Abstract
This paper examines the Language in Education Policy in Tanzania focusing on teaching of English as a foreign language. The paper distinguishes between foreign and second language learning contexts, and argues that English in Tanzania is a foreign language, and not a second language. Through the language policy, English is used a second language in the education sector as a language of instruction. This affects the effective teaching of the language as a foreign language. The paper uses a study on 335 language student-teachers at the University of Dar es Salaam to highlight the perspectives of language student-teachers on the teaching of English as a foreign language. It is guided by the linguistic imperialism theoretical perspective and the linguistic interdependence principle informed by cross-linguistic influence. The study involved the use of a semi structured questionnaire and document review. The findings reveal that English is the main foreign language known to students; English is not taught appropriately as a foreign language; and that some prospective teachers (graduating from the student-teachers) fear to teach English in Tanzanian secondary schools mainly due to their language incompetence. Thus, the paper recommends that English be taught appropriately as a foreign language, which will ultimately contribute to language competence; and multilingualism will be enhanced through cross-linguistic influence.
Recommended Citation
Vuzo, Mwajuma
(2022)
"Implications of Language Policy in Tanzania on the Teaching of English as a Foreign Language: Perspectives of the University of Dar es Salaam Language Student-Teachers,"
Journal of Humanities and Social Sciences: Vol. 10:
No.
1, Article 3.
DOI: 10.56279/jhss/1
Available at:
https://commons.udsm.ac.tz/jhss/vol10/iss1/3