The use of an African language as language of instruction at university level : the example of Kiswahili department at the University of Dar-es-Salaam in Tanzania (original) (raw)
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CRITICAL ISSUES ON THE LANGUAGE OF INSTRUCTION IN SECONDARY AND HIGHER EDUCATION IN TANZANIA
This paper revisits the question of the medium of instruction in post primary education in Tanzania. The paper argues that in the medium of instruction debate, which is polarized between two contending camps: English versus Kiswahili, nationalism dogma, anti foreign, anti colonial, and anti imperialism rhetoric were (and still are) used as a convenient excuse in the argument for the replacement of English with Kiswahili in post-primary education. Neither pedagogical goals nor linguistic and pedagogical implications of the change of the medium from English to Kiswahili in post primary level have clearly been spelt out. The paper argues further that the language incompetence witnessed in schools is symptomatic of more complex issues, which may not be solved by simply abandoning English in the post primary education. Finally, the paper underscores the realisation that Tanzania is a linguistically diverse society comprising Kiswahili, local languages, and foreign languages- particularly English-as linguistic resources. All these languages have particular roles that are not necessarily antagonistic in Tanzania.
Journal of Education and Practice, 2013
The purpose of this study is to assess teacher, student and parent opinions on the impact of language of instruction on students' understanding during instruction. Also it sought to know whether they preferred a different language to be used as a medium of instruction in Tanzania secondary schools. The study adopted a cross-sectional research design. This study used questionnaire, observation and one to one interview. The questionnaire was administered to teachers and students while face to face interview was conducted to parents. This study involved 408 respondents. It was found that 69.5% of students could not understand when taught in English language through classes. Also 78.9% of teachers said that English language was a setback to a student academic achievement. Surprisingly, 64.5% of teachers, 53% of parents and 78.1% of student respondents preferred teachers to use English as a language of teaching and evaluation. In the mean time, 71.4% of students felt that it was better for teachers to use both Swahili and English during classes. This study recommends the use of both, English and Swahili in teaching and evaluation, that is, students should write their exams in either of the languages. The study concludes that using English language as a medium of instruction contributes to poor academic performance among students, thus resulting in poor quality education.
The purpose of this study is to assess teacher, student and parent opinions on the impact of language of instruction on students' understanding during instruction. Also it sought to know whether they preferred a different language to be used as a medium of instruction in Tanzania secondary schools. The study adopted a cross-sectional research design. This study used questionnaire, observation and one to one interview. The questionnaire was administered to teachers and students while face to face interview was conducted to parents. This study involved 408 respondents. It was found that 69.5% of students could not understand when taught in English language through classes. Also 78.9% of teachers said that English language was a setback to a student academic achievement. Surprisingly, 64.5% of teachers, 53% of parents and 78.1% of student respondents preferred teachers to use English as a language of teaching and evaluation. In the mean time, 71.4% of students felt that it was better for teachers to use both Swahili and English during classes. This study recommends the use of both, English and Swahili in teaching and evaluation, that is, students should write their exams in either of the languages. The study concludes that using English language as a medium of instruction contributes to poor academic performance among students, thus resulting in poor quality education.
Revisiting the trite conundrum surrounding the medium of instruction in Tanzania
newspaper article , 2019
Of late there has been a heated discussion about the quality of education in our country. Apparently this issue is multifaceted in that the trend of our education standards is attributable to a plethora of factors one of them being our language policy. Tanzania has been grappling with a fundamental question of choosing a medium of instruction in its education system for a long time. This challenge is informed by, among other things, colonial legacy, linguistic diversity in our country and global integration popularly known as globalization. Upon independence in 1961 Kiswahili was declared the national and official language. In 1967 it was made a medium of instruction in primary schools. English was also declared a co-official language and has been taught as a compulsory subject in primary schools and has remained the medium of instruction in secondary and tertiary education to date. Various studies have analyzed this situation and virtually all are in agreement that it is both confusing and detrimental to learners. The idea of promoting bilingualism in the country has to a large extent turned out to be futile. This problem is yet to be resolved and the solution must undoubtedly be informed by an objective explanation. Taking the position that the current bilingual system is ineffective, there are two feasible options on the table; using Kiswahili from nursery through higher education with English as a subject or using English from nursery to higher education with Kiswahili as a subject. The arguments behind the move to use Kiswahili and those behind the use of English have converged into a situation that requires balancing competing interests. This article examines the two positions.
Language promotion for educational purposes: The example of Tanzania
International Review of Education, 1991
Kiswahili is one of the most widely used languages in East and Central Africa. In Tanzania, where it is the national language, attempts have been made to develop it so that it can be used as an efficient tool of communication in all sectors of the society, including education. This paper shows that although Kiswahili has successfully been promoted as the medium of primary and adult education, at secondary and tertiary levels of education, its position is still precarious. The notion that English and Kiswahili are in complementary distribution is rejected. It is argued that the two languages are in conflict, and that those who are in a better socio-political/economic position have more control of, and better access to, English. In such a situation the right question to ask is not in which domains English is used, but w h y it is used in such domains and w h o uses it. The paper further argues that the present sociolinguistic environment makes the use of English as a viable medium unsustainable. For this reason, insistence on the use of English adversely affects the learning process. It is suggested that if Kiswahili became the medium of education at secondary school level and English was taught well as a foreign language, this would help to promote both languages without jeopardising the learning process.
This article posits that the implementation of language policy in South Africa and particularly in the KwaZulu- Natal Department of Education remains a challenge, notwithstanding existing attempts by policies to promote multilingualism and guard against the use of language to perpetuate inequalities which were entrenched by the past history of the country. In this article it is argued that the use of foreign languages as the only languages of teaching and learning in KwaZulu-Natal schools impedes access to the curriculum by African learners who are neither English nor Afrikaans. The article challenges the mission of the KwaZulu-Natal Department of Education in that the Department cannot champion transformation successfully if African languages are left behind as languages of teaching and learning. The article poses recommendations as to how the apparent linguistic imperialism, which is a human rights violation, can be turned around to linguistic diversity that is based on linguistic justice.
2009
The objective of this project is to examine how children in African societies can be taught in ways that provide the highest quality learning environment. The study will examine why mother-tongue education is not used in schools in Africa when study after study shows that this creates the best learning environment. Language is the tool which makes learning possible. Why is the choice of the language of instruction in which learner could learn best seldom made in Tanzania? Further, the study will examine how language and other aspects of quality learning are treated across the public/private educational divide. Education through schooling is a right; however, many poor and marginalized children in Africa do not have access to school. In what ways does the trend towards private schooling in Africa affect the rights of poor and marginalized children to schooling and quality learning? Why are dropout rates high in public school and is this related to poor pedagogical support? The projec...
Language of Instruction in Tanzania and South Africa - Highlights from a Project
2010
aims to provide a comprehensive range of titles, making available to readers work from across the comparative and international education research community. Authors will represent as broad a range of voices as possible, from geographic, cultural and ideological standpoints. The editors are making a conscious effort to disseminate the work of newer scholars as well as that of well-established writers. The series includes authored books and edited works focusing upon current issues and controversies in a field that is undergoing changes as profound as the geopolitical and economic forces that are reshaping our worlds. The series aims to provide books which present new work, in which the range of methodologies associated with comparative education and international education are both exemplified and opened up for debate. As the series develops, it is intended that new writers from settings and