The implications of educational bilingualism in Tanzania: the case of diploma teachers' colleges
| dc.contributor.author | Kadeghe, Michael Yunia | |
| dc.date.accessioned | 2019-07-12T14:14:56Z | |
| dc.date.accessioned | 2020-01-07T15:01:15Z | |
| dc.date.available | 2019-07-12T14:14:56Z | |
| dc.date.available | 2020-01-07T15:01:15Z | |
| dc.date.issued | 1991 | |
| dc.description | Available in print form | en_US |
| dc.description.abstract | This study aimed to investigate how learners use two languages (Kiswahili and English) alternately in a learning situation. It further aimed to find out the implications of the coexistent nature of the two languages in teaching and learning situation. The study was conducted in two diploma colleges, namely, Dar Es Salaam Region, and Marangu in Kilimanjaro Region. These colleges were deliberately selected on the assumption that they had the characteristics observable in others. The target population was diploma trainees who were assumed to be reasonably proficient in both languages. Data for the study were collected using; questionnaires, interviews, observation and documentary reviews. The findings revealed that in Malezi (a subject which has to be taught in Kiswahili) both languages were used interchangeably by both tutors and trainees. This was revealed in their verbal interactions and their notes. However, when the trainees were tested in both languages in Malezi, the statistic mean scores in tests administered in Kiswahili were slightly higher than those in English. This does not however mean that English was completely ineffective. Both languages could be considered since both of their mean scores were between 50-70. A general observation was that the dual use of the languages had an added advantage on the trainees’ conceptual and communicative expressions. It was also noted that bilingual practice did not create any social or psychological tensions during the learning and teaching process. In brief, if what has been observed in the case study is true with other diploma colleges in the country, the results than point to the necessity of developing well defined bilingual programmes at certain educational levels in Tanzania. The findings hence contradict attempts to confine the whole Tanzanian educational pyramid into a monolingual system. | en_US |
| dc.identifier.citation | Kadeghe, M. Y. (1991) The implications of educational bilingualism in Tanzania: the case of diploma teachers' colleges, Masters dissertation, University of Dar es Salaam. Available at (http://41.86.178.3/internetserver3.1.2/detail.aspx?) | en_US |
| dc.identifier.uri | http://localhost:8080/xmlui/handle/123456789/980 | |
| dc.language.iso | en | en_US |
| dc.publisher | University of Dar es Salaam | en_US |
| dc.subject | Education | en_US |
| dc.subject | Bilingual | en_US |
| dc.subject | Swahili language | en_US |
| dc.subject | Tanzania | en_US |
| dc.title | The implications of educational bilingualism in Tanzania: the case of diploma teachers' colleges | en_US |
| dc.type | Thesis | en_US |