CHAPTER
ONE
1.0
Introduction
This chapter
focused and discussed on the background of the problem, objectives of the
study, research questions, significance of the study, limitation or scope of the
study, statement of the problem ,abbreviations and definition of the key
terms,.
Kasulu
district is one among many districts facing this kind of a challenge in using
English language as the medium of instructions in secondary schools. As for
that case, this arose many unanswered questions on why is it difficult for most
students in using English language in communication when learning. The issue
has also become controversial to the Ministry of Education (MOE) and to
educational donors.
Tanzania like many other
countries is experiencing challenges on the medium of instruction in secondary
schools particularly ward schools. English language apart from being an
international language, it thus used as the medium of instruction in secondary
schools in Tanzania despite the challenges. The rampant increase of ward
secondary schools especially from (2005) has greatly influenced the continual
of the challenges. That being the case, those schools are having a lot of
problems including lack of teachers with educational professions, insufficient
materials like text books, pamphlets, libraries and others. Using English as
the medium of instruction in these schools, has been a big challenge to
students simply because, it makes student fail to express themselves before
others, difficulty in tackling questions as well as performing poor in their
final examinations.
In fact, the problem has
become so serious and of great negative impacts to education and future lives
of the upcoming generation. Not withstanding, if the causes of those challenges
are not checked and look for solutions, the goal of education will not be
fulfilled. David (1999) in the book, ‘The Future of English’, he says, “The
decline of native speakers in numerical terms is likely to be associated with
changing ideas about the centrality of the native speakers to norms of usage. A
large number of people will learn English as the foreign language in the 21st
century and they will need teachers, dictionaries and grammar books. But will
they continue to look towards the native speakers for authoritative norms of
usage.”
The study was significant
to the ministry of education and vocational training due to the fact that the
research lead the government to suggest the possible solution to the challenges
by taking serious measures and efforts in addressing and work out the problems
that seems to be an obstacle to the future life of upcoming generation in
Tanzania and Kasulu district in particular.
Also the research helped
the researcher expanding knowledge on the topic and wide range in reasoning on
things which encounters the communities and find out the solutions. To the
teachers and educational officers, the research helped them deal with the
challenges and other problems related to that.
Also, this should go hand
in hand with the environment that affects students. Not only officers but also
to different people as stake holders, donors and NGO’s that deal with or have
access to education. Moreover, this research is helpful to scholars who might
consider the topic in their research findings. Generally the research was
useful for future studies and good life of generations.
The study sought to examine
the challenges facing students using English language
as the medium of instructions in ward secondary schools in Kasulu District. 1.4.2 Specific Objectives
1.
To assess the background
of students in English language.
2.
To identify teachers competence in English subjects
3.
To assess the influence of
mother tongue language on English use.
4.
To find alternative measures upon students
regarding the use
of English language as medium of
instruction.
Ø
What is the background
of students in English language?
Ø
What are the factors
for teachers’ competence in English language?
Ø
How the mother tongue
does affect the use of English language?
Ø
What are the
alternative measures upon students using English language?
1.6
Scope of the
Study
The study was conducted in
Kasulu district on the assessment of the challenges facing students using English
as the medium of instruction in secondary schools. The target of the study was
however, focussed on ward secondary schools in Kasulu
District. The study was to investigate the positive changes brought
about by educators to learners through the use of English as a vehicle of
instructions in those schools.
The study experienced the following
limitations, shortage of time for Collecting data, shortage of fund to buy
modern equipment such camera and tape Recorder for data collection, lack of
cooperation from the participants, which all together resulted into lack of
in-depth information.
1.8
Definition
of Key Terms
Medium of Instruction; Is the language used in teaching and learning process
Challenge; Is
the general term referring to things that are imbued with a sense of difficulty
and victory
Instruction; Is the process or act of imparting knowledge, teaching, and
education
English; A language or literature as a
subject of study.
Secondary School; A school for young
people between the ages of 11 and 16 or 18years. Compare primary school, high
school.
Language Policy; This refers to a plan
of action of a language agreed and chosen by a certain group of people to be
used to serve different purpose.
Tanzania Language Policy on Education The main feature of Tanzania’s education
system is the bilingual policy which requires children to learn both Swahili
and English. English is essential as it is the language which links Tanzania
and the rest of the world via technology, commerce and administration. Learning
of Kiswahili language keeps students in touch with their cultural values and
heritage. English is compulsory in primary education where as at post primary
education is the medium of instruction.
