Language-in-Education Policy and Academic Performance of Students: the Case of Tanzania

• Authors: Yuliia Shevchenko

Abstracts

EN

This article explores language-in-education (LIE) policies within post-colonial contexts, with a specific focus on Tanzania. It provides a systematic exploration of the multifaceted factors that shape these policies and their profound impact on academic performance and educational outcomes in the country. Specifically, the article examines the relationship between policies prioritizing students’ mother tongue or familiar language and academic performance. Additionally, it assesses the influence of policies favouring the language of the past colonizer on academic outcomes in primary and secondary education. The theoretical foundation of this study is Critical Theory, a framework which illuminates the power dynamics and social inequalities inherent in policy development and implementation. It provides insights into how dominant linguistic groups exert influence in decision-making processes and how language policies perpetuate existing social hierarchies. The study holds significant research value, as it addresses the pivotal role of LIE policies in shaping educational outcomes and socio-economic opportunities within multilingual societies. It acknowledges the contentious nature of language and education debates within the African context, especially in primary education. A key contribution of this research is its holistic approach. Unlike studies that solely focus on academic performance metrics or isolated variables, it considers a wide range of societal, historical, and political factors that intersect with language policies. This comprehensive view allows for a deeper understanding of the challenges posed by English as a third language in Tanzania’s educational system. Furthermore, the study underscores the importance of engaging multiple stakeholders, ensuring teacher readiness, and incorporating the perspectives of students to effectively implement LIE policies. It emphasizes the need for increased government commitment and public awareness to develop inclusive and equitable policies that promote quality education and social justice. In conclusion, this article offers valuable insights into the complex landscape of LIE policies in Tanzania. It calls for a nuanced approach that considers the unique context of each post-colonial nation to develop pragmatic and equitable language policies conducive to desired educational outcomes.

Keywords

EN

Language policy; language-in-education; Tanzania; education; academic performance; postcolonialism

• Publisher: Wydawnictwo Adam Marszałek
• Journal: African Journal of Economics, Politics and Social Studies
• Year: 2023
• Volume: 2(2)
• Pages: 41-48

