Dual language instruction in Tanzania: the Case of Civics in Public Primary Schools

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University of Dar es Salaam
This study was undertaken to determine the use of Dual Language Instruction (DLI) in primary schools. The study was guided by three objectives which include determining whether the language of instruction influences pupils' performance in Civics; evaluating the effectiveness of dual language instruction in Civics; and determining the implication of DLI on the Education Policy. The major data collection methods used in the study include quasi-experiment, questionnaires, classroom observation and documentary review. The findings from the study indicate that there is a relationship between dual language instruction and pupils ‘performance in Civics. This is because pupils who were taught in both English and Kiswahili showed an improvement in their performance as opposed to those who were taught in Kiswahili or English as an only medium. Additionally, the findings indicate that both pupils and teachers are positive about DLI since the practice enhances comprehension of the curriculum content. Although the DLI is an unofficial practice, classroom evidence reveals that English medium schools commonly use it. Therefore the study recommends that, (1) the debate on either English or Kiswahili being the best medium of instruction should allow room for both languages to coexist harmoniously in the classroom, (2) Code switching, a characteristic of DLI, should be embraced as a tool for learning enhancement and recognized as a pedagogical tool, (3) additive bilingualism can be a possible solution towards overcoming the Tanzanian linguistic dilemma instead of clinging to either Kiswahili or English; and (4) a research should be conducted in Kiswahili medium schools to investigate whether or not the form of Code switching that exists constitutes DLI.
Available in print form, Eat Africana Collection, Dr. Wilbert Chagula Library,(THS EAF LB1028.35T34M53)
Civics, Language Instruction, Primary schools, Tanzania
Mihayo, M. (2010) Dual language instruction in Tanzania: the Case of Civics in Public Primary Schools. Masters dissertation, University of Dar es Salaam, Dar es Salaam.