LITERATURE REVIEW
This chapter
presented the review from different Scholars on the issue of the challenges
facing the students using English language as a
medium of instruction in Tanzania’s secondary schools. Literature review
not only helped the researcher glean the ideas of others interested on a
particular topic, but it also let
him/her see the result of other (similar or related) studies on the issue (Jack & Norman. 2000). Moreover, this
section focused on the theories regarding the topic.
According to
Snow (1992) suggested that, literacy be defined in the light of language
variety. That is literacy should be defined in terms of what it takes to
function in one’s culture on daily basis rather than solely upon an indefinable
standard language.
Collier (1995)
asserted, “It is a mistake to believe that the first thing students must learn
is English”. Thus, isolating the language from a broad complex of other issues;
much of the debate rests exactly here, should students know English before they
are allowed to join their peers in classrooms?
Cardenas et al (1988) Research showed that
minority students face many challenges in schools. For example they are 1.5
times more likely to dropout of school. Cardenas et al (1988) researches show that minority student face many
challenges in school than they are is time more likely to dropout of school
than native speakers. English learners also receives lower grades, are judged
by their teachers to have low academic abilities and score below their class
mate on standardized papers or test of reading and math (Moss and Puma, 1995).
Foertshc (1998)
described second language as an important factor that influence how children
learn to read.
According David
Graddol (1999) he offerred scenarios for how English as a world language may
develop most notably he points out that nature speakers of English are or will
soon be out numbered by those who speaks English as a second or foreign
language. In an article that focuses more specifically on this issue he states
the following:
“The decline to the nature speaker in
numerical terms is likely to be associated with changing ideas about the
centrality of native speakers to norms of usage ... large number of people
will learn English as a second language
in the 21st century and they will need teachers, dictionaries, and grammar books. But will they continue to
look forward the nature speaks for author native norms of usage? (Hermer,
2007: 161).
Teaching is about
transmission of knowledge form the teacher to student and is about creating
condition in which some what students learn for themselves. In this the teacher
is regarded the centre of knowledge from which learners have to be installed,
but the installation of knowledge does not involve teaching alone, but also
guiding and directing learners so that ,on the other hand they can be capable
of learning even without the teacher.
Brown et al (1982: 2) Teaching is an attempt to help some one acquire
some skill a attitudes knowledge ideal or appreciation. In other words the
teacher’s task is to create or influence desirable the changes in behavior or
in tendencies towards behavior in his behavior.
Dewel maintained that, “In
order to say one has taught some change in student behavior should have taken
place.” when he says, “a person might as well say he has sold when no one has
learners” Therefore, said in order for the teaching to take place there must be
learners.
Harmer ibid stated that, in most elementary and secondary school,
language study is not approached from a scientific perspective, linguistic use
to describe language so that they can study it. Historically grammar teachers
are perspective rather than descriptive they have laid down foundation for
their students to learn and follow.
According to Tibategeza
(2009: 170) holds that, “student teaching English, only use it in classes but
when at home they use home languages including Kiswahili and mother tongue
language. Therefore they lack time to practice English language hence this
leads to failure to learn it and use it for communication. This situation is
even worse particularly in day – secondary schools where the emphasis of
speaking English is not realized, as student speak Kiswahili most of the time
lack of instrumental motivation to learn English also has eminently
de-emphasized the importance of learning the language in the society.
Overcrowded English
classes, the number of learners in a typical classroom range up to multitude of
35 or 40 or 50 and more than learners pocked into a language learning situation
leading to adaptation of poor teaching strategies in order for the teacher to
reduce the load congested in a single class (Lynch, 2005).
Lack of competent
teaching, Senkoro cited by Tibategeza (2009: 171) explained that compliances
facilitate the development of useful characteristics and potential of learner
and consequently the society at large. However all these are possible only when
and where the medium used to impact knowledge to the learners is familiar and
comfortable one to both the instructor and the learner (Tibategeza, 2009:170).
Poor English background;
this problem challenges both teachers and learners. Students joining secondary
school with poor knowledge and sometime without any knowledge about English
because of the language used in pre secondary school which is Kiswahili for
about 7-8 years when they join secondary
school they find English a new language the fact that even their teachers are
the product of this system hence the issue becomes more complicated.
Learning Theory argues
that, “Language learning comes about the use of reinforcement”. They also
maintain that the production of words is resulted from attention that the
language is reinforced.
The challenge facing the
students using English language as the medium of instruction secondary schools
is becoming more serious day after day resulting from poor and unsupportive
environment of learning and using English propounded by the authorities.
