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?
4. Conclusion
Research Objective and Scope
This thesis examines the role of English as a medium of instruction in Tanzanian secondary education, analyzing whether its continued use constitutes a form of "Linguistic Imperialism" as defined by Robert Phillipson. It aims to evaluate the educational and sociopolitical implications of this policy within the context of global English dominance and local linguistic diversity.
- The impact of English-only instruction on student learning and academic performance.
- The tension between national language policies and international economic pressures from organizations like the World Bank.
- The theoretical application of "Linguistic Imperialism" and "World Englishes" to the Tanzanian educational landscape.
- The evolving role of Swahili as both a national symbol and an indigenous medium of communication.
Excerpt from the Book
3.2.1. Resulting Problems
“We have 105 pupils in Form 1 this year. Out of this only 12 can count up to 20 in English. Hardly anyone of them can form and understand a sentence in English. And this situation is said to be typical” (Criper & Odd cited in Obondo 2008: 158). Starting with almost non-existent English language skills, secondary school students are expected to write their national final exams in English. Facing this situation and wishing for the students to perform well, how can secondary school teachers react?
In order to communicate to their students, which is a crucial prerequisite for any provision of information, Tanzanian teachers turn to Swahili. Even I, although I had not known any Swahili when I arrived, quickly incorporated the few words that I learned into my conversations with students. After some time it was natural for me to speak Swahili with them. Tanzanian secondary school teachers, being a role model for their students, should abide to the laws and speak only English (Brock-Utne 2006). However, in the position as a pedagogue, teachers need to be understood. The necessity for communication is threefold: conveying information that is prescribed by the syllabus, establishing and maintaining social relationships especially the teacher-student relationship, and expressing personal identity (Wedin 2005). Of course, the theme of the lessons is given and needs to be addressed, but next to the theme, the hierarchy of the student-teacher relationship also needs to be maintained. If teachers are not allowed to use verbal instruments that would be understood by the students, what alternatives could be used? How can teachers constitute ethical role models if they are not allowed to fully express their identity?
Summary of Chapters
1. Introduction: Introduces the core conflict of Tanzanian secondary education, where students must master academic content in English despite often lacking sufficient proficiency.
2. The Perception of English Language Policies: Establishes a theoretical framework using Phillipson’s "Linguistic Imperialism" and Kachru’s "World Englishes" to understand global and local forces influencing language policy.
3. Tanzania: Analyzes the linguistic landscape of Tanzania, the historical development of Swahili, and the persistent challenges of implementing English as the sole medium of instruction.
4. Conclusion: Summarizes the findings, arguing that the current reliance on English as a medium of instruction in secondary schools is a result of external pressures rather than educational necessity.
Keywords
Linguistic Imperialism, Tanzania, English, Swahili, Medium of Instruction, World Englishes, Education Policy, Colonialism, Language Planning, Globalization, Second Language Acquisition, Postcolonialism, Classroom Communication, Structural Adjustment Plans, Multilingualism.
Frequently Asked Questions
What is the central focus of this research?
The work investigates the use of English as the medium of instruction in Tanzanian secondary schools and questions if this policy serves as a form of Linguistic Imperialism.
What are the primary theoretical models used?
The thesis utilizes Robert Phillipson's theory of "Linguistic Imperialism" and Braj Kachru's "World Englishes" model to frame the discussion.
What is the main research question?
The core inquiry is whether the forced use of English in Tanzanian secondary education is beneficial or if it creates structural and cultural inequalities that hinder real learning.
Which scientific methodology is applied?
The study employs a literature-based analysis of language policies, incorporating sociolinguistic perspectives and empirical observations from the Tanzanian educational context.
What does the main body address?
It covers the perception of language policies, the historical and social status of Swahili versus English in Tanzania, and the pedagogical failures stemming from the current medium-of-instruction policy.
How is the work characterized by its keywords?
It is defined by terms like Linguistic Imperialism, language planning, postcolonialism, and the specific sociolinguistic situation in Tanzania.
Why is the "medium of instruction" particularly problematic in Tanzania?
Because students enter secondary school with limited English proficiency, yet are required to pass high-stakes national examinations conducted entirely in English, leading to "safe talk" and rote memorization rather than deep learning.
What role do international financial organizations play?
Organizations like the World Bank and the IMF are identified as exerting macroeconomic pressure through structural adjustment plans that limit the Tanzanian government's autonomy in educational reform.
How do Tanzanian teachers cope with the language gap?
Teachers frequently resort to code-switching and translation, despite formal regulations that mandate the exclusive use of English in the classroom.
Is there any evidence of recent change in the discourse?
Yes, the paper highlights an increase in public debate, supported by local NGOs and Swahili-medium media, calling for a transition to Swahili as the medium of instruction.
- Citar trabajo
- Hanna Nieber (Autor), 2010, Linguistic Imperialism, Múnich, GRIN Verlag, https://www.grin.com/document/162198
