ERIC Number: EJ1468925
Record Type: Journal
Publication Date: 2025
Pages: 21
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1479-0718
EISSN: EISSN-1747-7530
Available Date: 0000-00-00
Perspectives and Practices on Using Swahili to Teach and Learn English in Tanzania's Secondary Schools
International Journal of Multilingualism, v22 n2 p358-378 2025
This study explored perspectives on using Swahili in English language classes and describe how teachers utilise this language in English language classes. It was a qualitative approach. Data were collected through focus group discussions, interviews, and classroom observations. In all, six secondary school teachers and three classes drawn from six secondary schools participated in the study. Findings show that even though using Swahili fostered the learning of concepts, it was inappropriate for developing English-speaking proficiency. It emerged that using Swahili in teaching the English language exposes language and pedagogical deficiencies in Tanzania's classes. Moreover, the persistent use of Swahili in English language classes was attributable to the learners' lack of confidence in speaking English. As a result, English language teachers adopted Swahili as a teaching strategy in addition to directing students to accomplish classroom tasks and expressing their emotions in that language. Thus, there is a need to review Tanzania's education policy need to accommodate the use of Swahili in English language classes as part of a translanguage setup while exploring means for fostering ESL speaking skills particularly among students.
Descriptors: Foreign Countries, African Languages, English (Second Language), Second Language Instruction, Language Usage, Secondary School Teachers, Barriers, Language Proficiency, Educational Policy, Secondary Education, Teacher Attitudes
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Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Tanzania
Grant or Contract Numbers: N/A
Author Affiliations: 1School of Education, Department of Educational Psychology and Curriculum Studies, University of Dar es Salaam, Dar es salaam, Tanzania