Centre of Communication Studies

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Dative applicative elements in Arusa (Maa): A canonical approach to the argument-adjunct distinction
(Stellenbosch Papers in Linguistics Plus, 2019) Karani, Michael
The present paper analyzes the degree of the argumenthood or adjuncthood of elements licensed by the dative applicative (DA) construction in Arusa within a canonical approach to the argument-adjunct distinction. After testing DA elements for the various criteria and diagnostics associated with the typologically-driven prototype of arguments and adjuncts, the authors conclude the following: in most cases, DA elements behave as canonical arguments and are therefore located close to the argumenthood pole of the argument-adjunct continuum.
A Unified Standard Orthography for Maa Languages: Kenya & Tanzania
(CASAS, 2014) Karani, Michael
This monograph presents the unified orthography for the Kenyan and Tanzanian Maa varieties of the Nilotic family. They include Maasai, Samburu, Ilchamus, Arusa, Parakuyo and Kisongo. Whilst it is acknowledged that there is a considerable body of literature in these varieties including grammar books, such as Tucker and Mpaayie (1955), Hollis (1905), dictionaries by Mol (1972, 1996) and Payne (2010), PhD and MA theses and story books and the Holy Bible, the orthography used so far has not been scientifically harmonised. This text presents a systematic and consistent orthography and other writing conventions based on linguistically valid principles.
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.
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 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.
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.
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.
Lexical-Semantic and Morpho-Syntactic Properties of English Loanwords in Sukuma
(Stellenbosch University, 2018) Joseph, Paul L.
This study investigates the lexical-semantic and morpho-syntactic properties of English loanwords in Sukuma in the domains of the Determiner Phrase DP, Inflectional Phrase IP and Derivational Phrase VP. The primary data of English loanwords in Sukuma were collected through audio-recordings of spoken discourse-pragmatic contexts and the method of introspection, in addition to consultation of relevant published sources. The researcher consulted Sukuma native speakers in the provision of additional data and for confirming the data collected. The data collected were analysed and examined invoking the broad framework of generative syntax, as postulated by Chomsky in the Government and binding theory (Chomsky, 1981a; Carnie, 2006; 2013) and Principle and Parameter Theory, with specific focus on Abney’s syntactic Determiner Phrase (DP) hypothesis, as proposed by Abney (1987). In the framework employed in this study, the generative syntax theory is complemented by perspectives from language typology as postulated by Greenberg (1963) and later developed by Croft, (2003) and Haspelmath, (2009), and the argument structure properties of verbs. The findings of the study demonstrate that English loanwords exhibit lexical-semantic and morpho-syntactic properties similar to inherent (i.e. native) Sukuma words. In the DP domain, English loan nouns are modified to conform to the Sukuma nominal morphology. Each English loan noun, for example, is assigned to a Sukuma noun class system exemplifying a noun class prefix. Furthermore, various inherent Sukuma nominal affixes are evidenced to occur with English loan nouns, similarly to inherent Sukuma nouns. The findings of the study give evidence that some of the English loan nouns in Sukuma undergo semantic broadening, semantic narrowing, or semantic shift, and that borrowed compound nouns are lexicalized in Sukuma. In regard to the IP and VP domains, the findings of the study give evidence that English loan verbs are modified for integration into the complex agglutinative Sukuma verbal morphology. For example, English loan verbs inflect for the three tense forms and they occur with various Sukuma verbal derivational suffixes, such as the applicative and causative, hence exhibiting the same morpho-syntactic properties similar so inherent Sukuma verbs. The findings of the study, however, demonstrate that some English loan verbs do not exhibit properties similar to inherent Sukuma verbs. It is argued that some English verbs are not accommodated fully in the Sukuma verbal system, possibly due to the typological difference between Sukuma and English. The resistant English verbs in regard to the integration in the Sukuma verbal morphology include verbs denoting human activities, such as eating, swallowing and crying. It is proposed in this study that English verbs borrowed in Sukuma, in most cases, are associated with the development of science and technology, and innovation, thus, express new concepts and entities of which did not previously occur in the lexicon of Sukuma.