Despite teachers are not sufficiently prepared using the language for
instructions.
CHAPTER THREE
This chapter presents the
methodology that was used in the study, location of the study, targeted
population, sample and sampling procedures validation of the research
instrument, data collection technique and sdata analysis techniques also
focused on the limitation of the study.
Research design is a
conceptual structure within which the research is conducted. It is logical
sequence in which the study is to be carried out and constitute the blue print
from data the collection measuring and analysis of data (Kothari, 1990). The
principle of this research was descriptive design with which helped to get both
qualitative and quantitative data.
The study employed
operational designs in measuring or observing concepts and variables. The focus
was put on the problem or challenges and if they affect performance of most
students in their final examination and also to examine whether those challenge
have encountered other schools0
in
Kasulu.
This study was conducted
in Kasulu district. This included four schools. The area was chosen simply
because it seemed to be affected by the problem. The study covered ward schools
Kasulu
district is one of the four districts of the Kigoma region of Tanzania. Kasulu
itself is located in the north west of Tanzania around 100km from Kigoma the
region capital. It is bordered to the north by Burundi, to the East by Kibondo
district and to the south by Kigoma rural and urban districts. The town it self
is built on a small stream called ‘Bogwe’. Kasulu had for a long time been a
host to a big number of refugees from warring neighbors i.e. Burundi, Rwanda,
Congo. Kasulu district is administratively divided into thirty wards (30), few
to mention; Buhigwe, Buhoro, Heru Ushingo, Janda, Kagera Nkanda and others.
Massive
dependence on nature and use of underdeveloped production tools means Kasulu is
an impoverished area. Environmental degradation and changes in climate have
diversely affected the lives of Kasulu people, in different spheres i.e,
economic and education.
However,
Kasulu district is experiencing the challenges facing students in the use of
English as a medium of instructions in secondary schools. This challenge has
been sawing its roots day after another and has become more rampant these days,
also helps to get a well distributed sample. A list of school was
obtained from the office of District Education Officer (DEO).
Therefore the target of
this study was students of ward secondary schools both boys and girls, parents,
District Educational 0fficer and teachers in Kasulu District. The total number of respondents was
{66}; Students (45), Teachers (15), parents (05) and D.E.O (01)
The study
used random procedure in order to know the extent to which the problem is
serious in the selected location (site).The study used fifteen English
teachers, forty five students, five parents and District Educational Officer.
3.4 Data Collection Techniques
The study employed from
different instruments for collecting data from the field. The following tools
for gathering data were used in this study, thus: observation, questionnaires,
interviews,
This is one of the most
useful tools of data collection. Cohen et al (2000) insist that, data derived
from observation are attractive as the research is able to examine the real
situations. Also this technique will look on the response of students regarding
instruction in English in learning activities. The researcher observed that, in a class of 45
students there are only three to four books which are not sufficient, also when
the teacher is delivering the knowledge only 40% of the whole class understands
while the rest 60% are in danger of not getting what the teacher is trying to
reinforce. Not only that but also, the researcher realized that teachers do not
correct mistakes when students utter wrong English language constructions.
3.4.2Questionnaire These
are all question intended to be fulfilled by respondents and returned back to
the researcher and the answers will serve as data in the study. Best and Khan
(2006) argue that questionnaires used when factual information or opinion
rather than facts are desired.
The questionnaire has the opportunity to establish a report, explain the
purpose of the
Study
and meaning of items that may not be clear. The questionnaire is to be used to
collect information from student regarding their attitudes and perception of
English as a medium of instruction. The researcher
provided 20 questionnaires to students and corrected them after questions have
been answered.
3.4.3
Interview
This is a data collection
technique where by questions are offered through oral or verbal communication
between the interviewer (researcher) and interviewee (respondent). Interviews
are necessary so as to supplement clarification of information. Collected
through questionnaires and observation. Therefore, the study used this
technique which is interactive in order to gather information from informants.
This method was applied to teachers and the District Educational Officer by the
researcher where by 10 interview guide questions were provided.
According to Mwanje (2001)
the nature of the problem to large extent dictates the type of data analysis
technique to be used. Data will be obtained from both qualitative and
quantitative. The data from questionnaire will be coded into specific
categories and thus statistical analysis of invented and simple statistics such
as, frequencies and percentages will be employed to summarize the data computer
soft ware will also be used to analyze quantitative data.
