While the language policies of Tanzania are described as confusing, contradictory, and ambiguous, the language policies of South Africa seem clearer and more progressive. In Tanzania, Kiswahili is

language use and planning in'the country, and the prese~t paper, Wh~chwas originally (11) Since Tanzania's policy of Education for Self-Reliance takes.

Country of Residence and Language:. Nordic Computers Ltd. +255 77 2075 990. Plot no. 161, Regent Estate, Off Migombani Road, Dar es Salaam, Tanzania. Mart Networks. (+255) 784 444490.

23 Jan 2012 Extract. It is generally understood that Swahili is the official national language of the Republic of Tanzania. Perhaps because the concept of a the situation in Tanzania. In the research, the views of parents, students, teachers and policy makers were captured. The second part of the paper, therefore, The political decision to adopt Swahili as the national and official language of Tanzania has created linguistic and sociolinguistic trends with few.

After this background, language policy in the Tanzanian educational system is looked at in some detail. The arguments of those who favour the use of English as the medium of instruction are analysed within the framework of the prevailing Sociolinguistic environment, and counter‐arguments in favour of Kiswahili are offered.

This paper examines language policy in Tanzanian schools and its effect on education, equality and economic development. I begin with an overview of language policy from colonization to the present, mapping out the relative positions of English and Swahili in education over the years.

Language teaching policy. Understanding, integrating and managing linguistic heterogeneity is an essential prerequisite for the pedagogical implementation of an

Ztwenty years of successes have made Tanzania one of the leading reformers in Africa (IMF, 9)[ í]: 7), and by the OED ( 13), who lauds Tanzania for employing a balanced development approach of policy co-ordination that embeds social protection within the scope of the broader social and economic policy planning framework (OECD, 2013[2]: 77). Tanzania is a multilingual country. There are many languages spoken in the country, but no one language is spoken natively by a majority or a large plurality of the population. Swahili and English, the latter of which was inherited from colonial rule (see Tanganyika Territory), are widely spoken as Language policy: The context Tanzania official languages are Kiswahili and English.

Tanzania’s National Language Policy and the Rise of Swahili Political Culture book Edited By M. H. Abdulaziz Book LANGUAGE USE AND SOCIAL CHANGE Problems of Multilingualism with Special Reference to Eastern Africa This paper is a policy analysis course-linked capstone focused on controversial language policies in Tanzania.
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The learning of the There has been no such policy in Tanzania. A national language is understood as the medium that is accessible to a large section of the relevant nation mainly because it has cultural roots among the people of that nation and so it is the medium through which the members of that nation communicate with each other on a daily basis and get governed/ruled, i.e. it is the official language 5 .

Is it a Fair Policy to the Learners? INTRODUCTION. Language plays a crucial role in learning. If the learner is Education quality is key to attracting and retaining learners in basic education and ensuring education contributes to other areas of development.
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The purpose of this research is to identify the relationship between Tanzania’s language policy and the effects on students in secondary school. It also explores the history of After this background, language policy in the Tanzanian educational system is looked at in some detail. The arguments of those who favour the use of English as the medium of instruction are analysed within the framework of the prevailing Sociolinguistic environment, and counter‐arguments in favour of Kiswahili are offered.

Language teaching policy. Understanding, integrating and managing linguistic heterogeneity is an essential prerequisite for the pedagogical implementation of an

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