|  e-ISSN: 2717-6886

Original article | International Journal of Language and Education Research 2023, Vol. 5(3) 65-80

Issues in English Language Teaching (ELT) in Tanzania: Evidences from Literature

Nanai Emmanuel Nanai

pp. 65 - 80   |  DOI: https://doi.org/10.29329/ijler.2023.594.4   |  Manu. Number: MANU-2309-09-0004

Published online: December 12, 2023  |   Number of Views: 62  |  Number of Download: 147


Abstract

For the past 30 years, English has occupied the position of being the most important foreign language in the world. English serves the purpose of being the language for international communication, science, commerce, advertising, diplomacy and transferring advanced technology. In addition, in the era of globalisation, the interdependence and interlinkedness of countries necessitates a need for having a global language and English qualifies for this better than other languages. As a result of this necessity for having a global language, a number of countries including Tanzania have put much efforts and emphasis on the teaching of English as a foreign language. The role of English is of significant important in promoting economic growth and developing skilled man powers, hence, improvement in English language teaching and learning has become the prior concern. Based on the literature review, this article highlights several key issues: historical, political, and social conditions of English in Tanzania, status of English language education in national education policies, factors affecting the implementation of communicative language teaching approach, validity of students’ assessment and its wash back effect on teaching, and deficiencies of existing teacher development programmes in language teachers’ capacity building. The article concludes with several implications and recommendations to improve the situation of English language teaching in the country and specifically the probable solutions to overcome the discussed problems.

Keywords: English in education policy, CLT approach, Teacher education, English language teaching in Tanzania


How to Cite this Article?

APA 6th edition
Nanai, N.E. (2023). Issues in English Language Teaching (ELT) in Tanzania: Evidences from Literature . International Journal of Language and Education Research, 5(3), 65-80. doi: 10.29329/ijler.2023.594.4

Harvard
Nanai, N. (2023). Issues in English Language Teaching (ELT) in Tanzania: Evidences from Literature . International Journal of Language and Education Research, 5(3), pp. 65-80.

Chicago 16th edition
Nanai, Nanai Emmanuel (2023). "Issues in English Language Teaching (ELT) in Tanzania: Evidences from Literature ". International Journal of Language and Education Research 5 (3):65-80. doi:10.29329/ijler.2023.594.4.

References

    Bhalalusesa E, Sima R, Qorro M, Katabaro J, Matonya M, Tiboroha J, et al. (2011). Teacher preparation and continuing professional development in Africa (tpa): The preparation of teachers in reading and maths and its influence on practices in Tanzanian primary schools. https://www.sussex.ac.uk/webteam/gateway/

    Bikongoro, P.F. (2014). The relevance of the language policy for instruction and assessment of secondary education in Tanzania: A comparative analysis between the former Swahili and English medium students. African Educational Research Journal, 3(1), 1-8.

    Bwenge, C. (2012). English in Tanzania. A linguistic cultural perspective. International Journal of Language, Translation and Intercultural Communication, 1(1), 167-182.

    Brock-Utne, B. (2007). Learning through a familiar language versus Learning through a competency based curriculum in Tanzania. Papers in Education Development, 29, 37-56.

    Criper, C., & Dodd, W. (1984). Report on the teaching of English language and its  use as a medium of instruction in Tanzania. The British Council.

    Dachi H. (2018). Reflecting on five decades of teacher professional development in Tanzania: The missing dimensions. Papers in Education and Development.36, 118-139.

    Emmanuel, N. (2019). Instructional methods in teaching of speaking skills in English language in advanced-level secondary education in Ilala municipality, Tanzania. Unpublished MED(Language Education) dissertation, university of Dar es Salaam.

    HakiElimu. (2009). The significance of quality teacher training for the development of quality education: Preparing teachers for the ever-changing world.

    Hossain, M.I. (2015). Teaching speaking skills to the students: A secondary level scenario. Published M.A (English) dissertation, BRAC University.

    Khan, I.A. (2013). Speaking skills and teaching strategies: the case of an EFL classroom. Elixir International Journal of Educational Technology, 58(2013), 14557-14560.

    Kitundu, A. (2012). An assessment of teaching and learning speaking in ordinary level secondary schools in Tanga region. Unpublished M.A. (Education) dissertation, University of Dar es Salaam, Dar es Salaam, Tanzania.

    Legère, K. (2007). Swahili versus English in Tanzania and the political discourse. Studies of the Department of African Languages and Cultures, 44, 47-66.

    Lyimo, D.H. (2013). An assessment of the integration of communicative language teaching approach in teaching English in Tanzania. M.A. (Linguistics) dissertation, University of Dar es Salaam, Dar es Salaam, Tanzania.