Phonological, Morphological and Semantic Adaptation of Kiswahili Nouns into Kisukuma
(University of Dar es Salaam, 2012) Joseph, Paul L.
This study addresses the phonological, morphological and semantic adaptation of borrowed Kiswahili nouns into Kisukuma. It aims at examining borrowed Kiswahili nouns into Kisukuma. It also seeks to identify and discover the phonological, morphological and semantic strategies that are involved in the adaptation of borrowed Kiswahili nouns into Kisukuma, and lastly, it assesses the impacts of borrowed Kiswahili nouns into the Kisukuma lexicon. Two approaches were used. These are Assimilation Theory and The Constraints and Repair Strategy theory. According to these theories, any borrowed word must conform into the recipient language by being assimilated into the system of the host language. Data collection was done using interviews, questionnaire, focus group discussion, observation and introspection methods. The findings show that the Kisukuma lexicon has been heavily influenced by Kiswahili. There are much more Kiswahili vocabularies in the lexicon of Kisukuma in different fields like education, agriculture, science and technology, sports, law, politics, among others. Moreover, the findings show that when borrowed Kiswahili nouns are adapted into Kisukuma, they are modified so as to conform into the Kisukuma system. This is done through several different phonological and morphological strategies that are used in the adaptation process. Semantically, some of the borrowed Kiswahili nouns are changed when they are adapted into Kisukuma. Some of the meanings of Kiswahili nouns are broadened, others are narrowed while other meanings incur a total meaning shift. Furthermore, the findings reveal that many Kisukuma speakers, especially the young generation and the elite ones, are using Kiswahili words in their conversation. As a result, most of the Kisukuma vocabularies are replaced by those of Kiswahili. Since this study focused only on one aspect, that is , only nouns, it is recommended that there is a need to conduct a study to investigate on the other aspects such as tense and aspect, adjective, inflectional morphology, derivational morphology among others because these are the issues not covered in Kisukuma, especially in Jidakama dialect.
An investigation of textbook vetting and evaluation process in Tanzania
(Springer, 2017) Geuza, Zamda
Textbook vetting and evaluation process intend to ensure that the materials provided are relevant, of the required quality, suitable and would enhance learning efficiency and effectiveness. The paper investigates the role publishers and Tanzania Institute f Education (TIE) in the textbooks vetting and evaluation process; examines factors used to vet, evaluate and approve primary and secondary school textbooks in Tanzania and proposes strategies that would enhance the textbook vetting, evaluation and process. The study used a mixed method research design. Respondents were selected educational publishers; MoEVT, Baraza la Kiswahili Tanzania, TIE, and Publishers Association of Tanzania. Questionnaires and semi-structured interviews were used to collect data which were analysed qualitatively and quantitatively. Major findings of the study were: textbooks vetting and evaluation process is not professionally conducted although standard criteria have been established. There is not well-established roles among key players involved in the vetting and evaluation process leading to conflict of interest between TIE and the publishers. The study recommends establishing an independent professional evaluation board and a well-defined timetable and effective communication among various players; enacting a book policy and adopting a limited multiple-textbook publishing system.
