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Tanzania's educational language poli...

Mtesigwa, Peter Claver Kutamibwa.

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Tanzania's educational language policy: The medium of instruction at the secondary level.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Tanzania's educational language policy: The medium of instruction at the secondary level./
作者:	Mtesigwa, Peter Claver Kutamibwa.
面頁冊數:	198 p.
附註:	Source: Dissertation Abstracts International, Volume: 62-05, Section: A, page: 1785.
Contained By:	Dissertation Abstracts International62-05A.
標題:	Education, Administration. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3014791
ISBN:	0493256776

Tanzania's educational language policy: The medium of instruction at the secondary level.
Mtesigwa, Peter Claver Kutamibwa.

Tanzania's educational language policy: The medium of instruction at the secondary level. - 198 p.

Source: Dissertation Abstracts International, Volume: 62-05, Section: A, page: 1785.

Thesis (Ed.D.)--Columbia University Teachers College, 2001.

This study is about language policy concerning the medium of instruction in Tanzania where Kiswahili is used as the medium of instruction at the primary level and English at the secondary level. The study focuses on the use of English as the medium of instruction at the secondary level in a country where Kiswahili is both a national and official language and dominates everyday language use. The purpose of the study was to examine to what degree the policy is implemented in representative secondary schools and what attitudes parents, teachers, and students hold about using English or Kiswahili as a medium of instruction at the secondary level.

ISBN: 0493256776Subjects--Topical Terms:

626645
Education, Administration.

Tanzania's educational language policy: The medium of instruction at the secondary level.
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245 1 0 $a Tanzania's educational language policy: The medium of instruction at the secondary level.
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500 $a Source: Dissertation Abstracts International, Volume: 62-05, Section: A, page: 1785.
500 $a Sponsor: Clifford A. Hill.
502 $a Thesis (Ed.D.)--Columbia University Teachers College, 2001.
520 $a This study is about language policy concerning the medium of instruction in Tanzania where Kiswahili is used as the medium of instruction at the primary level and English at the secondary level. The study focuses on the use of English as the medium of instruction at the secondary level in a country where Kiswahili is both a national and official language and dominates everyday language use. The purpose of the study was to examine to what degree the policy is implemented in representative secondary schools and what attitudes parents, teachers, and students hold about using English or Kiswahili as a medium of instruction at the secondary level.
520 $a The study was conducted in two public secondary schools in Dar es Salaam. In examining policy implementation, non-participatory observation was conducted on language use both outside and inside the classroom among teachers, administration officers, and students. In examining attitudes, interviewing was conducted with parents, teachers, and students.
520 $a The results of this study show that the language policy is neither implemented outside nor inside the classroom. In both situations, Kiswahili dominates, although English words and phrases are mixed in, especially in the classroom at the beginning and end of a lesson. However, the students' level of English is so low that teachers need to use Kiswahili as scaffolding to enable students to participate and to insure that learning takes place.
520 $a As for attitudes, many parents and students want English to remain as the sole medium of instruction because of its prestigious status and the job prospects it carries, although they are aware that students are incompetent in English. Teachers were, however, more supportive of using Kiswahili, since they are more aware of the important role it plays in learning.
520 $a As for educational policy, the study concludes with a recommendation that since Tanzania needs both languages, an additive bilingual model should be developed in which they can operate together at all levels of education. In implementing this model, Tanzania needs to develop special strategies for teaching English more effectively and equipping Kiswahili to function as a medium of instruction at higher levels of education.
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