Aptitude that Affects the Learning of Foreign Language (English) in Tanzania
The United Republic of Tanzania has implemented a structural formal education and training system as three levels, the Basic, Secondary and Tertiary levels to every school and university. It is mainly consists of 2 years of pre-primary education, 7 years of primary education, 4 years of Junior Secondary (ordinary Level), 2 years of Senior Secondary (Advanced Level) and more than 3 years of Tertiary Education. The government has started to reform its educational system since 1995 in achieving the goals of taking initiatives to ensure that education system will be prioritized and given extra miles of modernization and take active participation in the global education program. Through this educational system in the country the quality of education has become the most essential aspect of Tanzania’s national development. Its government and the people both believe that having a standard quality education, the country will obtain skilled workforce to work in varied industries, through education, the country can head off towards a strong and competitive economy. In similar way, has the ability to cope with various challenges in the international economy, as well as can easily adapt technological changes in the region. These objectives are the main reason that Tanzania’s education system has bilingual policy; it requires students to learn both the native language which is the Kiswahili and the learning of the foreign language, especially the English language. English language has been taught as a compulsory subject in the primary education; whereas, it is the medium of instruction in the post primary, secondary and tertiary education in the country.
(http://www.tanzania.go.tz/educationf.html)
Nonetheless, Tanzania is among the countries that have poor financial allocation for the educational innovation for which is supported tremendously by other international organizations through donor community, technical assistance, and carrying out researches which support various educational programs and projects throughout the region. In addition to that, the present situation in the primary schools seems also the roots of the problem. Apparently, most of the primary teachers in Tanzania have insufficient command of English language that caused them to have a hard time in teaching the foreign language to the students. This study has also found out that good command of grammar is lacking among the teachers, as well as teachers have poor English pronunciation and limited vocabulary. Interference from their native language and its ultimate vowel sounds is the cause of the problem. Many teachers do not want to teach English in their classes because they have insufficient knowledge and little confidence in themselves about the subject.
(http://cas1.elis.ugent.be/avrug/pdf03/neke.pdf)
On the other hand, teachers should attend extensive training in order to know the two basic elements of the English language, first they should acquire the subject knowledge about the English language; this will ensure that the future English teachers will acquire the knowledge and skills of the English language, and understand the subject too, in order to teach it to the students efficiently and effectively. However, this cannot be implemented successfully without enough budget allocation. Additionally, the teachers need training materials, as well as complete set of English textbooks, from basic to advanced grammar and from basic composition to advanced composition among others in order to be competent and confident in teaching the English language in school. The instructions and explanations of the books must be also written in their native language in order for the teacher understands the training materials written in English. In this situation, the teachers really need a spoon-feeding training in order to gradually learn by themselves at least the basic rules and applications of English grammar. Several non-English nations tend to have difficulties in understanding the English grammar and its application on the sentence. Another root cause of the problem is the wrong allocation of teachers in every class. There are skilled teachers who only spend short hours in teaching English language in the primary level; while, weak teachers are assigned to teach English language in the primary school for long hours in a day.
(http://cas1.elis.ugent.be/avrug/pdf03/neke.pdf)
Studies show that to gain a good foundation in English on young children, English and its basic rules and applications must be taught comprehensively and clearly in the pre-school and primary level. This critical stages greatly need teachers who have good English communication skilled both in oral and written. In the case of Tanzania, how the students can really adopt any foreign language especially the English language, if the educators have poor knowledge about the subject? For this reason, many international teaching volunteers from all parts of the globe who teach English language in the country these days. Most of the international teacher-volunteers are based in the northern part of Arusha and Dar Es Salaam city. They all teach English language in the primary and secondary schools in Tanzania.
(http://www.projects-abroad.org/projects/teaching/tanzania/)
References:
(http://www.tanzania.go.tz/educationf.html)
(http://cas1.elis.ugent.be/avrug/pdf03/neke.pdf)
(http://www.projects-abroad.org/projects/teaching/tanzania/)
Credit:ivythesis.typepad.com
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