    Meena, W. E. (2009). Curriculum innovation in teacher education: Exploring conceptions among Tanzanian teacher educators. PhD Thesis. Åbo Akademi University.

    Mgaiwa, S. J. (2018). Emerging fundamental issues of teacher education in Tanzania: A reflection of practices. Educational Process: International Journal, 7(4), 246-264.

    Mhina, G. (1976). Language planning in Tanzania. “focus on Kiswahili”. University of Dar es Salaam.

    Ministry of Education and Culture (MOEC). (1995). Education and Training Policy.

    Mlama, P., & Materu, M. (1978). Haja ya kutumia Kiswahili kufundishia katika elimu ya juu. Dar es Salaam, Tanzania: BAKITA

    Mosha, M. A. (2014). Factors affecting students’ performance in English language in Zanzibar rural and urban secondary schools. Journal of Education and Practice5(35), 64-76.

    Mpayo, N. (2012). Evaluation of the implementation of English language competence based curriculum in selected secondary schools in Korogwe town council. Unpublished M.A. (Education) dissertation, University of Dar es Salaam.

    Mtallo, G.R. (2015). Teaching and learning of English in Tanzania: Blessing or curse? A practical review of Phan le Ha’s teaching English as an international language. Journal of Education and Practice 6(17), 118-123.

    Mwinshekhe, Halima (2008). Overcoming the Language Barrier: An in-depth study of the strategies used by Tanzania secondary science teachers and students in coping with the English-Kiswahili Dillema. In M. Qorro , Z. Desai and B. Brock- Utne (Eds), LOITASA: Reflecting on Phase I and entering Phase II (pp. 123-142). E&D Vision Publishing Limited.

    Namamba, A. & Rao C. (2017). Preparation and professional development of teacher educators         in Tanzania: Current practices and prospects. Journal of Education and Practice, 8(8), 136-145.

    Ndulila, E. S. (2017). Tanzanian EFL teachers’ perceptions and attitudes towards communicative language teaching (CLT): A case study of secondary schools in Morogoro municipality. Unpublished M.A (Linguistics) dissertation, University of Dar es Salaam.

    Omari, J. A. (2020). Teachers’ perception and classroom practices in the application of communicative language teaching in secondary schools in Tanzania. Unpublished Phd (Education) dissertation, University of Dar es Salaam.

    Qorro, M. (2007). Language of instruction and its effects on the quality of education. Papers in Education Development, 27, 56-78.

    Qorro, M. (2013). Language planning and policy in Tanzania: When practice does not make perfect. In Z. Desai, M. Qorro & B. Brock-Utne (Eds.), LOITASA: The Role of Language in Teaching and Learning Science and Mathematics  (pp. 151-170). African Minds.

    Roy-Campbell, Z.M., & Qorro, M. (1997). Language crisis in Tanzania: The myth of English versus education. Mkuki na Nyota Publishers Ltd.

    Rugemalira, J. M. (2005). Theoretical and practical challenges in Tanzanian English medium schools. Africa and Asia, 52, 66-84.

    Sane, E. & Sebonde, R.Y. (2014). Suitability of communicative approach in teaching English language in Tanzania secondary schools. Arts and social sciences journal, 5 (2), 1-6.

    Suzubeki, F.L.R. (2016). Implementation of the learner-centred approach in the teaching and learning of English in secondary schools in Tanzania: An assessment in Kibaha district. M.A. (Education) dissertation, University of Dar es Salaam, Dar es salaam, Tanzania.

    Swilla, I.N. (2009). Languages of instruction in Tanzania: Contradictions between ideology, policy and implementation. African Study Monographs, 30(1), 1-14.

    Tork, S.A. (2006). The effectiveness of a Task-based Instruction program in Developing the English language speaking skills of Secondary stage students. Published PhD (Education) thesis, Ain Shams University, Cairo, Egypt.

    UNESCO. (2014). Enhancing teacher education for bridging the education quality gap in Africa: The case of Tanzania. Ministry of Education and Vocational Training.

    Vuzo, M (2008). Revisiting the language of instruction policy in Tanzania: A comparative study of geography classes taught in Kiswahili and English. In M. Qorro , Z. Desai and B. Brock- Utne (Eds), LOITASA: Reflecting on Phase I and entering Phase II (pp. 102-122). E&D Vision Publishing Limited.

    Vuzo, M. (2010). Exclusion through language: A reflection on classroom discourse in Tanzania secondary schools. Papers in Education and Development, 29, 14-36.