The aim of this paper is to analyze data that was collected in 2003 and 2004 in order to ascertain the claim made by Kiswahili stakeholders that the status of Kiswahili in secondary schools in Tanzania has dropped. The finding reveal that the number of periods allocated to Kiswahili is fewer than English. Secondly, whenever there is a shortage of Kiswahili teachers, any member of the teaching staff or even non-specialists are called upon to fill the gap. Thirdly, we note that Kiswahili teachers have never had the opportunity to attend any Kiswahili seminar since they graduated from colleges. Fourthly, the Ministry of Education and Culture has issued a circular to schools barring the students from speaking Kiswahili at the school compound to enable them to become proficient in English language. Considering the above findings, this study confirms that the status of Kiswahili in secondary schools in Tanzania has diminished.
| Identifer | oai:union.ndltd.org:DRESDEN/oai:qucosa.de:bsz:15-qucosa-97711 |
| Date | 30 November 2012 |
| Creators | Msanjila, Yohana P. |
| Contributors | University of Dar es Salaam, Institute of Kiswahili Studies, Universität Mainz, Institut für Ethnologie und Afrikastudien |
| Publisher | Universitätsbibliothek Leipzig |
| Source Sets | Hochschulschriftenserver (HSSS) der SLUB Dresden |
| Language | Swahili (individual language) |
| Detected Language | English |
| Type | doc-type:article |
| Format | application/pdf |
| Source | Swahili Forum, 12(2005), S. 205-218 |
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