Eliakimu Sane
Biographic Data
| ID | 7545621 |
|---|---|
| NAME | Eliakimu Sane |
| GIVEN NAMES | Eliakimu |
| FAMILY NAME | Sane |
| SIGNATURE | SANE E |
| AFFILIATIONS | The University of Dodoma |
| ORCID | 0000-0002-1596-9549 |
| VERIFIED | Yes |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 5 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2019 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 0 |
Multilingual education for sustainable development in sub-Saharan Africa
Education that contributes to sustainable development embraces social learning that breaks down boundaries between schools and communities. Such learning is epistemically inclusive. This article argues that epistemic inclusion in multilingual societies is contingent on using students’ familiar languages within basic education. Across sub-Saharan Africa, secondary school students learn in a dominant language of learning and teaching (LoLT), which …
A contradiction between research and communication of innovations in Misungwi District of Tanzania
This study explores the gap between research and the effective communication of innovations in sub-Saharan Africa, with a focus on the dissemination of scientific information to peasants in Misungwi District, Tanzania. It specifically analyses leaflets and interviews with peasants, agricultural officers, WEOs, and TARI officials in the district. Using qualitative analytical techniques and drawing on Text Comprehension Theory and Grice’s Cooperati…
Towards models of language supportive pedagogy in Sub-Saharan Africa
A prerequisite for learning is that instructions and other learning activities take place in a language that you understand. This may seem self-evident, but fact remains that most learners in Sub-Saharan Africa (SSA) are taught in a European second language (L2) that they are unfamiliar with. Frequently, the role of the home languages in the classrooms has been completely subtracted leading to very unfavourable learning situations for many pupils…
Animal names applied to a person in Maasai society
Cultural norms of interactions influence Maasai people to apply animal names to address each other. This article explains that avoidance of personal names of certain categories of people in Maasai influences the use of animal names. In the theoretical framework of Cultural Linguistics, the author analyzed information from an ethnographic exploration through observations and interviews with Maasai informants in Tanzania. The article shows that Maa…
Toponyms and Identity in Hanang’ District
This article is centred on place identity in Hanang’ District. Informed by the literature about place identity, the study describes the origin and the sociolinguistic meaning of place names following the analysis of 110 names that were collected from different places around Hanang’ District. Snowball sampling was appropriately used to obtain 15 informants for face-to-face interviews. Our analysis revealed that many place names in Hanang’ are pred…
No prominent works on this page.
Toponyms and Identity in Hanang’ District
This article is centred on place identity in Hanang’ District. Informed by the literature about place identity, the study describes the origin and the sociolinguistic meaning of place names following the analysis of 110 names that were collected from different places around Hanang’ District. Snowball sampling was appropriately used to obtain 15 informants for face-to-face interviews. Our analysis revealed that many place names in Hanang’ are pred…
Animal names applied to a person in Maasai society
Cultural norms of interactions influence Maasai people to apply animal names to address each other. This article explains that avoidance of personal names of certain categories of people in Maasai influences the use of animal names. In the theoretical framework of Cultural Linguistics, the author analyzed information from an ethnographic exploration through observations and interviews with Maasai informants in Tanzania. The article shows that Maa…
Towards models of language supportive pedagogy in Sub-Saharan Africa
A prerequisite for learning is that instructions and other learning activities take place in a language that you understand. This may seem self-evident, but fact remains that most learners in Sub-Saharan Africa (SSA) are taught in a European second language (L2) that they are unfamiliar with. Frequently, the role of the home languages in the classrooms has been completely subtracted leading to very unfavourable learning situations for many pupils…
Multilingual education for sustainable development in sub-Saharan Africa
Education that contributes to sustainable development embraces social learning that breaks down boundaries between schools and communities. Such learning is epistemically inclusive. This article argues that epistemic inclusion in multilingual societies is contingent on using students’ familiar languages within basic education. Across sub-Saharan Africa, secondary school students learn in a dominant language of learning and teaching (LoLT), which …
A contradiction between research and communication of innovations in Misungwi District of Tanzania
This study explores the gap between research and the effective communication of innovations in sub-Saharan Africa, with a focus on the dissemination of scientific information to peasants in Misungwi District, Tanzania. It specifically analyses leaflets and interviews with peasants, agricultural officers, WEOs, and TARI officials in the district. Using qualitative analytical techniques and drawing on Text Comprehension Theory and Grice’s Cooperati…
Sociology (4 works) · Multilingual Education and Policy (3 works) · Psychology (3 works) · Second Language Learning and Teaching (3 works) · Geography (2 works) · Linguistics (2 works) · Pedagogy (2 works) · Swearing, Euphemism, Multilingualism (2 works) · Tanzania (2 works) · Aesthetics (1 work)