Given this premise, this study examines language policy and the important role it plays within the classroom, as well as across the educational system. This research specifically examines education policies related to language in the education system of the East African nation of Tanzania.

Tanzania Food and Nutrition Centre Strategic Plan: 2005: 2010: Employment and Labour Relations Act: 2004--- Tanzania National Strategy on Infant and Young Child Nutrition: 2004--- National Water Policy: 2002--- National Policy on HIV/AIDS: 2001--- National Development Vision 2025: 1999: 2025: Policy Guidelines for Micronutrient Supplementation

A national language is understood as the medium that is accessible to a large section of the relevant nation mainly because it has cultural roots among the people of that nation and so it is the medium through which the members of that nation communicate with each other on a daily basis and get governed/ruled, i.e. it is the official language 5 . The main feature of Tanzania’s education system is the bilingual policy, which requires children to learn both Kiswahili and English. English is essential, as it is the language which links Tanzania and the rest of the world through technology, commerce and also administration. The learning of the While the language policies of Tanzania are described as confusing, contradictory, and ambiguous, the language policies of South Africa seem clearer and more progressive. In Tanzania, Kiswahili is Tanzania's language policy was based on demographic, historical, political, economic, and linguistic factors. Kiswahili had been used in primary education since German colonial rule in the nineteenth century, when it was already widely used throughout the colony.

Tanzania language policy

reason policy makers have to make a user-friendly language policy to help students in learning, acquisition of knowledge and avoid the problem of under achievement in students' performance. Background of the study English as a language of instruction in Tanzania emanated from the colonial power which existed in the 19th century. Tanzania with regard to language-in-education policy implementation. Therefore, the practice in schools is that monolingual education dominates and the idea of bilingual education appears far-fetched to practioners in the education sector. This paper proposes the 50–50 Model as a way forward for implementing strong bilingual education in Educational language policy—variously referred to as language education policy, language‐in‐education policy, and language policy in education—refers to a focus on educational contexts within language policy and planning (LPP) research, primarily in K‐12 settings, but might also include informal educational activities and socialization in homes and communities.

The arguments of those who favour the use of English as the medium of instruction are analysed within the framework of the prevailing Sociolinguistic environment, and counter‐arguments in … language policy of post-independence tanzania.

Given this premise, this study examines language policy and the important role it plays within the classroom, as well as across the educational system. This research specifically examines education policies related to language in the education system of the East African nation of Tanzania.

The national website of Tanzania highlights this policy as ‘the main feature of Tanzania’s education system’ and is regarded by officials as a cornerstone to the country’s progress. Tanzania is a multilingual country with 150 ethnic languages spoken within its borders. The current sociolinguistic situation in Tanzania necessitates the continued use of Kiswahili as a unifying language. The majority of urban children now actually acquire it as their first language.

Tanzania's language policy was based on demographic, historical, political, economic, and linguistic factors. Kiswahili had been used in primary education since German colonial rule in the nineteenth century, when it was already widely used throughout the colony.

At school level, Kiswahili is the language of instruction in public primary schools in Tanzania while Tanzania, officially the United Republic of Tanzania, is a relatively large country in East Africa that shares its borders with many countries, including Kenya, Uganda, Rwanda, Zambia, Malawi, Mozambique, Burundi and the Democratic Republic of the Congo. The name Tanzania itself derives from the country's two states, Zanzibar and Tanganyika.

2017-10-03 · Tanzania’s adoption of the language will now improve its economic, political and educational relationship with these African countries. If English had been adopted successfully in the primary school phase, Tanzania might not have had the problems it did with the language.
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IntroductIon. Ideology dictates the policies of a country in all major domains – social- IntroductionThe Tanzanian experience is a typical case that illustrates how language policy and planning is a site of struggle -for cultural influence, economic alsoother Ethnic Community Languages (Eels).
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av C Garrouste · 2007 · Citerat av 3 — Tanzania. Africana Journal, XIII (1-4), 1-23. Kaplan, R.B., and Baldauf, R.B. (1997). Language Planning from Practice to Theory. Multilingual Matters (Series)

While the language policies of Tanzania are described as confusing, contradictory, and ambiguous, the language policies of South Africa seem clearer and more progressive. In Tanzania, Kiswahili is In Tanzania today there is a bilingual educational structure in which Swahili is the language of instruction in primary schools and English is the language of instruction in secondary schools. The national website of Tanzania highlights this policy as ‘the main feature of Tanzania’s education system’ and is regarded by officials as a cornerstone to the country’s progress. Before I went I had read about the use of Swahili in Tanzania, particularly the role of language policy in post-independence nation building (Abdulaziz 1971). I expected most Tanzanians to agree with the view I had encountered in the literature that the maintenance of Swahili as the language of instruction in primary schools and the expansion of its use in public life had benefited the country.

Year2015, CountryAustria, TitleOPERATIONELLES PROGRAMM EMFF, Editor, Languagede, Sector/supply chain stagesPolicy, SpeciesAll species, PDF link

Kiswahili had been used in primary education since German colonial rule in the nineteenth century, when it was already widely used throughout the colony. Title: Language policy in Tanzania: Author: Harris, L. Year: 1969: Periodical: Africa: Journal of the International African Institute: Volume: 39: Issue: 3: Pages: This paper is a policy analysis course-linked capstone focused on controversial language policies in Tanzania. The purpose of this research is to identify the relationship between Tanzania’s language policy and the effects on students in secondary school. It also explores the history of After this background, language policy in the Tanzanian educational system is looked at in some detail.

20 Jan 2017 Generally, while Kenya and Uganda are making considerable strides in promoting languages other than English and Kiswahili, Tanzania, The issue of language policy is privileged here because it is indisputable that language policies have a significant impact on the linguistic culture (i.e., social, Language teaching policy. Understanding, integrating and managing linguistic heterogeneity is an essential prerequisite for the pedagogical implementation of an Language and learning in two Tanzanian secondary schools . Tanzania has also been considered by some as 'progressive' in its LOI policy compared to Government policies and strategies related to teachers and LOI reflect country priorities, approaches, and objectives for early grade literacy, and thus are crucial to Josephat Rugemalira.