CHAPTER FOUR
PRESENTATION AND DISCUSSION OF STUDY
FINDINGS
4.0 Introduction
This chapter
covers findings, presentation and analysis of data obtained from the field. The
analysis is presented in both qualitatively and qualitatively. The data analyzed,
were collected through questions in which the response were from the teachers,
students and parents. Also interview was used to collect data from the district
education officer. Thus, the chapter explains the existence of the problem and
the reaction towards it.
This chapter
presents, analyzes and discusses the findings obtained from the field related
to the challenges facing students in the use of English as the medium of
instruction in Kasulu district. The data were collected from the field using interview, questionnaires and observation. The findings were organized
as per the following specific objectives.
Table 4.1 shows specific objectives of the
research findings, number and percentages of respondents
|
S/N
|
Specific objectives of the study.
|
No_ of respondents
|
Percentages
|
|
1
|
Background of
students in English language
|
35
|
58.8%
|
|
2
|
Teachers
competence in English subjects
|
10
|
15.4%
|
|
3
|
Influence of
mother tongue language
|
15%
|
23.1%
|
|
4
|
Measure have
been taken to combat the challenges
|
6
|
8% /7.69
|
|
|
TOTAL
|
66
|
100%
|
Source. Findings (2011)
4.2 Demographic characteristic of respondents
In the total of
the study involved 66 respondents including teachers, students, parents and a
member among educational stake holders (D.E.O) from Kasulu district. The age of
respondents was also important in clarification of data obtained, the age
ranged from 15-49.
4.2.1 Table showing the ages distribution of
respondents
|
Age group
|
Frequency
|
Percentage
|
|
15-20
|
20
|
30.3%
|
|
21-26
|
10
|
15.2%
|
|
27-32
|
15
|
22.7%
|
|
35-40
|
13
|
19.6%
|
|
41-46
|
8
|
12.1%
|
|
47-52
|
-
|
-
|
|
Total
|
66
|
100%
|
Sources; findings (2011)
Also
in the study both male and female participated in the discussion on challenges
in using English as the medium of instruction secondary school students. Table
below shows the sex of respondents regarding the area of occupations.
4.2.2 The table below shows the sex of
respondents regarding the area of occupations.
|
School
|
No
of respondents
|
Male
|
Percentages
|
Female
|
Percentages
|
|
BOGWE
|
18
|
10
|
15.2%
|
8
|
12.1%
|
|
KASULU (TAPA)
|
15
|
9
|
13.6%
|
6
|
9.1%
|
|
MURUBONA MUSLIMU
|
20
|
8
|
12.1%
|
12
|
18.2%
|
|
KINKATI
|
13
|
8
|
12.1%
|
5
|
7.6%
|
|
TOTAL
|
66
|
35
|
53%
|
31
|
47%
|
Source;
Research findings
Table 4.2.3 Response on the challenges
facing students using English as the medium of instructions, (MOI)
|
S/N
|
Challenges
on (MOI)
|
Number
of respondents
|
Parentages (%)
|
|
1
|
In adequate of teaching \ Leaning facilities
|
10
|
15.1%
|
|
2
|
Poor background in language use (English)
|
5
|
7.5%
|
|
3
|
Un sustainable / Unstable language policy
|
12
|
18.1%
|
|
4
|
Incompetent teachers of English
|
2
|
3.03%
|
|
5
|
Poor distribution of teaching and learning
facilities (favoritism)
|
3
|
4.5%
|
|
6
|
Influence of mother tongue
|
8
|
12.1%
|
|
7
|
Less influence of teachers in English use
|
6
|
9.1%
|
|
8
|
Negligence and laziness among students and
teachers.
|
2
|
3.03%
|
|
9
|
Poverty among the families (economic backwardness)
|
8
|
12.1%
|
|
10
|
Lack of incentives to teachers of English
|
3
|
4.5%
|
|
11
|
Poor administration of schools
|
4
|
6.1%
|
|
12
|
Lack of cooperation between teachers, parents and
students.
|
3
|
4.5%
|
TOTAL = 66 100
4.3 TO ASSESS THE BACKGROUND OF STUDENTS IN
ENGLISH LANGUAGE.
Poor background
in the use of language, the root of this challenge emanated from the background
of students from their primary education. It is a controversial issue in the
sense that the language that students use in primary schools is “Swahili”. So
after they complete standard seven and join secondary schools they encounter a
new language with new knowledge. Perhaps, they take both conceptualizing the
language to understand new knowledge. This constitutes a failure in English
language.
