Browsing by Author "Eliakimu, Jairos"

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    An assessment of the perceptions of teachers and students towards code switching in o-level secondary school teaching and learning in Mbozi district, Tanzania
    (University of Dar es Salaam, 2015) Eliakimu, Jairos
    The study aimed at assessing the perceptions of teachers and students on the use of code switching (CS) in secondary school teaching and learning, identified the mostly used type of CS in teaching and learning, the nature of CS, the perceptions of teachers and students towards CS and the effects of CS on students' English language acquisition were the dealt objectives. The study was specified to 0-level Secondary schools in Mbozi District Council in Mbeya Region. The study adopted a qualitative approach and case study design was deployed in order to collect and analyze data by using thematic data analysis. Purposive sampling and simple random sampling procedures were used to select 122 including teachers, students, Heads of school, Chief Zonal Inspector of schools and District secondary education officer respondents where non-participatory observation, interviews, and focus group discussions were data collection methods used. The main findings of the study indicate that the mostly used type of CS by 68.2% was intra-sentential type. CS was naturally seen used for activating teacher-student classroom interaction. Giving instructions, explaining concepts, defining new vocabulary, making emphasis and for repetition. 40 (83.3%) of teachers who were interviewed had negative Perception on CS against 8 (16.7%) who had positive perceptions. On the other hand. 61 (95.3%) of students participated in focus group discussion had positive perceptions against 3 (4.7%) who had negative perceptions. Findings show that CS slows down students' English language acquisition, by diminishing students 'English competence, lacking English vocabulary, losing expressing ability and students tend to write inappropriately in examinations. The study calls upon the government to take a non-conflicting firm decision on language of instruction (L0I) Policy involving to use either English only, Kiswahili only or allowing CS in all levels of education in the country. Teachers and students should be motivated to frequently use English and improve the LOI. Further studies are needed to uncover the depth and breadth of CS use across all levels of education helping policy making.