Language Planning and Policy in Tanzania: When practice does not make perfect

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dc.creatorQorro, Martha
dc.date2019-10-09T18:29:31Z
dc.date2019-10-09T18:29:31Z
dc.date2013
dc.date.accessioned2021-05-03T13:06:35Z
dc.date.available2021-05-03T13:06:35Z
dc.descriptionThis chapter examines language planning and policy as stated in various policy documents and in pronouncements made by policy makers in Tanzania. The discussion relates language planning and policy to the actual practice in the schools and in the classrooms. From the policy makers’ point of view, there is a common misconception that students learn English language through practice when they use it as language of instruction in secondary schools and higher learning institutions. However, more than 50 years of this practice does not seem to have yielded impressive results, on the contrary, the level of students’ English has been falling over time. Moreover, from researchers’ point of view, practice does not always make perfect. The chapter draws on research from the LOITASA (Language of Instruction in Tanzania and South Africa) project as well as on studies from other countries in and beyond Africa to substantiate this second view. The chapter also highlights some of the inappropriate labels, choices and policy decisions that have led to serious challenges faced by English language teachers in teaching English.
dc.identifierQorro, M. A. S. (2013). ‘Language Planning and Policy in Tanzania: When practice does not make perfect’, a book chapter in The Role of Language in Teaching and Learning Science and Mathematics, by Desai, Qorro and Brock-Utne (eds.) published under LOITASA project African Minds, South Africa, 2013: 151 – 170.
dc.identifierhttp://hdl.handle.net/20.500.11810/5335
dc.identifier.urihttp://hdl.handle.net/20.500.11810/5335
dc.languageen
dc.publisherAfrican Minds
dc.titleLanguage Planning and Policy in Tanzania: When practice does not make perfect
dc.typeBook chapter

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