It has been
observed that most students encounter challenges in using English language due
to the fact that, their base language does not correspond with English
language. That being the case, the only way to grasp some meanings from English
constructions require them to first translate; this has been attributed due to
lack of vocabulary of particular language.
Influence from
mother tongue languages, they said most students fail to use English in
learning simply because of the influence of vernaculars. They find themselves
in a hard situation when it comes to the issue of pronouncing English utterances.
That being the case, one of the students said; “ kiingereza ni kigumu, inabidi tutafsiri kwa lugha mama na kujaribu
kuunda maneno ya kiingereza”. Also
D.E.O added that, many students for instance from village areas, it become so
difficult for them to use English, it is because there is less exposure of
knowing the language.
Low influence from teachers, one parent added
that, “Walimu pia ni chanzo cha tatizo,
kwani hutumia Kiswahili na wakati mwingine vilugha, hii inawafanya hata watoto
wetu kushindwa kujifunza kiingereza”. Teachers are also said to be the
catalyst onto the challenge. In class most of the time they speak Kiswahili,
also there are no mechanisms to abstain students. Students complimented that, we don’t
understand English language because teachers are not directing us as well”. For
this fact, students achieve less the language.
Poor cooperation
among the students, teachers and parents. Some parents do not take their time
to make follow up in their children’s academic progresses, on the other hand,
students are not cooperative to their teachers, they build a sense of fear and sorts
of that. Moreover teachers do not bother and doesn’t see the importance of
informing parents on their children’s performance in English subject and in
other disciplines. Therefore, children
lack guidance to enable them in mastering the language better.
Negligence and
or laziness amongst students, most teachers attributed that students themselves
are the root of the challenges. They said that, students are lazy. As they have
no habits of learning for themselves. Among the academic masters, one said.
“Students are not coming for consultation, they depend on what we say in class
and they lack reading habits to increase their vocabularies….”
Poverty among
the families, the economic backwardness makes students not to concentrate in
their studies because most of their time is spent on searching for alternative
ways to get money for other personal needs. When they inter mingle with other
streets guys they forget everything they would have acquired from school. Also,
parents have no money to buy their children’s books, dictionaries journals and
English story book with which would help to increase their acquisition of the
language.
4.4 TO EXAMINE TEACHERS COMPETENCE IN
ENGLISH SUBJECTS.
4.4.1 Table on teachers’ competence;
example; Qualifications.
|
Trained
|
Education level
|
Frequency
|
Percentages
|
|
Degree
|
4
|
6%
|
|
|
Diploma
|
6
|
10.6%
|
|
|
Certificate
|
5
|
7.5%
|
|
|
Untrained
|
_
|
_
|
_
|
|
Total
|
|
15
|
24.1%
|
In competent
English personnel / professionals, D.E.O contended that; it is not that, we don’t
have teachers but having unprofessional it is nothing; “I do not get it in my
mind…..” Let the teachers colleges to handle the problem to a better situation.
They continued saying that, most English teachers are not well contented that
leads to the problem on using English as the medium of instruction.
Lack of
incentives to English teachers, it is in fact that language teachers are
sometime less considered during
functions like graduation when rewards are offered for motivation. English
subject is the mother of other subjects because geography, history and others
are in that language. Therefore teachers are teaching just because it is their
responsibility.
.
Poor background
in the use of language, the root of this challenge emanated from the background
of students from their primary education. It is a controversial issue in the sense
that the language student use from primary school is “Swahili”. So after they
complete standard seven and join secondary they encounter a new language plus
new knowledge. Perhaps, they take both conceptualizing the language to
understand new knowledge. This constitutes a failure in English language.
Un equipped
teachers with teaching and learning materials these includes; books
dictionaries, Library, English journals and story books. Some schools are not
equipped with such facilities while others are given priorities than the rest.
They continued addressing the problem that, there is a kind of favoring in the all process of distribution. Therefore, this makes students unequipped
with learning materials, hence failure in the use of the language
Poor assessment
on capabilities of teachers among the schools, there is no close, proper and,
regular follow up in most schools. School headmasters / mistress, managers and
educational stakeholders do not bother to check if teachers are performing well
by themselves and in instructing students or not. Sometimes laziness among
teachers increases and competence lose.
4.5 TO ASSESS THE INFLUENCE OF MOTHER
TONGUE LANGUAGE ON ENGLISH USE
Influence from
mother tongue languages, they said most student fail to use English in learning
simply because of the influence of vernaculars. They find themselves in a hard
situation when it comes to the issue of pronouncing English utterances. That
being the case, one of the students said; “kiingereza
ni kigumu, inabidi tutafsiri kwa lugha mama na kujaribu kuunda maneno ya kiingereza”. Also D.E.O added that, many students for instance,
from village areas, it become so difficult for them to use English language,
because there is less exposure of knowing the language.
