Abstract
Tanzania, along with Kenya, Uganda, Burundi and Rwanda, belongs to the East African community, a regional intergovernmental organization that aspires to lead the five countries into a political federation (East African community website). Although Kiswahili is widely spoken in all these East African member states, it is only in Tanzania that the language has been given the status of both the national language and that of the medium of instruction in all basic education institutions.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Preview
Unable to display preview. Download preview PDF.
Similar content being viewed by others
References
Brock-Utne, B., & Holmasdottir, H. B. (2004). Language policies and practices in Tanzania and South Africa: Problems and challenges. International Journal of Educational Development, 24, 67–83.
Brock-Utne, B., Desai, Z., Qorro, M., & Pitman, A. (2010). Language of instruction in Tanzania and South Africa – Highlights from a project language. Rotterdam, The Netherlands: Sense Publishers.
Clarkson, P. C. (2007). Language and mathematics: A comparison of bilingual and monolingual students of mathematics. Educational Studies in Mathematics, 23(4), 417–429.
East African Community. Retrieved from http://www.eac.int/index.php?option=%20com_content&view=article&id=1:welcome-to-eac&catid=34:body-text-area&Itemid=53
Education Policy. (2006). Revolutionary government of Zanzibar, Ministry of education and vocational training. Retrieved from http://www.moez.go.tz/docs/pwA4nrszmk_Zanzibar_Education_Policy.pdf
Heugh, K. (2011). Theory and practice – language education models in Africa: Research, design, decision making and outcomes. In A. Ouane & C. Glanz (Eds.), Optimising learning, education and publishing in Africa: The language factor: A review and analysis of theory and practice in mother-tongue and bilingual education in sub-Saharan Africa. Hamburg, Germany: UNESCO. Retrieved from http://unesdoc.unesco.org/images/0021/002126/212602e.pdf
Legère, K. (2006). Formal and informal development of the Swahili language: Focus on Tanzania. In O. F. Arasanyin & M. A. Pemberton (Eds.), Selected proceedings of the 36th annual conference on African linguistics (pp. 176–184). Somerville, MA: Cascadilla Proceedings Project.
Lukari, H. A. (2010). The effects of code switching on learning mathematics: Lessons from a public secondary school in Dar-es-salaam (Unpublished Master’s thesis). The Aga Khan University, Institute of Educational Development East Africa, Dar-es-salaam, Tanzania.
Mbena, D. M., Haule, R. M., & Masota, L. M. N. (1976). Kitabu cha hesabu darasa la saba. Dar-es-salaam, Tanzania: Wizara ya elimu ya Taifa.
Neke, S. M. (2005). The medium of instruction in Tanzania: Reflections on language, and society. Changing English, 12(1), 73–83.
Pitman, A., Majhanovich, S., & Brock-Utne, B. (2010). English as language of instruction in Africa: Policy, power and practice. In B. Brock-Utne, Z. Desai, M. A. S. Qorro, & A. Pitman (Eds.), Language of instruction in Tanzania and South Africa – Highlights from a project. Rotterdam, The Netherlands: Sense Publishers.
Qorro, M. (2006). Does language of instruction affect quality of education? Dar-es-Salaam, Tanzania: HakiElimu.
Rajani, R., Scholl, L., & Zombwe, G. (2007). Redefining quality education in Tanzania: From inputs to capabilities. Dar-Es-Salaam, Tanzania: HakiElimu.
Sa, E. (n.d.). Language policy for education and development in Tanzania vision. Retrieved from www.swarthmore.edu/SocSci/ Linguistics/Papers/2007/sa_eleuthera.pdf
Sichizya, F. D., & Kwalazi, W. T. (2010). Hisabati shule za msingi darasa la sita kitabu cha mwanafunzi. Dar-Es-Salaam, Tanzania: Oxford University Press.
Swilla, I. N. (2009). Languages of instruction in Tanzania: Contradictions between ideology, policy and implementation. African Study Monographs, 30(1), 1–14.
Trinick, T., Meaney, T., & Fairhall, U. (2014). The contextual influences on teachers learning the registers for teaching and learning mathematics in another language. ZDM, 46(6), 953–965.
United Republic of Tanzania. (2005). The Tanzania development vision 2025. Retrieved from http://www.tzonline.org/pdf/theTanzaniadevelopmentvision.pdf
Vygotsky, L. S. (1978). Mind and society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.
Wildsmith-Cromarty, R., & Gordon, M. (2009). Policy versus practice: The role of the home language in learning mathematics and science in English-medium classrooms. Journal of Language Learning, 37(3), 359–370.
Author information
Authors and Affiliations
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2016 Sense Publishers
About this chapter
Cite this chapter
Kajoro, P.M. (2016). Transition of the Medium of Instruction from English to Kiswahili in Tanzanian Primary Schools. In: Halai, A., Clarkson, P. (eds) Teaching and Learning Mathematics in Multilingual Classrooms. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6300-229-5_6
Download citation
DOI: https://doi.org/10.1007/978-94-6300-229-5_6
Publisher Name: SensePublishers, Rotterdam
Online ISBN: 978-94-6300-229-5
eBook Packages: EducationEducation (R0)