Issue

Vol. 10 No. 1 (2021)

Implications of Language Policy in Tanzania on the Teaching of English as a Foreign Language: Perspectives of the University of Dar es Salaam Language Student-Teachers

https://doi.org/10.56279/jhss.v10i1.73
Mwajuma Vuzo
School of Education University of Dar es Salaam

Corresponding Author(s) : Mwajuma Vuzo

mvuzo@yahoo.co.uk

Journal of Humanities & Social Science (JHSS), Vol. 10 No. 1 (2021)

Abstract

This paper examines the Language in Education Policy in Tanzania focusing on
teaching of English as a foreign language. The paper distinguishes between foreign
and second language learning contexts, and argues that English in Tanzania is a
foreign language, and not a second language. Through the language policy, English
is used a second language in the education sector as a language of instruction. This
affects the effective teaching of the language as a foreign language. The paper uses a
study on 335 language student-teachers at the University of Dar es Salaam to
highlight the perspectives of language student-teachers on the teaching of English as
a foreign language. It is guided by the linguistic imperialism theoretical perspective
and the linguistic interdependence principle informed by cross-linguistic influence.
The study involved the use of a semi structured questionnaire and document review.
The findings reveal that English is the main foreign language known to students;
English is not taught appropriately as a foreign language; and that some prospective
teachers (graduating from the student-teachers) fear to teach English in Tanzanian
secondary schools mainly due to their language incompetence. Thus, the paper
recommends that English be taught appropriately as a foreign language, which will
ultimately contribute to language competence; and multilingualism will be enhanced
through cross-linguistic influence.

