With the intent of examining the current language policy in Tanzanian secondary education this paper shows how Phillipson’s theory of “Linguistic Imperialism” and Kachru’s model of “World Englishes” combine to give a holistic view on language policies. Taking into account the unique linguistic situation in Tanzania, especially the role of Swahili, it demonstrates how English as a medium of instruction in secondary schools marks a case of “Linguistic Imperialism”.
Table of Contents
- 1. Introduction
- 2. The Perception of English Language Policies
- 2.1. Linguistic Imperialism
- 2.2. World Englishes
- 2.3. Language Policies in Anglophone Africa
- 3. Tanzania
- 3.1. Language Situation in Tanzania
- 3.1.1. Swahili - the National Language
- 3.1.2. English - the Official Language
- 3.2. English as the Medium of Instruction
- 3.2.1. Resulting Problems
- 3.2.2. Obstacles to Change
- 3.2.3. A Case of Linguistic Imperialism?
- 3.1. Language Situation in Tanzania
Objectives and Key Themes
This paper examines the use of English as a medium of instruction in Tanzanian secondary education through the lens of Linguistic Imperialism (Phillipson) and World Englishes (Kachru). The objective is to analyze the existing language policy, considering its implications and potential consequences within the Tanzanian context. The paper does not argue against English language learning but focuses specifically on its role as the primary language of classroom communication.
- Linguistic Imperialism and its influence on Tanzanian education
- The role of English as a medium of instruction in Tanzanian secondary schools
- The complexities of language policies in Anglophone Africa
- The interplay between global language policies and local linguistic realities
- Potential problems and obstacles associated with the current language policy
Chapter Summaries
1. Introduction: This introductory chapter sets the stage for the paper by highlighting the pervasive presence of English as the medium of instruction in Tanzanian secondary education. It underscores the challenges faced by Tanzanian students due to this policy, acknowledging the seemingly paradoxical persistence of this system despite its recognized problems. The chapter introduces the central theoretical framework, utilizing Phillipson's concept of "Linguistic Imperialism" and Kachru's model of "World Englishes" to provide a basis for analyzing the Tanzanian case study. It explicitly states that the paper does not oppose English language learning but rather focuses its critical analysis solely on the use of English as the primary medium within the classroom. The introduction concludes with a clear definition of key linguistic terms—mother tongue, second language, foreign language, official language, national language, dialect, language of wider communication, and global language—providing essential context for the subsequent analysis.
2. The Perception of English Language Policies: This chapter explores diverse perspectives on English language policies, focusing on the theories of Pennycook, Phillipson, and Kachru. Pennycook's concept of "English as Global and Worldly Language" is presented as a framework that considers both the global spread of English and the local adaptations and resistances it encounters. The chapter then contrasts Phillipson's perspective on "Linguistic Imperialism," which examines external forces shaping language policies, with Kachru's "World Englishes," which emphasizes the internal development and variations of English in different contexts. This juxtaposition establishes a theoretical foundation for analyzing the Tanzanian situation by highlighting the tension between global forces and local realities in shaping language policy.
3. Tanzania: This chapter delves into the specific linguistic context of Tanzania. It describes the country's complex language situation, focusing on the roles of Swahili (the national language) and English (the official language). The chapter then examines the use of English as the medium of instruction in Tanzanian secondary schools, analyzing the challenges and obstacles faced by students and educators alike. It explores the consequences of this policy, including potential problems and resistance to change. Finally, the chapter critically assesses whether the situation in Tanzania constitutes a case of linguistic imperialism, integrating the theoretical frameworks established in previous chapters to provide a nuanced analysis of the Tanzanian context.
Keywords
Linguistic Imperialism, World Englishes, English as a Medium of Instruction, Tanzanian Education, Language Policy, Anglophone Africa, Swahili, Global Language, Language Proficiency, Educational Challenges.
Frequently Asked Questions: A Comprehensive Language Preview
What is the main topic of this paper?
This paper examines the use of English as a medium of instruction in Tanzanian secondary education. It analyzes the existing language policy, considering its implications and potential consequences within the Tanzanian context, using the lenses of Linguistic Imperialism and World Englishes.
What are the key themes explored in this paper?
The key themes include the influence of Linguistic Imperialism on Tanzanian education; the role of English as a medium of instruction in Tanzanian secondary schools; the complexities of language policies in Anglophone Africa; the interplay between global language policies and local linguistic realities; and potential problems and obstacles associated with the current language policy. The paper does not argue against English language learning but focuses on its role as the primary language of classroom communication.
What theoretical frameworks are used in this analysis?
The paper utilizes Phillipson's concept of "Linguistic Imperialism" and Kachru's model of "World Englishes" to analyze the Tanzanian case study. Additionally, Pennycook's concept of "English as Global and Worldly Language" is discussed.
What is the language situation in Tanzania?
Tanzania has a complex language situation. Swahili is the national language, and English is the official language. The paper focuses on the challenges and obstacles faced by students and educators due to the use of English as the medium of instruction in secondary schools.
What are the potential problems and obstacles associated with using English as the medium of instruction in Tanzanian schools?
The paper explores the consequences of using English as the medium of instruction, including potential problems and resistance to change. Specific problems and obstacles are discussed in detail within the text.
Does this paper advocate against learning English?
No, the paper does not advocate against English language learning. Its critical analysis focuses solely on the use of English as the primary medium of instruction in the classroom, not on English language acquisition itself.
What key terms are defined in the paper?
The paper defines key linguistic terms such as mother tongue, second language, foreign language, official language, national language, dialect, language of wider communication, and global language.
What are the chapter summaries provided?
The provided summaries detail the introduction, which sets the stage and introduces the theoretical framework; a chapter on the perception of English language policies, exploring different perspectives; and a chapter specifically focusing on the Tanzanian context, examining the use of English as a medium of instruction and assessing whether the situation constitutes linguistic imperialism.
What are the keywords associated with this paper?
The keywords include Linguistic Imperialism, World Englishes, English as a Medium of Instruction, Tanzanian Education, Language Policy, Anglophone Africa, Swahili, Global Language, Language Proficiency, and Educational Challenges.
- Citar trabajo
- Hanna Nieber (Autor), 2010, Linguistic Imperialism, Múnich, GRIN Verlag, https://www.grin.com/document/162198
