Results 261 to 270 of about 66,925 (293)

English Language Teachers’ Classroom Assessment Practices of Oral Language Skills in Secondary Schools in Tanzania

Journal of Linguistics and Language in Education, 2022
This study investigated secondary school English language teachers’ classroom practices in the assessment of oral language skills in Tanzania. The study was informed by a phenomenological research design. Data were collected in six schools through interviews with eight (8) teachers, classroom observation and documentary review.
Maliva, Wakati, Vuzo, Mwajuma, Kapinga, Orestes   +2 more
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Differential Diagnoses of Language Change in Ngoreme, a Bantu Language of Tanzania

Africana Linguistica, 2019
Ngoreme (Bantu JE401) is spoken in the Mara Region of northwest Tanzania, and presents an interesting case study in the attempt to disentangle contact from genetic inheritance. Ngoreme is located geographically in between two major subgroups in the region, 'North Mara' (NM) and 'South Mara > Western Serengeti' (SM > WS) (Roth 2018; Schoenbrun 1997 ...
Roth, Tim, Gibson, Hannah
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The Changing Dynamics of Language Use and Language Attitudes in Tanzania

Language Matters, 2018
The use of and attitudes towards the languages of Tanzania have always been closely related to language policies, the most recent policy having been issued in 2014.
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English language Pedagogical Content Knowledge of English Language Beginner Teachers in Tanzania: A reflection to English language teaching method course in Tanzania Universities

HURIA JOURNAL OF THE OPEN UNIVERSITY OF TANZANIA
This study explored English language Pedagogical Content Knowledge of secondary school English language beginner teachers in Tanzania on the aspects of self-perceived knowledge, understanding, and classroom teaching practices regarding English language PCK domains namely; English language teaching orientations, English language curriculum materials ...
Kipanda, Joyce, Maro, Wadrine
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Language promotion for educational purposes: The example of Tanzania

International Review of Education, 1991
Kiswahili is one of the most widely used languages in East and Central Africa. In Tanzania, where it is the national language, attempts have been made to develop it so that it can be used as an efficient tool of communication in all sectors of the society, including education.
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Dilemmas of language choice in education in Tanzania and Ghana

2013
This chapter addresses the language issue in classrooms in Ghana and Tanzania. It is premised on the belief that language and the issue of a good quality education are inseparable. It is not possible for learners to learn if they do not understand lessons; and they cannot understand lessons if they do not understand the language in which the lessons ...
Afitska, Oksana, Ankomah, Yaw, Clegg, John, Kiliku, Patrick, Osei-Amankwah, Lydia, Rubagumya, Casmir   +5 more
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Is Tanzania diglossic? The status and role of ethnic community languages

Journal of Multilingual and Multicultural Development, 1993
This paper argues that the relationship between Kiswahili and ethnic community languages in Tanzania is not diglossic. The first part considers the definitions and redefinitions of diglossia and how they describe the Tanzanian sociolinguistic profile.
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Language of instruction in Tanzania: Why are research findings not heeded?

International Review of Education, 2013
The issue of language of instruction (LOI) and its effects on education in Tanzanian secondary education has been widely researched since the early 1980s. In 2009, the Ministry of Education and Vocational Training proposed a new education and training policy that allows English to be used as LOI from nursery school to tertiary education.
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Description of Sample Bantu Languages of Tanzania. African Languages/Langues Africaines

African Studies Review, 1981
Rupert R. Moser, Derek Nurse
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Teachers’ Implementation of Communicative Language Teaching Approach in Primary School English Language Classrooms in Tanzania

Jarida la Kiswahili
This study presents findings on how teachers implement the Communicative Language Teaching (CLT) approach which is recommended in the English subject syllabus for primary education in Tanzania. It employed a qualitative approach and phenomenology design to explore the teachers’ experiences in using the CLT approach.
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