Investigating text books vetting and evaluation process in Tanzania
(Moi University, 2016) Geuza, Zamda
The vetting and evaluation process is important to ensure quality provision of textbooks. Although, vetting and evaluation process is important, the link and functional role of the publishers, Tanzania Institute of Education and the Ministry of Education and Vocational Training, who are the key players in the process seems to be unclear. This study aimed at investigating textbooks vetting and evaluation process in Tanzanian in order to propose strategies that would enhance vetting and evaluation process. The objectives of the study were: to investigate the role of publishers and TIE in the textbooks vetting and evaluation process; to examine factors which are used to approve primary and secondary school textbooks; to examine the differences between the multi-textbook vetting and evaluation process and single-textbook vetting and evaluation process; to examine the challenges faced by publishers in complying with Government’s vetting and evaluation guidelines and to propose strategies that would enhance the vetting, evaluation and approval process. The study was guided by the Value Chain Theory which helps to understand relationship among various textbook publishing activities and how they help to improve the value of the textbooks. The study used a mixed method research design. This study was conducted in Dar es Salaam with a total population of 108 and a sample size of 58 respondents including: educational publishers managerial staff; Department of Planning and Policy in the Ministry of Education and Vocational Training, Baraza la Kiswahili Tanzania (publishing section), Tanzania Institute of Education (publishing section, Vetting Evaluation Section), and key staff of Publishers Association of Tanzania. The respondents were selected using purposeful and judgemental sampling techniques. Open and close-ended questionnaire as well as semi- structured interviews were used to collect data which were then, analysed qualitatively and quantitatively. The major findings of the study were that; the textbooks vetting and evaluation process had not been professionally conducted although there were standard criteria used; and there was no well-defined textbook publishing and provision system as well as vetting and evaluation process which incorporate views of all the major stakeholders with a number of challenges facing the various players involved. There had not been a good relationship, clear communication and well established roles among key players involved in the vetting and evaluation process leading to conflict of interest between TIE and the publishers. The multiple- textbook publishing system was perceived to be more appropriate for the Tanzania education system than a single system. Thus, the study concluded there is a missing link between education system, curriculum development body and the publishing industry which result in ineffective vetting, evaluation and approval process that could not produce quality textbooks. Recommendation were; having an independent professional evaluation board with experienced experts in the field, have a well-defined timetable and effective communication; involving all important players in making important decisions, players should fulfil their duties effectively and make use of the new technology, enacting a book policy and adopting a limited multiple-textbook publishing system and the government should coordinate publishing activities but not participating in it.
Linguistic Landscape of Public health Institutions in Tanzania The Case of Muhimbili National Hospital
(University of Dar es Salaam, 2018) Mdukula, Paschal
This is a sociolinguistic study pursued to investigate the Linguistic Landscape (LL) of a public health institution in Tanzania. Specifically, the study aimed to accomplish three sociolinguistic concerns – the nature of linguistic landscape of Muhimbili National Hospital (MNH), the influence of linguistic landscape on access to information at MNH, and the coping strategies that are used by hospital clients to access information in the LL at MNH when they fail to understand what is written on signboards. Data for this work, which included photographs and interview narratives from LL actors, came primarily from MNH in Dar es Salaam, Tanzania. A total of 225 public signs from various areas of activity at MNH were purposively sampled through observation method and 20 respondents were purposively and conveniently sampled through interview during the field survey. The current study adopted sociolinguistic framework by Backhaus (2005) and Spolsky (2009) which substantiates the explorative analysis of public signs by focusing on theoretical constructs like: LL actors, language choice and preference, motive for language choice and use, and language function in the LL and the way these constructs influence access to information on the part of the reader(s) in the public space. The study employed a case study design to examine the nature of LL at MNH as a particular case and its influence on access to information. Results show that MNH’s linguistic landscape is predominantly controlled by top-down actors than bottom-up actors in which 96% of public signs analysed were top-down items. In terms of language choice and preference, three languages were more visible in the linguistic public space of the hospital - English, Kiswahili, and Chinese, but English was more visible in both monolingual and bilingual signs compared to the other two languages. The language function on signs showed that most of signs were mainly disseminating information related to health promotion, administration, regulation, and rights and responsibilities. Furthermore, two coping strategies used by hospital clients when they failed to understand what was written on signboards were identified – these are asking other fellows at the hospital and using personal experience on the area and its compounds. Results concluded that the LL of the hospital does not guarantee access to information to the majority of hospital clients due to the language patterns used on public signs. In order to improve access to information in the LL of the hospital and address linguistic needs of hospital clients, the study recommended adaptation of Kiswahili-English language pattern or bilingual policy in which two languages are used for public signage.
