows visitors viewing Thangka exhibits.
Photo by Zhou Shaoheng, CNS
CNS Reporter: Taking Sinhala as an example, do you believe that LCTLs can transcend their functional role as tools for communication and become the “source code” for civilizational dialogue?
Sugath Rathnayake: I believe they can. Language is not only a tool for communication but also a carrier of culture, ideas, values, and history. When Chinese students learn Sinhala, they are not just learning vocabulary and grammar; they are also encountering Sri Lanka’s unique worldview, Buddhist heritage, rich literary traditions, folklore, customs, and way of life. This deepens mutual understanding and empathy between cultures, which is crucial for genuine cross-cultural dialogue.
As a teacher, it is also very important to cultivate an open, respectful, and culturally diverse global perspective when teaching Sinhala. Students should be encouraged to explore the values and worldviews reflected in the language.
To achieve this goal of civilizational dialogue, we can take effective actions. First, cultural content should be integrated into language teaching. Sinhala language courses should run in parallel with courses on Sri Lankan history, literature, festivals, religion, cuisine, and contemporary life. An immersive understanding of Sri Lankan culture through multimedia, guest lectures, and cultural activities will make the language more vivid and meaningful.
Secondly, cultural exchange should be encouraged. Students learning Sinhala in China should have more opportunities to participate in cultural exchange programs, visit Sri Lanka, and engage in joint activities with Sri Lankan students. These experiences will allow language learners to directly engage with the culture, deepening their cultural understanding, and fostering mutual respect and curiosity.
In terms of creating bilingual platforms, we should promote translation projects between Sinhala and Chinese, bilingual publications, and online content to help more people understand each other’s cultural perspectives. For example, literature, poetry, and film are powerful ways to build cultural bridges.
Furthermore, students who learn Sinhala can not only become linguists but also cultural ambassadors. By understanding both cultures, they can contribute to diplomacy, tourism, education, and international cooperation.
In conclusion, language learning is a fundamental instrument for promoting cultural diplomacy, as it helps cultivate global awareness, empathy, cultural insight, and deeper interpersonal relationships. These skills and attitudes are crucial in the context of ongoing globalization and are key to fostering long-term friendships between different countries. Therefore, the role and significance of learning LCTLs extend far beyond their functional use. (End)
About the Interviewee:
Sugath Rathnayake teaching a Sinhala language class at Yunnan University on June 12, 2025
Photo by Chen Chen
Sugath Rathnayake, a Sri Lankan national, is a Sinhala language teacher at the School of Foreign Languages at Yunnan University. He graduated from the University of Kelaniya in Sri Lanka with a Master of Philosophy (MPhil) in Mass Communication, a Master of Arts (MA) in Mass Communication, and a Bachelor’s degree in Economics (with honors). He has over 20 years of experience in the journalism and media industry. In 2016, he came to China to serve as a foreign expert at China Radio International. In 2020, Sugath joined Yunnan University when the School of Foreign Languages established its Sinhala language program.
In 2022, he worked with Sri Lankan authorities to donate 1,000 Sinhala books to the School of Foreign Languages at Yunnan University, and established the “China-Sri Lanka Friendship Library.” In 2023, Sugath was awarded the “Friendship Award” by the People’s Government of Yunnan Province.