Teachers are
also said to be the catalyst onto the challenge. In class most of the time they
speak Kiswahili, also there are no mechanisms to abstain students. Students complimented
that, we don’t understand English language because teachers are not directing
as well”. For this fact, students achieve less the language.
4.6 FINDING THE ALTERNATIVE MEASURES UPON
STUDENT’S PROBLEM OF USING ENGLISH LANGUAGE.
4.6.1 Measures in reducing the challenges
facing students using English language as the medium of instructions.
In finding out
the initiative to be put forward in reducing and finally abandon the problem or
challenges facing students in the use of English language as the medium of
instruction in secondary schools, 66 respondents which is equal 100% were
asked. Out of that, 80% insisted that the government through the ministry of
education should take initiative. 12% directed their opinion to teachers where
the remaining 8% said that students are responsible to handle the challenge.
4.6.2 Table; Respondent’s Comments on the
measures to reduce the challenge in using English language as the medium of
istructions.
|
Respondents
|
MTG
|
Percentages
|
MTT
|
Percentages
|
MTS
|
Percentages
|
|
Students
|
7
|
10.6%
|
4
|
6.06%
|
3
|
4.5%
|
|
Teachers
|
40
|
60.6%
|
3
|
4.5%
|
3
|
4.5%
|
|
Parents
|
4
|
6.06%
|
-
|
-
|
-
|
-
|
|
D.E.O
|
1
|
1.5%
|
|
|
-
|
-
|
|
|
52
|
78.7%
|
|
10.6%
|
5
|
9%
|
Source; Findings (2011)
4.6.3 Measures to be taken by the
government
Provide
on job training to teachers, this will help teachers both newly and old
employed teachers to do with the challenge in teaching and the demand of the
syllabus. This in one way will help teachers to use relevant and current
contents on the use of English language to a better acquisition of the
language.
Provide
enough teaching and learning materials and facilities such as, libraries,
journals, learning and teaching books, and all those facilities should be made available
by the government. The government has also to make sure that the facilities
serve the needs of students in learning the language.
There
is a need of thorough and regular inspection, D.E.O and other educational
inspectorates should check the students’ progress, there by checking on teachers’
performance in instructing students in the language of command (English). Also
they should check on the objectives as stipulated in English syllabus and see
if they were met, this will higher attention to teachers.
Increase
motivation to English professionals, teachers should be motivated through
rewards, seminars and increase incentives so that they teach with enthusiasm.
This will in away brig up the performance of students by the use of English
language.
Produce
teachers who are effective and competent teachers of language. The government
via the ministry of Education and vocational training should coordinate the
whole process of recruiting teachers in ward secondary schools. Similarly, the
selection should be done to students who wish to join the teaching profession
in various colleges and universities to ensure their commitment in the teaching
profession.
4.6.4 Measures to be taken by teachers.
Teachers have a
great role to play in combating these challenges the following should be done by teachers.
Provide
remedial classes for English language learning, this will in one way be the
lead to better achievements even in other subjects. As a matter of fact, extra
learning of English apart from the usual classroom activities this is important
because it will assist students and not to feel the sense of being isolated and
finally reduce the challenge in ward secondary schools.
Being
models, teachers are obliged to abandon the habit of using other vernaculars
other than English when they are teaching. In most cases, students copy some elements
from teachers’ character and develop them in theirs. Teachers should guide
students academically as they progress with higher classes, provide them with
skill on how to go about the use of English language.
Have
personal commitment to teaching profession; the committed teacher will always
dedicate his work very well. The exploration of learning material especially
for English should be effective.
Make clear and
thorough follow-up to ensure students attendance in classes particularly
English classes, do a cross check on students exercise books to examine whether
they attend to assigned class works, home works and other exercises for better
achievement in their academic progress.
4.6.5 Measures to be taken by students:
Attend
English classes regularly, Students need to feel a sense of commitment; that if
they dodge classes, the burden is culminated to them, and they should
strengthen their mutual relationship with teachers of English language and
other disciplines. To make consultations in case of any difficulty, they should
not feel shy or afraid of talking to their teachers. In this case, students
fear to make mistakes when speaking, but in learning mistakes are obvious and
makes learners’ perfect in the sense that when they are corrected it is
impossible to redo them. Engage in different subject clubs and particularly
English clubs. Also, in dialogues like debates and morning speeches. This will
build more vocabularies in them which will help them in interpretation of
English constructions.
