English‐medium instruction in Tanzanian secondary schools

A conflict of aspirations and achievements

Bibliographic Data

ID12112910
AuthorsCasmir M Rubagumya (University of Dar es Salaam, corresponding author)
Year1989
Volume2
Issue2
Pages107-115
Publication date1989-01-01
Peer ReviewedYes
Open AccessNo
TypeARTICLE
VenueLanguage Culture and Curriculum (JOURNAL)
Journal identifiersISSN: 0790-8318 • E-ISSN: 1747-7573
PublisherRoutledge (PUBLISHER • GB)
DOI10.1080/07908318909525059
OpenAlexW1984576489
LanguageEN
Citations received7
References cited7

A questionnaire on attitudes to English as a medium of instruction, and as a means of advancement in Tanzanian society was administered to 207 students in eight secondary schools in Dar es Salaam. Attitudes towards English were far more positive and optimistic than the real position of the language in the schools would warrant. Self‐assessed competence in English was also greatly exaggerated. Two inter‐group differences were observed. Younger (Form I) students hold more positive attitudes than older (Form IV) students, and females outscore males. The results are explained in terms of Schmied's (1985) distinction between the 'relative' and 'absolute' prestige of English. A conflictual interpretation of Tanzanian triglossia is proposed and its implications for educational planning are discussed

Competence (human resources · Dar es salaam · Interpretation (philosophy · Linguistics · Mathematics education · Medical education · Medium of instruction · Pedagogy · Prestige · Socioeconomics · Sociology · Tanzania · Warrant · EFL/ESL Teaching and Learning · Medicine · Multilingual Education and Policy · Psychology · Second Language Learning and Teaching · Social Psychology

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