Assessing Compatibility between Materials Design, Assessment methods, and Competence-Based Language Teaching (CBLT) in Tanzania
(University of Dar es Salaam, 2012) Mdukula, Paschal
This study aimed to assess the extent of compatibility between materials design, assessment methods, and Competence-Based Language Teaching (CBLT) in Tanzania. It also dealt with examining the pertinent challenges that English Language teachers encounter in adopting authentic materials and assessment methods in their classrooms. This study employed both quantitative and qualitative research designs. The data for the study were collected by using survey questionnaire, face-to-face interviews, and documentary review. A total of 42 informants: school teachers, TIE, and NECTA officers, were involved in soliciting the necessary information with regard to the research problem. The findings indicate that there is minimal compatibility between materials design, assessment methods, and CBLT. The materials adopted in schools do not match with the requirements of the curriculum, also the assessment methods have not changed with the adoption of a new curriculum. The findings further revealed that there are pertinent challenges facing teachers to the extent that they impede a smooth implementation of some aspects of the curriculum. These challenges include: Huge classes, problem of funding for teaching resources, inherent wrong assumption about authentic assessment methods held by English teachers, lack of knowledge about the curriculum and heavy workload. To curb these challenges, a number of recommendations have been given by the study; one of which being the need for the government to develop partnership between universities, teachers’ colleges, and schools so as to share knowledge and disseminate the necessary information and skills for the introduced innovations in the curriculum. In order to have quality teaching/learning materials, TIE should be given a fundamental support in terms of funds so as to develop quality textbooks relevant to the curriculum instead of leaving this noble task to private authors. Also the study recommends that NECTA should adhere to what the CBLT requires in assessing learners’ achievement. Lastly, the study recommends that English language teachers should employ their professional creativity in dealing with the observed challenges instead of throwing blames to other stakeholders.
The Linguistic Landscape of Muhimbili National Hospital in Tanzania: Its Implication on Access to Information
(Journal of Linguistics and Language in Education, 2017) Mdukula, Paschal
The paper examines the nature of linguistic public signs that constitute what is popularly known as Linguistic Landscape (LL) at Muhimbili National Hospital (MNH) in Tanzania in order to explain their implication for access to information in the hospital. The study employed the socio-linguistic theoretical framework to examine the nature of the LL of MNH and its implication for access to information as presented through public signs at the hospital. Data for this study constituted photos/public signs from the hospital premises and interview narratives from hospital clients and staff. The data were analysed both quantitatively and qualitatively. Findings show that the LL of MNH is more controlled by top-down than bottom-up actors in which there are three visible languages: English, Swahili, and Chinese. The most preferred language patterns (the use of monolingual English) do not guarantee access to information to most of hospital clients in the public space of the hospital. This is due to the fact that some of clients fail to understand what is communicated through the signboards placed in the public space of the hospital. This lowers further their participation in promoting health and taking responsibilities of their health concerns while at the hospital.
The Effect of Age, Duration, and Amount of Exposure on Foreign Language Phonological Acquisition
(University of Dar es Salaam, 2015) Olomy, Joseph
This study examined the effect of age, duration, and amount of exposure to English on the acquisition of its phonology by native Swahili children and adults who learn English as a foreign language. The study used purposive, stratified and snowball sampling techniques. The data were collected from Mlimani Primary School and the University of Dar es Salaam (Mwalimu Nyerere campus) by using two experiments, namely the English vowel perception experiment and the English vowel production experiment. The data were analysed quantitatively using the Statistical Package for Social Sciences (SPSS) software, in addition to being analysed qualitatively. The findings indicate that the adults were more accurate than the children in perceiving and producing English vowels. Specifically, they indicate that there is a significant, positive correlation between the respondents’ perception of the vowels and their production of the same, and that there is a significant correlation between the children and adults’ age, duration, and amount of exposure to the language and their ability to produce the vowels accurately. It was concluded that the native Swahili EFL learners’ production of English vowels is significantly influenced by their age, duration, and amount of exposure to English. And that their perception of the English vowels influences the production of the same. Further research on the effect of age and exposure to English on other aspects of English phonology such as stress and intonation are recommended.
