LANGUAGE IN INDIA

Strength for Today and Bright Hope for Tomorrow

Volume 21:6 June 2021
ISSN 1930-2940

Editors:
         Sam Mohanlal, Ph.D.
         B. Mallikarjun, Ph.D.
         A. R. Fatihi, Ph.D.
         G. Baskaran, Ph.D.
         T. Deivasigamani, Ph.D.
         Pammi Pavan Kumar, Ph.D.
         Soibam Rebika Devi, M.Sc., Ph.D.

Managing Editor & Publisher: M. S. Thirumalai, Ph.D.

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Problem of English Language Proficiency in Tanzania Schools:
The Causes and the Way Forward

Amaka Edith IDEH

Abstract

Tanzania is one of the few African countries that promote the use of an indigenous language as the medium of instruction throughout primary education, but English takes over in post-primary education. Previous studies revealed lack of proficiency in English among many secondary school teachers. In addition, many students in the university that the researcher had contact with could not speak and interact fluently in English. This study sets to assess the causes of poor proficiency in English language among secondary school teachers and teacher trainees. The data for the study were collected through questionnaire, interviews, focus group discussion, observation, and documentary analysis. The study made substantive recommendations that will help to improve English proficiency among the teachers and teacher trainees in Tanzania, which include introduction of English proficiency test and course at the beginning of teacher training program, provision of in-service training, and making English language a compulsory subject at advanced level of secondary education.

Keywords: Tanzania, Language policy, proficiency, medium of instruction, English language

Introduction

Language is the most important communication tool for assessing cognitive skills, knowledge, technologies, attitudes, and values. Language teaching continues to be an essential aspect of education as accessibility of knowledge depends on the mastery of the language of instruction. Language choice has been one of the most difficult challenges facing multilingual countries and their governments. In a country where many languages are spoken, the position given to these languages vary: the official and dominant language, the official but minority language, and other non-official and minority languages. This sort of hierarchical positioning draws boundary between favoured and unfavoured languages as well as the attitudes of people towards these languages. In Tanzania, like in many other multilingual countries, the positions occupied by these languages constitutionally empower or marginalise their development, spread and wide usage. Tanzania has more than 120 languages including English and Kiswahili (Senkoro, 2005), and it is one of the few countries, alongside Somalia and Ethiopia, that promote the use of an indigenous African language as the medium of instruction (MoI) throughout primary education. However, Kiswahili ceases to be used as MoI in post-primary education where it has been replaced with English (Makori, 2005). The choice of English as MoI does not consider the proficiency, accessibility of knowledge and success of learners with the language (Roy-Campbell, 2001).

The use of English in Tanzania as the sole MoI excludes many learners who do not possess proficiency in the language. According to Bamgbose (1999:2-3), “language exclusion leads to a high school drop-out rate, high percentage of learners repeating classes, and a high failure rate at the end of examination”. If the teachers are not proficient in the MoI, it hinders transmission of the subject content. Here, the classroom offers little or no opportunity for negotiation between the learners and their teachers on what the teacher teaches even when the learners do not understand.

This is only the beginning part of the article. PLEASE CLICK HERE TO READ THE ENTIRE ARTICLE IN PRINTER-FRIENDLY VERSION.

Amaka Edith IDEH
Department of Linguistics Studies
University of Benin, Benin City
amakaide4j@yahoo.com
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