| dc.creator |
Swilla, Imani N. |
|
| dc.date |
2016-08-22T12:18:57Z |
|
| dc.date |
2016-08-22T12:18:57Z |
|
| dc.date |
2009 |
|
| dc.date.accessioned |
2018-03-27T08:45:31Z |
|
| dc.date.available |
2018-03-27T08:45:31Z |
|
| dc.identifier |
Swilla, I.N., 2009. Languages of instruction in Tanzania: Contradictions between ideology, policy and implementation. |
|
| dc.identifier |
http://hdl.handle.net/20.500.11810/3543 |
|
| dc.identifier |
10.14989/71112 |
|
| dc.identifier.uri |
http://hdl.handle.net/20.500.11810/3543 |
|
| dc.description |
Contradictions exist among ideologies, language policy statements, and practice
regarding the language of instruction (LoI) in primary education in Tanzania. In 1961,
independent Tanzania inherited colonial education, using Swahili and English. When socialism
was introduced in 1967, Swahili was declared the only LoI. The government legalized
private and English-medium schools in the 1990s but maintained Swahili as the LoI. There is
an English syllabus for English-medium schools, while the Primary School Leaving Examination
is administered in Swahili and English. However, only the elite can afford Englishmedium
education. The majority of children attend Swahili-medium government schools.
The government needs to firmly establish that both Swahili and English are LoI of primary
education, because English is the LoI of secondary and post-secondary education. The government
must enable all children to master both languages in order for them to acquire an
education that allows them to compete favourably for employment. |
|
| dc.language |
en |
|
| dc.subject |
Ideology |
|
| dc.subject |
Language policy |
|
| dc.subject |
Implementation of language policy |
|
| dc.title |
Languages of Instruction in Tanzania: Contradictions between Ideology, Policy and Implementation |
|
| dc.type |
Journal Article, Peer Reviewed |
|