Dates

published

2023

Contributors

author

Yuliia Shevchenko

• Odesa I.I. Mechnikov National University

• https://orcid.org/000900008457923X

References

• Bamgbose, A. (2014). The language factor in development goals. Journal of Multilingual and Multicultural Development, 35(7), pp. 646–657. DOI: 10.1080/01434632.2014.908888.
• Barrett, J. (1994). Why is English still the medium of education in Tanzanian secondary schools? Language, Culture and Curriculum, 7(1), pp. 3–16. DOI: 10.1080/07908319409525162.
• Brock-Utne, B. (2010). Research and policy on the language of instruction issue in Africa. International Journal of Educational Development, 30(6), pp. 636–645. DOI: 10.1016/j.ijedudev.2010.03.004.
• Chimbutane, F. (2017). Language policies and the role of development agencies in postcolonial Mozambique. Current Issues in Language Planning, 18(4), pp. 356–370. DOI: 10.1080/14664208.2017.1331495.
• Coulmas, F. (1988). With Forked Tongues: What Are National Languages Good for. Karoma Publishers, Inc.
• Cummins, J., & Swain, M. (2014). Bilingualism in Education (1st ed.). Routledge. DOI: 10.4324/9781315835877 (Original work published 1986)
• Gadelii, K.E. (1999). Language planning: theory and practice; evaluation of language planning cases worldwide. UNESCO. Retrieved from https://unesdoc.unesco.org/ark:/48223/pf0000118456.
• Gándara, P., & Rumberger, R.W. (2009). Immigration, Language, and Education: How Does Language Policy Structure Opportunity? Teachers College Record, 111(3), pp. 750–782. DOI: 10.1177/016146810911100303.
• Johnson, D. (2013). Language Policy. Springer.
• Kaplan, R.B., & Baldauf, R.B. (1997). Language planning from practice to theory. Multilingual Matters.
• Leonardo, Z. (2004). Critical Social Theory and Transformative Knowledge: The Functions of Criticism in Quality Education. Educational Researcher, 33(6), pp. 11–18. DOI: 10.3102/0013189x033006011.
• Marwa, N.W. (2014). Tanzania’s Language of Instruction Policy: Is There a Solution? Mediterranean Journal of Social Sciences, 5(23), pp. 1262–1268. DOI: 10.5901/mjss.2014.%20v5n23p1262.
• May, S., & Hornberger, N. (eds.). (2008). Encyclopedia of Language and Education. Vol. 1. Language Policy and Political Issues in Education (2nd ed.). Springer.
• McLaren, P., & Giarelli, J. (1995). Introduction: Critical Theory and Educational Research. In P. McLaren & J. Giarelli (eds.). Critical Theory and Educational Research. State University of New York.
• Mohr, S. (2018). The Changing Dynamics of Language Use and Language Attitudes in Tanzania. Language Matters, 49(3), pp. 105–127. DOI: 10.1080/10228195.2018.1463281.
• Neke, S.M. (2005). The medium of instruction in Tanzania: reflections on language, education and society. Changing English, 12(1), pp. 73–83. DOI: 10.1080/1358684052000340470.
• Ngonyani, D. (1997). The Failure of Language Policy in Tanzanian Schools. Social Education, 61(7), pp. 412–418.
• Roemer, A.E. (2023). Second language acquiescence of multilingual students in Tanzania. Language and Education, pp. 1–17. DOI: 10.1080/09500782.2023.2186792.
• Roy-Campbell, Z.M., & Qorro, M. (1997). Language crisis in Tanzania: the myth of English versus education. Mkuki na Nyota Publ.
• Rubagumya, C.M. (1986). Language planning in the Tanzanian educational system: Problems and prospects. Journal of Multilingual and Multicultural Development, 7(4), pp. 283–300. DOI: 10.1080/01434632.1986.9994245.
• Shevchenko, Y. (2023). Language-in-education Policy and Academic Performance of Students: The Cases of Tanzania, Nigeria and Mozambique [Postgraduate Degree Dissertation].
• Shoba, J.A., & Chimbutane, F. (2015). Bilingual education and language policy in the global South. Routledge.
• Spolsky, B. (2017). Language Policy in Education: Practices, Ideology, and Management. Language Policy and Political Issues in Education, pp. 3–16. DOI: 10.1007/978-3-319-02344-1_1.
• Ssebbunga-Masembe, C., Mugimu, C.B., Muwagga Mugagga, A., & Backman, S. (2015). Language-in-Education Policies in Africa: Perspectives, Practices, and Implications. In W. Jacob, S. Cheng, & M. Porter (eds.). Indigenous Education. Springer. DOI: 10.1007/978-94-017-9355-1_9.
• Swilla, I.N. (2009). Languages of instruction in Tanzania: contradictions between ideology, policy and implementation. African Study Monographs, 30(1), pp. 1–14. DOI: 10.14989/71112.
• Tibategeza, E.R., & Du Plessis, T. (2018). The Prospects of Kiswahili as a Medium of Instruction in the Tanzanian Education and Training Policy. Journal of Language and Education, 4(3), pp. 88–98. DOI: 10.17323/2411-7390-2018-4-3-88-98.
• Tikly, L. (2016). Language-in-education policy in low-income, postcolonial contexts: towards a social justice approach. Comparative Education, 52(3), pp. 408–425. DOI: 10.1080/03050068.2016.1185272.
• Trudell, B. (2016). The impact of language policy and practice on children’s learning: Evidence from Eastern and Southern Afr. UNICEF.
• Vuzo, M. (2021). “Implications of Language Policy in Tanzania on the Teaching of English as a Foreign Language: Perspectives of the University of Dar Es Salaam Language Student-Teachers. Journal of Education, Humanities and Sciences, 10(1), pp. 38–56.
• Webb, V. (1999). Multilingualism in democratic South Africa: the over-estimation of language policy. International Journal of Educational Development, 19(4-5), pp. 351– 366. DOI: 10.1016/s0738-0593(99)00033-4.
• Wiley, T.G., Garcia, D.R., Danzig, A.B., & Stigler, M.L. (2014). Language Policy, Politics, and Diversity in Education. Review of Research in Education, 38(1), vii–xxiii. DOI: 10.3102/0091732x13512984.

Identifiers

DOI

10.15804/ajepss.2023.2.04

Biblioteka Nauki

31339943