Learning through a Familiar Language versus Learning through a Foreign Language--A Look into Some Secondary School Classrooms in Tanzania

Autor/in	Brock-Utne, Birgit
Titel	Learning through a Familiar Language versus Learning through a Foreign Language--A Look into Some Secondary School Classrooms in Tanzania
Quelle	In: International Journal of Educational Development, 27 (2007) 5, S.487-498 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0738-0593
DOI	10.1016/j.ijedudev.2006.10.004
Schlagwörter	Foreign Countries; Qualifications; Language of Instruction; Experimental Groups; African Languages; Control Groups; Secondary Schools; English (Second Language); Classroom Communication; Labor Force Development; Creativity; Educational Policy; Tanzania + Suchen Sie Ihr Suchwort? Ausland; Qualifikation; Qualifikationsstufe; Teaching language; Unterrichtssprache; Africa; Language; Languages; Afrika; Sprachen; Afrikanische Sprache; Sekundarschule; English as second language; English; Second Language; Englisch als Zweitsprache; Klassengespräch; Arbeitskräftebestand; Kreativität; Politics of education; Bildungspolitik; Tansania
Abstract	This article builds on 30h of observations made in classrooms in secondary schools in Tanzania in the fall of 2004. The article presents an empirical study using an experimental group that was taught in Kiswahili and a control group taught the same topics in English. The author takes the reader straight into some of the classrooms and gives excerpts from four lessons. In the classrooms the teacher teaches a topic on one occasion in English and then the same topic is taught in Kiswahili. In one of the examples given here it is the same teacher who teaches the same topic in the two languages to two different classes. The observational data are examined using a theoretical framework known as qualification analysis. The data are analysed with respect to the qualification categories that are promoted or inhibited through the classroom interaction taking place. The data show that if the aim is the stupidification of the Tanzanian labour force, the use of English, a foreign language to the students and a language poorly mastered by the teachers, seems to be an excellent strategy. If the aim is to create a labour force with critical abilities and creative qualifications, the language of instruction policy is unlikely to have such an outcome. (Author).
Anmerkungen	Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail: usjcs@elsevier.com; Web site: http://www.elsevier.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10