Language of Instruction in Tanzania: Why Are Research Findings Not Heeded?

Autor/in	Qorro, Martha A. S.
Titel	Language of Instruction in Tanzania: Why Are Research Findings Not Heeded?
Quelle	In: International Review of Education, 59 (2013) 1, S.29-45 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0020-8566
DOI	10.1007/s11159-013-9329-5
Schlagwörter	English (Second Language); Foreign Countries; Language of Instruction; Nursery Schools; Secondary Education; Educational Policy; Second Language Learning; Language Proficiency; Educational Research; African Languages; Native Language; Tanzania + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Ausland; Teaching language; Unterrichtssprache; Nursery school; Kindertagesstätte; Kindergarten; Vorschule; Sekundarbereich; Politics of education; Bildungspolitik; Zweitsprachenerwerb; Language skill; Language skills; Sprachkompetenz; Bildungsforschung; Pädagogische Forschung; Africa; Language; Languages; Afrika; Sprachen; Afrikanische Sprache; Tansania
Abstract	The issue of language of instruction (LOI) and its effects on education in Tanzanian secondary education has been widely researched since the early 1980s. In 2009, the Ministry of Education and Vocational Training proposed a new education and training policy that allows English to be used as LOI from nursery school to tertiary education. The proposed policy goes against what researchers in this area have recommended over the years. In the light of the proposed policy, the author of this article felt the need to review studies done on LOI in Tanzania from 1974 to date, aiming to eliminate or greatly reduce the negative effects of the policy on education in Tanzania. Quoting examples, the paper demonstrates students' levels of proficiency in English; suggests reasons why governmental policy has over time ignored research findings; and recommends as well as proposes the way forward. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10