CHAPTER FIVE:
SUMMARY, CONCLUSION AND RECOMMENDATION
5.0 Introduction;
In this chapter
the researcher presented the summary, conclusion and lastly recommended on the
whole research. Different suggestions were given out to make sure that English
language is effectively acquired by students for better performance in their
academic undertakings.
5.1 Summary.
In summarizing
the whole report, the purpose of the study was to examine the challenges facing
students in using English language as the medium of instruction in secondary
schools. The researcher found that for years, students have failed their
examinations because of the language used in setting those exams. The
challenges have been a persistent phenomenon for such a long time. Moreover,
the researcher realized things like inadequate of teaching and learning
facilities being the key factor for that challenge.
Furthermore,
shortage of Professionals or experts in English language was among the
challenges, negligence and laziness to teachers and students was another
challenge as well as poor communication between students and their teachers
through English language. The study targeted population included the teachers,
students, parents and other educational stake holders such as District and
Educational Officer (D.E.O)
Additionally,
simple random sampling was used in the selection of schools. Also instrument
used to the study were questionnaires and interview as to teachers, students
and D.E.O.
Finally, the
findings helped the researcher to give conclusion and recommendations on the
discussed issue / challenges.
5.2. CONCLUSION
With regard to
the research findings on the challenges facing students in the use of English
language as a medium of instruction in secondary schools, the researcher
concluded by saying the following.
The government,
through the Ministry of Educational Vocational training and other education
stake holders that comprise of teachers, parents, students should come together
and discuss the issue of using English language as the medium of instruction in
our secondary school. Moreover, initiatives should be taken to combat the
problem for better performance of students in both speaking and writing the
language.
5.3 RECOMMENDATIONS:
According to the
findings obtained from the research area. The researcher recommended the
following.
In order to
minimize the challenges, the government through the ministry of Education and
Vocational Training has to provide more teaching and learning facilities in
order to cope with the big number of students enrolled in schools. Priority
should be designated on English materials with which are the foundations to
other subjects.
In the same
chain, educational officer (D.E.O) should make several Seminars and meetings
with all secondary teachers within the district in order to examine their
progress and challenges in the profession. Recruitment of new teachers by the
government should consider their performance in English subject / courses. In
fact, English teachers need to be competent in the language, convincing,
insisting and encouraging students and not to deny their mistakes (because mistakes
are essential in learning).
Teacher and
parents need to strengthen their cooperation in examining academic progress of
students; a teacher alone cannot meet the needs of every student.
Favoritism is a
killing factor, as a matter of fact; there is no need of segregating some
schools during the distribution of teaching and learning facilities. There
should be equal access on the material being provided to all schools. This
gives room and exposes students to learning environment.
5.3.1. Recommendations to the Ministry of
Education and Policy Makers:
The ministry of
education should take serious measures to teachers who don’t attend their
responsibilities in order. The Ministry also has to establish various projects
on inspectorate board which is fully funded so that to administer and inspect
the teaching progresses and whether the intended Medium of Instruction (MOI) is
effectively used.
On the other
hand, policy makers should review language policy in education and try to find
out if it fits the current situation. Also, strict policies are to be
established to avoid negligence. Language policy and practice in Tanzania
secondary Schools is controversial. Mwajuma Vuzo (2010:16) cited MOEC.
Education and Training Policy in Tanzania.
“The medium of instruction in pre- primary
schools shall be Kiswahili, and English shall be a compulsory subject. The
medium of instruction in primary shall be Kiswahili and English shall be a
compulsory subject. The medium of instruction in secondary Education shall
continue to be English except for the teaching of approved languages and
Kiswahili shall be a compulsory subject up to ordinary level”. (MOEC
1995:35-45).
Therefore, there
is a medium disconnection factor for students in Tanzania as they join
secondary education and begin learning English as another new language of
instruction. For this case the policy need to be revived.
REFERENCES
Brown R.N et al. (1982), Curriculum
and Instruction. An Introduction to Methods of Teaching.
David
Graddol (1997) The Future of English. England: British Council.
Foertsch (1998) Second Language Learning.
Freeman,
D.E et al (2004) Essential Linguistics: What you Need to Know to Teach. Hermann: Portsmouth, NH.
Jeremy
Harmer (2007), The practice of English Language Teaching. Pearson Education
Limited. England.
