Centre of Communication Studies

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The Challenges of Teaching English in Africa: With Reference to Tanzania Public Secondary Schools
(UTAFITI, 2011) Qorro, Martha
English Language Teaching (ELT) in Anglophone Africa is faced with various challenges, some of which have been overlooked. Among these is lack of clarity on the status given to English when making important decisions on language planning and policy. This has led to unrealistic objectives of ELT, inappropriate teaching and learning materials, and inadequate teaching methods. This paper examines the different contexts in which English language is taught, in order to determine, at policy level, what objects are realistic and what methods and materials are appropriate for which context. This would contribute towards addressing the challenges facing ELT in Anglophone Africa. Finally, the paper calls for a need for African language planners and policy makers to go back to the drawing board and take stoke of ELT contexts and make policy on the basis of the contexts that prevail on the ground.
Is formalising multilingual education in Tanzania possible? : Acknowledging the existing reality
(University of Witwatersrand, 2018) Qorro, Martha
This paper explores a particular aspect of multilingual education in Tanzania by first looking at the multilingual nature of Tanzanian society that one would have expected to be reflected in language planning and policy making, so that the policy supports the multilingual nature of the Tanzanian society. Questions that come to mind at this stage are: to what extent do education stakeholders and the general public understand the benefits of multilingual education? To what extent do they understand the negative impact of the current monolingual education? What reasons do stakeholders of education give for abandoning the languages that children already understand (i.e. their mother tongue when they first start primary education; and Kiswahili as they complete primary education and start secondary education); instead policy makers opt for languages that pupils/students do not understand. The author believes that the answers to these questions and more that are likely to be raised will bring up avenues to address how the existing multilingualism, which is a fact of life in Tanzania, can be formalized in practice in the education system.
The Issue of Language and Development in Africa: A Case of Failed Communication?
(University of Dodoma, 2019) Qorro, Martha
The paper examines the role of language as a tool or vehicle of communication and seeks to establish a relationship between language, on the one hand; and development, on the other in the context of African continent – using Tanzania as a case in point. Africa is home to nearly a third of world languages, which means that it is a linguistically diverse continent with communities that are multilingual. However, despite its linguistic diversity, most African indigenous languages do not feature in government or official business except for only a few. Most of the government business is transacted in foreign languages such as English, French and Portuguese. Why these languages are assigned the official status and the extent to which they have succeeded as vehicles of communication is the issue for discussion in this paper. Other issues examined in the paper are the role of the African society; and in particular, the role of the African elite on the whole issue of development of the African peoples.
The Language Crisis in Tanzania: The Myth of English versus Education
(Mkuki na Nyota Publishers, 1997) Qorro, Martha
The book is based on a survey on students’ reading competence in English language at secondary school level in Tanzania. First, from the mid 1970s there has been a general dissatisfaction with the educational standards of school leavers at all levels of education in Tanzania. Secondly, there has also been concern that the levels of English language proficiency have been falling. A number of important studies on language in education have suggested a relationship between the two problems; and that since students did not understand English, the medium of instruction; they are unable to understand subjects taught through this medium. The situation in Tanzania is one where the government directs that the English language shall be the medium of instruction while admitting that students do not understand English; where teachers have to teach in Kiswahili to enable students to understand the subject matter; but because of policy requirements, they have to set examinations in English; and where students – because they received most of their instruction in Kiswahili, fail to do well in examinations which are conducted through the English language. This is what we refer to in our book as the language crisis.
Language of Instruction and its Effects on the Quality of Education
(Papers in Education and Development, 2007) Qorro, Martha
Various studies have been undertaken in Tanzania on the language of instruction at the post-primary education level since the late 19790s. However, most of these studies do not relate the language of instruction issue to the quality of education. This paper attempts to address this shortfall by raising some questions: What is quality education? Who sets standards for quality education and according to whose criteria? Is quality education universal/global or local/societal? It is argued in the paper that the question of quality of education and the language of instruction factor are inseparable.
Language of Instruction in Tanzania: Why Research Findings are not Heeded’ A Review of Studies on the Language of Instruction in View of the Newly Proposed Education Policy in Tanzania
(Journal of International Review of Education, 2013) Qorro, Martha
The issue of language of instruction (henceforth LOI) in Tanzania secondary education has been researched and debated for over four decades but the debate is becoming more controversial as we move into what the elite call ‘the era of globalisation’. The controversy is on which of the two languages, Kiswahili or English is the appropriate choice as LOI from secondary school to tertiary education in Tanzania. In 2009 the Ministry of Education and Vocational Training proposed a new Education and Training Policy that requires English to be LOI from nursery school to tertiary education. This proposed policy contradicts research findings and is insensitive of the sociolinguistic realities of Tanzania. As a result, I have been prompted to revise an earlier version of this paper (Qorro, 2008) and to review studies on the LOI issue in the light of the recently proposed education policy in Tanzania and to discuss the different alternatives suggested by these studies in addressing the LOI problem.