Keywords

language in education policy, language of instruction, language teaching, foreign language, second language and multilingualism.
Implications of Language Policy in Tanzania on the Teaching of English as a Foreign Language: Perspectives of the University of Dar es Salaam Language Student-Teachers. (2021). Journal of Humanities & Social Science (JHSS), 10(1). https://doi.org/10.56279/jhss.v10i1.73
Download Citation
Endnote/Zotero/Mendeley (RIS)
BibTeX
References
  1. Adamson, L. 2014. Language, Literacy and Learning in Tanzanian Secondary Schools: An Ethnographic
  2. Perspective on the Student Experience. Dar es Salaam: Tanzania Education Development Trust.
  3. Batibo, H. M. 2007. Language Use Optimisation as a Strategy for National Development. In: H.
  4. Coleman (ed.). Language and Development in Africa and Beyond: Proceedings of the 7th International
  5. Language and Development Conference, 15–26. Addis Ababa: British Council.
  6. Benson, C. 2016. Addressing Language of Instruction Issues in Education: Recommendations for
  7. Documenting Progress. UNESCO: Global Education Monitoring Report.
  8. Brock-Utne, B. 2016. The Ubuntu Paradigm in Curriculum Work of Instruction and Assessment.
  9. International Review of Education, 62(1): 29–44.
  10. Brock-Utne, B. 2009. The Adoption of a Western Paradigm in Bilingual Teaching - Why Does It Not
  11. Fit the African Situation? In: K.K Prah & B. Brock-Utne, Multilingualism an African Advantage. A
  12. Paradigm Shift in African Languages of Instruction Policies. Cape Town, South Africa: CASAS Book
  13. Series, pp 18–51.
  14. Brown, D. H. 2007. Principles of Language Learning and Teaching. 5th Ed. New York: Pearson Education.
  15. Cameron, L. 2001. Teaching Languages to Young Learners. Cambridge: Cambridge University Press.
  16. Cohen, L., L. Manion & K. Morrison. 2011. Research Methods in Education. (7th ed.). UK: Routledge.
  17. Coyne, G. 2015. Language Education Policies and Inequality in Africa: Cross-National Empirical
  18. Evidence. Comparative Education Review, 59(4): 619–637.
  19. Cummins, J. 1989. Language and Literacy Acquisition In Bilingual Contexts. Journal of Multilingual
  20. and Multicultural Development 10(1): 17–30.
  21. Glanz, C. 2013. Why and How to Invest in African Languages, Multilingual and Multicultural
  22. Education in Africa. In: H. Mciwraith (ed.). Multilingual Education in Africa: Lessons from the Juba
  23. Language-in-Education Conference. London: British Council, pp. 38–57.
  24. Hall, J. & L. Verplaestse. 2000. Second and Foreign Language Learning Through Classroom Interaction.
  25. New Jersey: Lawrence Erlbaum Associates Publishers.
  26. Holmarsdottir, H. 2004. In Search of an Appropriate Theory. In: B. Brock-Utne, Z. Desai & M. Qorro
  27. (eds.). Researching the Language of Instruction in Tanzania and South Africa. Cape Town: African Minds.
  28. Hymes, D. 1972. Models of the Interaction of Language and Social Life. In: J. Gumperz & D. Hymes
  29. (eds.). Directions in Sociolinguistics. Oxford: Basil Blackwell.
  30. Isurin, L. 2005. Cross Linguistic Transfer in Word Order; Evidence from L1 Forgetting and L2 Acquisition.
  31. Somerville, MA: Cascadilla Press.
  32. Johnson, D. C. (ed.) (2013. Thematic Issue ‘Ethnography of Language Policy: Theory, Method, and
  33. Practice.’ International Journal of the Sociology of Language, 219: 1–160.
  34. Kamwendo, G.H. 2013. Language in Higher Education Transformation: Contrasts and Similarities
  35. between Two African Universities. The Development of Higher Education in Africa: Prospects
  36. and Challenges. International Perspectives on Education and Society, Vol. 21. Bingley: Emerald Group
  37. Publishing Limited. pp. 265–283.
  38. Kaplan, R.B., R.B. Baldauf, Jr. & N. Kamwangamalu. 2011. Why Educational Language Plans
  39. Sometimes Fail. Current Issues in Language Planning, 12(2): doi: 10.1080/ 14664208.2011.591716.
  40. McGroatry, M. 2002. Evolving Influences on Educational Language Policies. In: J.W. Tollefson (ed.).
  41. Language Policies in Education, Critical Issues. Mahwah, New Jersey: Lawrence Erlbaum Associates,
  42. Publishers, pp. 17– 37.
  43. Mc Kay, S.L. 2012. Principles of Teaching English as an International Language. In: L. Alsagoff, S.L.
  44. Mc Kay, G. Hu & W.A. Renandya, Principles and Practices for Teaching English as an International
  45. Language. New York: Routledge.
  46. Ministry of Education and Culture (MoEC). 1995. Education and Training Policy. Dar es Salaam:
  47. Ministry of Education.
  48. Moeller, A.K & T. Catalano. 2015. Foreign Language Teaching and Learning. Faculty Publications:
  49. Department of Teaching, Learning and Teacher Education. http: //digitalcommons. unl.edu/
  50. teachlearnfacpub/196.
  51. Ministry of Education and Vocational Training (MoEVT). 2014. Sera ya Elimu na Mafunzo. Dar es
  52. Salaam: Tanzania.
  53. Okal, B. O. 2014. Benefits of Multilingualism in Education. Universal Journal of Educational Research,
  54. (3): 223–229. http: //www.hrpub.org DOI: 10.13189/ujer.2014.020304.
  55. Phillipson, R. 1992. Linguistic Imperialism. Oxford: Oxford University Press.
  56. Qorro, M. 2005. Parents’ Views on the Medium of Instruction in Post-Primary Education in Tanzania.
  57. In: B. Brock-Utne, Z. Desai & M. Qorro (eds.). LoITASA Research in Progress. Dar es Salaam,
  58. Tanzania: KAD Associates, pp. 97–124.
  59. Qorro, M., Z. Desai & B. Brock-Utne (eds.). 2012. A Key to Understanding What the Teacher is Saying.
  60. Dar es Salaam, KAD Associates.
  61. Richards, J.C. & T. S. Rodgers. 2011. Approaches and Methods in Language Teaching. Cambridge: CUP.
  62. Sarantakos, S. 1998. Social Research. 2
  63. nd ed. Houndmills: Macmillan Press Ltd.
  64. Simensen, A.M. 1998. Teaching a Foreign Language: Principles and Procedures. Oslo, Norway:
  65. Fagbokforlaget.Shohamy, E. 2006. Language Policy. Hidden Agendas and New Approaches. London: Routledge Taylor
  66. and Francis Group.
  67. Skutnabb-Kangas, T. 2000. Linguistic Genocide in Education – or Worldwide Diversity and Human Rights?
  68. Mahwah, New Jersey: Lawrence Erlbaum Associates.
  69. Tanzania Institute of Education (TIE). 2005. English Language Syllabus for Secondary Schools Form I-IV
  70. (3rd Ed.). Dar es Salaam: Tanzania Institute of Education.
  71. Tibategeza, E.R. 2010. Implementation of Bilingual Education in Tanzania: The Realities in the
  72. Schools. Nordic Journal of African Studies. 19(4): 227–249. Retrieved on 6th January 2016 from:
  73. www.njas.helsinki.fi/pdf-files/.)../tibategeza.pdf.
  74. Tollefson, J. W. 2008. Language Planning in Education. In Encyclopedia of Language and Education 2nd
  75. Ed. 1: 3–14. New York: Springer Science.
  76. Tsui, A. 1995. Introducing Classroom Interaction. London: Penguin Books Limited.
  77. Vuzo, M. 2018. Towards Achieving Sustainable Development Goals: Revisiting Language of
  78. Instruction in Tanzanian Secondary Schools. International Review of Education. 64: 803–822.
  79. https: //doi.org/10.1007/s11159–018–9740–z.
  80. Vuyokazi, N. & M. Vuzo. 2014. Language Transition and Access to Education: Experiences From
  81. Tanzania and South Africa. International Journal of Education Studies. 01(02): 73–82.
  82. Wiley, T. G. & O. Garcia. 2016. Language Policy and Planning in Language Education: Legacies,
  83. Consequences, and Possibilities. The Modern Language Journal. 48–63.
  84. Wolff, H. E. 2017. Language Ideologies and the Politics of Language in Post-Colonial Africa.
  85. Stellenbosch Papers in Linguistics Plus (SPiL Plus), 51, 1–22.https: //dx.doi.org/10.5842/51–0–701
Read More

Author Biography

Mwajuma Vuzo, School of Education University of Dar es Salaam



How to Cite

Implications of Language Policy in Tanzania on the Teaching of English as a Foreign Language: Perspectives of the University of Dar es Salaam Language Student-Teachers. (2021). Journal of Humanities & Social Science (JHSS), 10(1). https://doi.org/10.56279/jhss.v10i1.73
Download

Similar Articles

You may also start an advanced similarity search for this article.