Constraints on the Acquisition of the EFL Progressive Marking: A Case of Kiswahili as L1 Secondary Students in Tanzania
(University of Dar es Salaam, 2016) Njiro, Godwin
This study investigated the constraints on the acquisition of the English progressive marking by Kiswahili EFL learners. Specifically, it examined lexical aspect and progressive meaning as factors constraining the acquisition of the English progressive marking by Tanzanian EFL learners. The participants in the study were 70 Form Two and Form Four students who were native speakers of Kiswahili. The data were collected by using a cloze-test designed to examine the association of the progressive marking with a full range of verb semantic features and progressive meaning. The data were coded and analyzed using inferential and descriptive statistics. The findings indicated limited effect of lexical aspect on the acquisition of the English progressive marking: progressive marking is strongly associated with activity verbs, but the spread of the progressive form was from activity > stative > achievement > accomplishment and there was incorrect overextension of the progressive form to stative verbs which decreased with increase in proficiency. The findings also provided evidence of the effects of progressive meaning: progressive marking appeared to be strongly associated with the meaning of in-progress and incompleteness and gradually extended to the meanings of temporariness, repetitiveness and preliminary stage. It was concluded that lexical aspect and the semantic meaning of the progressive aspect constrain L2 acquisition of the English progressive aspect marginally. Further research on the effect of lexical aspect and progressive meaning on L2 acquisition of the progressive marking involving participants from different proficiency levels is recommended.
Investigating the Types, Nature, and Roles of Iconicity in Sign Language A Case of Tanzanian Sign Language (TSL)
(University of Dar es Salaam, 2018) Msuya, Justin
This study investigated iconicity in sign language with specific reference on the types, nature, and roles of iconicity in Tanzanian Sign Language. The study was conducted in Tanzania Association for the Deaf in Dar es Salaam region and Mwanga School for the Deaf in Kilimanjaro region. The study involved 24 informants and 300 signs which were purposely selected. The data for this study were collected through interview, observation, and introspection and analyzed qualitatively in the form of analogy. The study findings revealed the following: First, there are two types of iconicity rooted on the basis of signs, each type providing different description of a referent. Second, signs are manifested in various forms based on the highlighted features of a referent. Some of the iconic forms are linked to certain categories of signs while others cut across. The findings also demonstrate that a number of traits or characters of the referent are portrayed simultaneously owing to the feature that has been highlighted. Third, the findings reveal that iconicity plays a significant role in the identification of lexical signs as well as in facilitating communication between signers and non-signers. The study therefore concludes that the understanding of iconicity in general, its types, nature, and its roles largely depends on the awareness of the basis of signs. The study recommends further research on iconicity especially iconicity in syntax, and language change.
Adaptation of Loanwords in Chasu
(Journal of Linguistics, and Language in Education, 2019) Msuya, Justin
It is generally agreed that, in a multilingual context, the incorporation of foreign words into a native language is inevitable. However, owing to variations in languages’ systems (phonology, morphology, syntax), each language has its own strategies for adapting loanwords to its system. This paper presents the strategies through which loanwords are integrated into Chasu vocabulary. The data were obtained from Kamusi ya Chasu-Kiingereza-Kiswahili (Mreta 2008) and the fieldwork conducted in Rundugai and Chemka villages in Kilimanjaro Region. The paper is guided by two theoretical approaches, namely the Theory of Constraint and Repair Strategy (TCRS) (Paradis & Lacharite, 1997) and Assimilation Theory (McMahon, 1994; Campbell, 1998; Winford 2003). The paper shows that loanwords are subjected to both phonological and morphological modifications when they are borrowed by Chasu. It is posited that the influx of loanwords in Chasu will eventually lead to the introduction of foreign phonemes into the language’s phonemic system.
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.

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