Language Planning and Policy in Tanzania: When practice does not make perfect
(African Minds, 2013) Qorro, Martha
This chapter examines language planning and policy as stated in various policy documents and in pronouncements made by policy makers in Tanzania. The discussion relates language planning and policy to the actual practice in the schools and in the classrooms. From the policy makers’ point of view, there is a common misconception that students learn English language through practice when they use it as language of instruction in secondary schools and higher learning institutions. However, more than 50 years of this practice does not seem to have yielded impressive results, on the contrary, the level of students’ English has been falling over time. Moreover, from researchers’ point of view, practice does not always make perfect. The chapter draws on research from the LOITASA (Language of Instruction in Tanzania and South Africa) project as well as on studies from other countries in and beyond Africa to substantiate this second view. The chapter also highlights some of the inappropriate labels, choices and policy decisions that have led to serious challenges faced by English language teachers in teaching English.
Mapitio ya Tafiti Kuhusu Lugha ya Kufundishia kwa Kuzingatia Sera Mpya ya Elimu Iliyopendekezwa Nchini Tanzania
(Mulika, 2017) Qorro, Martha
Suala la lugha ya kufundishia katika elimu ya sekondari nchini Tanzania limefafitiwa na kujadiliwa kuanzia miaka ya 1970 hadi 2000, lakini mjadala huo unazidi kuleta mabishano wakati huu tunapoelekea katika kile kinachoitwa na watu wa tabaka aali kuwa ni ‘zama za utandawazi’. Mabishano hayo yanahusu lugha ipi, kati ya Kiswahili au Kiingereza, inafaa kutumiwa kama lugha ya kufundishia kuanzia elimu ya sekondari had elimu ya juu nchini Tanzania. Mwaka 2009, Wizara ya Elimu na Mafunzo ya Ufundi (Wizara ya Elimu na Mafunzo ya Ufundi, 2009) ilipendekeza Sera mpya ya elimu na mafunzo inayotka Kiingereza kiwe lugha ya kufundishia kuanzia elimu ya awali hadi elimu ya juu. Sera hii iliyopendekezwa inapingana na matokeo ya tafiti mbalimbali na haijali hali halisi ya lugha ilivyo katika jamii nchini Tanzania. Kwa sababu hiyo, imenipasa kupitia upya toleo la awali la makala hii (Qorro, 2008) na kupitia upya tafiti mbalimbali zilizofanywa kuhusu suala la lugha ya kufundishia kwa kuzingatia sera mpya ya elimu nchini Tanzania iliyopendekezwa mwaka 2009. Aidha, tutajadili njia zingine zilizopendekezwa na tafiti hizi katika kushughulikia tatizo la lugha ya kufundishia.
Matatizo ya Kutumia Kiingereza Kufundishia Katika Shule za Sekondari na Vyuo vya Juu Tanzania
(Kioo cha Lugha, 2005) Qorro, Martha
Makala hii inaeleza matatizo yanayotokana na kutumia Kiingereza kufundishia katika shule za sekondari na vyuo nchini Tanzania. Makala inaanza kwa kufafanua tofauti zilizopo kati ya kufundisha lugha kama somo kwa lengo la kupanua mawanda ya mawasiliano; na ktumia lugha kama nyenzo ya kutolea maarifa. Makala imebainisha matatizo ya kijamii, kiutamaduni, kiuchumi, kielimu na kiakili yanayotokana na kutumia Kiingereza kama lugha ya kufundishia. Katika kubainisha matatizo hayo; makala imetumea vielelezo mbalimbali kutoka kwa walengwa wa viwango tofauti vya elimu; kuanzia kidato cha kwanza hadi chuo kikuu. Makala inahitimisha kwa kupendekeza kuwa ni vema kutumia lugha inayoeleweka; lugha ya jamii pana, Kiswahili, ili wanafunzi waweze kupata maarifa na ujuzi; sambamba na hilo, kufundisha Kiingereza kwa ufasaha zaidi kama lugha (bila kujitegemeza kuwa lugha ya kufundishia) – kama inavyofundishwa Kifaransa au Kichina.
Multilingualism and language in Education in Tanzania
(CUP, 2015) Qorro, Martha
Tanzania is a multilingual country with a unique situation in Africa whereby in addition to numerous ethnic community languages (ELCs), there is Kiswahili, a lingua franca spoken by an estimated 95% or more of the population. Kiswahili is one of the two official languages in Tanzania, English being the other official language, spoken by less than 5% in the country. This chapter proposes the use of a familiar language as the language of instruction because in any kind of learning, a language that the learner understands is a prerequisite for effective learning. This is because the level of language mastery of a person determines that person’s ability to understand, process and present his or her thoughts. What is needed in Tanzania and Africa in general is high quality education through familiar languages that will allow knowledge and skills to be learnt and then disseminated to the communities for application.
Testing students’ ability to learn through English during the transition from primary to secondary schooling
(Sense Publishers, 2010) Qorro, Martha
This book chapter is based on a research conducted under the LOITASA (Language of Instruction in Tanzania and South Africa) project. An assumption prevails among policy makers in Tanzania that students entering secondary school are proficient in English, having learnt it as a subject for five years from Standard 3 to Standard 7. However, research finding do not support this assumption; instead findings indicate that students entering secondary education are not sufficiently competent in English to study across the curriculum through the English medium. Students however, are reasonably good at written communication in Kiswahili; unfortunately, the ‘English Only’ policy that is being used is predicated upon outmoded theories of second/foreign language acquisition, which discourage code-switching and fail to recognise the nexus between improved first language competence and the successful development of a foreign language. The quality of instruction in English is further hampered by the lack of physical facilities of curricular materials and of time.

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