Teaching English VIS-A-VIS English language support project in Tanzania

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University of Dar es Salaam
This study aimed at finding out whether teachers who attended in-service training, inform of short courses, seminars, workshops, and TDMS, organised by ELTSP, performed better in teaching English than those who were yet to attend such in-service training. The major purpose was to determine, how well English language was taught inside classrooms, following the introduction of ELTSP in Tanzanian secondary schools. The study was conducted in Mtwara region. It was limited to 10 secondary schools. 31 teachers were involved in the study. Data collection instruments included documentary review, observation, interviews, and questionnaire. Eight performance criteria guided investigations on the research question. The findings revealed that, teachers who attended ELTSP in service training taught English better than those who were yet to attend such in service training. This suggests that English is taught better now in secondary schools, than before the introduction of ELTSP in Tanzania. In the light the of findings, a number of recommendations were drawn with a view to making the project programmes even more successful. With regard to the ELTSP itself, it recommended that is should now concentrate on how to link the raising the standards of English with students’ academic performance in all other subjects of the secondary school curriculum. With respect to MoEC, it is recommended that it should extend form I orientation course to sixth months, whereby, students would be prepared thoroughly for the use of English as a medium of learning in their secondary school subjects. As for English language teachers, it is recommended that, they should design variety of teaching aids, such as posters, charts, word puzzles an pictures that could be fixed in classroom walls so that students could practice language skills on their own. Finally, it is recommended that, the National Examination Council of Tanzania should introduce oral examinations, in the secondary school examinations. This would enable the Council to make a comprehensive assessment of students’ mastery of English language skills: listening, speaking, reading and writing. As for further research, it is recommended that a replication of the case study, should be carried out in other regions in Tanzania.
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English language, Study and teaching (Secondary), Language and Languages, Tanzania
Msulwa, Y. B. K (1994) Teaching English VIS-A-VIS English language support project in Tanzania, Masters dissertation, University of Dar es Salaam. Available at ( )