Oxford Advanced Learner’s Dictionary, 6th
Edition. Oxford: Oxford University Press.
Tibategeza
E.R (2009) Language in Education Planning
in Tanzania: A Sociolinguistic Analysis. PhD. Thesis.
Vuzo M.
(2010) Exclusion through Language: A
reflection on classroom Discourse in
Tanzania
Secondary Schools.
University of Dar- es- Salaam,
Tanzania
Internet source;
http://www.articlebase.com/language.../difficulties
and challenges in Teaching English as a second Language: June 15th
2011, 1627hrs.
APPENDECIES.
APPENDIX ONE
QUESTIONNAIRE FOR SECONDARY SCHOOL STUDENTS
Instructions;
- Answer all questions.
- Do not write your name anywhere in the questionnaire
- Put tick ( ) in the box provide
PART ONE.
Class / Form
I ( )
II ( ) III (
) IV ( )
Male ( )
Female ( )
PART TWO.
Academic Information.
(i) Have you
ever experienced challenge using English as
the medium of instruction in school?
Yes (
) No ( )
(ii) Are those challenge prevail at your
school?
(iii) What do you think are the factors
which lead to the situation?
………………………………………………………………………………………
……………………………………………………………………………………….
……………………………………………………………………………………….
(iv) What do you think, should we use English
or Kiswahili as the required medium of instruction?
………………………………………………………………………………………..
………………………………………………………………………………………..
(v) Are there
measure which have been taken to help learners using English medium of
Instruction?
Yes ( ) No ( )
(vi) Mention the
three measures that have been taken to overcome the problem
(a)
……………………………………………………………………………………
(b)…………………………………………………………………………………….
(c)…………………………………………………………………………………….
(vii) What are challenge that hinder the
effort towards the measure or solution to the
Problem……………………………………………………………………………....
……………………………………………………………………………………….
……………………………………………………………………………………..
APPENDIX TWO
- How many years have you been serving as a teacher in secondary schools?
…………………………………………………………………………………………..
………………………………………………………………………………………….
- In your time of service at your occupation, have you experienced or rather encountered the challenges in using English as a means of instruction?
Yes ( ) No ( )
- What do you think are the causes for such challenges in your school?
…………………………………………………………………………………………
…………………………………………………………………………………………..
- What do you think as solutions towards the problem and to what extent have those solutions have addressed the problem?
…………………………………………………………………………………………
…………………………………………………………………………………………
- Would you like to advice? Yes ( ), No ( ) if yes what advice do you give to guardians / parents and students about the importance of using English as the medium of instruction?
…………………………………………………………………………………………
…………………………………………………………………………………………
- Does vernacular language contribute to those challenge and how?
APPENDIX THREE
Weka alama ya
(√) kwenye visanduku ulivyopewa
Usiandike jina
mahala popote
- Je una mtoto anayesoma sekondari?
Ndiyo ( )
Hapana (
)
- Katika shule yoyote, je kuna tatizo la matumizi ya lugha ya kingereza katika kufundishia?
Ndiyo (
) Hapana ( )
- Kwa maoni yako una fikili ni sababu zipi zinapelekea watoto ( wanafunzi) kushindwa kutumia lugha hii kwa mawasiliano katika masomo ?
…………………………………………………………………………………………
…………………………………………………………………………………………
………………………………………………………………………………………
- Ni hatua gani zimechukuliwa ili kutokomeza tatizo hili?
……………………………………………………………………………………………..……………………………………………………………………………………
…………………………………………………………………………………………
- Kuna vikwazo gani vinavyosababisha ufumbuzi wa tatizo kudolola ?
i/……………………………………………………………………………………
ii/………………………………………………………………………………………
iii/………………………………………………………………………………………
- kama mzazi / mlezi, unatoa ushauri gani kwa serikali, wanafunzi na wazazi wengine juu ya matuizi ya kingereza katika nyanja ya taaluma?
………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………
APPENDIX FOUR
GUIDING QUESTIONS FOR INETRVIEW WITH THE
D.E.O
1. For how long
have you been serving as the D.E.O of this district?
…………………………………………………………………………………………
2. Why does
English language limit performance of students in their academic arena?
…………………………………………………………………………………………..
3. As the D.E.O,
what are the forward measures you’re taking to combat the problem?
a)……………………………………………………………………………………….
b)…………………………………………………………………………………….....
c)………………………………………………………………………………………..
4. How do you
motivate your teachers, particularly the public secondary school teachers?
……………………………………………………………………………………………..
……………………………………………………………………………………………
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