Language promotion for educational purposes: The example of Tanzania

Rubagumya, Casmir M.

doi:10.1007/bf00598168

Cited by 52 publications

(45 citation statements)

References 16 publications

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“…In addition, English was also declared a language of instruction at post primary school levels, including the university. However, studies undertaken on language-in-education (Tibategeza, 2009;Swila, 2009;Rugemalira, 2005;Rubagumya, 1991;Mlama & Materu, 1978) have advocated a switch to Kiswahili as a language of instruction at all levels of education in Tanzania, insisting that the current system of education has negatively affected the provision of education. For example, a study by Mlama and Materu (1978) found that students could not express themselves in English and most of them were unable to participate in lessons conducted in English.…”

Section: Introductionmentioning

confidence: 99%

The Perceived Importance of Communication Skills Course among University Students: The Case of Two Universities in Tanzania

Komba

2016

AJOTE

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This article is based on a study which was conducted to examine the perceived importance of communication skills course among Tanzanian university students. A total of 134 undergraduate students, randomly selected from two Tanzanian universities, were involved in this study. The study adopted a case study design in order have an in-depth understanding of the phenomenon under investigation. Both a questionnaire and interview schedule were used to collect data from the respondents. The collected data were analysed using thematic content analysis. It was revealed that the communication skills course was perceived by the majority of the respondents as an important course for the acquisition of communication skills needed in academic settings. It is recommended that universities should improve the delivery of the course by ensuring that both human and material resources are adequately available for the realization of the anticipated course outcomes. Keywords: Tanzania Tertiary Education, Communications, Communications Higher Education IntroductionThe development of any country depends on how efforts are made to invest more and wisely in education. Education serves as a means by which people acquire knowledge and skills that can be implied in relevant curricula, particularly on how to exploit and utilize resources available for micro and macro-development (Galabawa, 2005). The knowledge and skills include those which are concerned with problem-solving, information and communication technology, administration and management, science and technology, research, and languages (Komba, 2012). Such knowledge and skills can be acquired in schools, institutes, colleges, and universities through a given medium of instruction which facilitates communication among the involved parties.

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Section: Introductionmentioning

confidence: 99%

The Perceived Importance of Communication Skills Course among University Students: The Case of Two Universities in Tanzania

Komba

2016

AJOTE

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“…Form I, was to start using Kiswahili and in 1991 the University was going to start teaching through the medium of Kiswahili. This recommendation was, however, deleted from the of cial report published in 1984 (Rubagumya, 1991).…”

Section: Strengthening Of the Former Colonial Languages In Africamentioning

confidence: 84%

Education for all - in whose language?

Brock‐Utne¹

2001

Oxford Rev. Educ.

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In the rst part of this article the question of the language of instruction is seen in relation to questions of poverty, power and partnership. In the second part the fate of the African languages in some selected countries is given a closer look. Two distinct trends are noted, one strengthening the dominant languages which, in the context of Africa, means the former colonial languages and one focusing on a growing concern for a preservation and revival of African languages as languages of instruction in at least the primary schools in Africa. The battle between these two trends is discussed. The article builds partly on discussions the author has had with policy-makers in African countries.

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“…Engels het bly voortbestaan as medium in sekondêre en hoër onderwys. Hoe lofwaardig die poging tot die ontwikkeling van ŉ inheemse Afrikataal ook al is, wys Rubagumya (1991) in sy analise van die uitkoms daarvan op twee probleme. Ten eerste is Swahili wel die taal met die grootste aantal sprekers in Tanzanië, maar dit is steeds die eerste taal van net sowat 10 persent van die land se inwoners.…”

Section: Intra-onderwysstelseloorwegingsunclassified