Focus on Fresh Data on the Language of Instruction in Tanzania and South Africa

293 pages

English

Focus on Fresh Data on the Language of Instruction in Tanzania and South Africa , livre ebook

African Minds - Birgit Brock-Utne , Zubeida Desai And Martha Qorro

YouScribe est heureux de vous offrir cette publication

293 pages

English

YouScribe est heureux de vous offrir cette publication

A propos
Informations
Extrait

Description

This is a series of books from the LOITASA (Language of Instruction in Tanzania and South Africa) project. LOITASA is a NUFU-funded (Norwegian University Fund) project which began in January 2002 and continued till the end of 2006. It is, what in donor circles is known as a ‘South-South-North’ cooperation project which, in this case, involves research cooperation between South Africa, Tanzania and Norway. The first book, entitled Language of instruction in Tanzania and South Africa (LOITASA), focused on the current language in education situation in the two countries by providing a description and analysis of existing language policies and practices.

Informations

Publié par	African Minds
Date de parution	28 mai 2012
Nombre de lectures	0
EAN13	9781920051464
Langue	English
Poids de l'ouvrage	2 Mo

Extrait

Focus on fresh data on the language of instruction debate in Tanzania and South Africa

Birgit BrockUtne, Zubeida Desai and Martha Qorro

AFRICAN MINDS

First published in 2006 by African Minds www.africanminds.co.za

ISBN: 1920051465

Produced by Compress www.compress.co.za

Table of contents

List of abbreviations....................................................................v About the authors .....................................................................vii

Introduction................................................................................1

The dualmedium BA degree in English and Sesotho sa Leboa at the University of Limpopo: Successes and challenges Esther Ramani and Michael Joseph ................................................ 4

Learning through a familiar language versus learning through a foreign language – a look into some secondary school classrooms in Tanzania Birgit BrockUtne ..........................................................................19

Implications of changing the language of instruction in secondary and tertiary education in Tanzania Justinian Galabawa and Fikirini Senkoro.......................................41

Performance in the Primary Schoolleaving Examination: A comparison between Kiswahili and English George Malekela ...........................................................................59

Testing students’ ability to learn through English during the transition from primary to secondary schooling Martha Qorro...............................................................................69

Reﬂections on the LOITASA Project in South Africa – three years later Zubeida Desai ............................................................................102

iii

Table of contents

Parents’ choice of the medium of instruction in science: A case of one primary school in the Western Cape, South Africa Vuyokazi Nomlomo ....................................................................112

Democracy and language in education: reﬂections from a ﬁeld study in the Western Cape, South Africa Heidi Biseth ...............................................................................138

An interactional perspective on the language of instruction Tom Koole..................................................................................167

Language alternation as a coping strategy among teachers in South African classrooms Halla Holmarsdottir ...................................................................193

Assessment of reading ability of Grade 5 learners in English and isiXhosa Lilian Lomofsky and Sindiswa Stoﬁle .......................................... 218

Investigating the role of study groups and mediated academic literacy events at the University of the Western Cape Felix Banda................................................................................232

Teachers speak about the language of instruction in natural science classrooms in the Western Cape in South Africa Keith Langenhoven .....................................................................251

Accountability and loyalty – an overview of a South African ABET NGO’s ability to act Jennifer Olson ............................................................................265

AAVE AISA BAKITA BICS CALP CASAS CS DoE CSEE DfID ECIS EFA ELT ELTSP EMP ESL ESR HSRC ICT IDRC IKR INSETLANGTAG LLC LOI LOISALOITASA

LOLT MEC MOEC

List of abbreviations

African American Variety of English Association of International Schools in Africa Baraza la Kiswahili Tanzania (The National Kiswahili Council) Basic interpersonal communication skills Cognitive academic language proﬁciency Centre for Advanced Studies of African Society Coeducational Schools Department of Education Certiﬁcate of Secondary Education Examinations British Department for International Development European Council of International Schools Education for All English Language Teaching English Language Teaching Support Project English Medium Primary (schools) English Second Language Education for Self Reliance Human Sciences Research Council Information and Communication Technology International Development Research Centre Institute of Kiswahili Research Inservice Training Language Task Group Language Literacy and Communication Language(s) of Instruction Language of Instruction in South Africa LanguageofInstructioninTanzaniaandSouthAfrica Language of Learning and Teaching Ministry of Education Ministry of Education and Culture

MOI MUCHS NECTA NETREED

NUFUOBE ODA PANSALB PRESET PSLE RNCS SAS SDP SESS SIL SSS TANUTDM TUKI UDSM UE UNESCO

UWC WCED

List of abbreviations

Medium of Instruction Muhimbili University College of Health Science National Examination Council of Tanzania NetworkinResearchandEvaluationinEducationand Development Norwegian University Fund Outcome Based Education Overseas Development Agency Pan South African Language Board Preservice Training Primary School Leaving Examination Revised National Curriculum Statement Science and Scientists Sector Development Programme Science Education Secondary School Summer Institute Linguistics SingleSex Schools Tanganyika African National Union Teacher Development Meetings Taasisi ya Uchunguzi wa Kiswahili University of Dar es Salaam University Examination UnitedNationsEducationandScientiﬁcOrganisation University of the Western Cape Western Cape Education Department

About the authors

Felix Banda is professor of linguistics in the Department of Linguistics, University of the Western Cape, South Africa. He holds a PhD in Linguistics from the Free University in Brussels, and has wide research interests in bilingualism and multilingual practices in schools and communities, language education, Bantu linguistics and writing systems, Hallidayan systemic functional linguistics and the sociolinguistics of language contact. Some of his recent publications include: Literacy Practices in Black and Coloured Communities in South Africa: Towards a Pedagogy of Multiliteracies; The Dilemma of the Mother Tongue: Prospects for Bilingual education in South Africa; Analysing Casual Zambian/English Conversation: A Systemic Functional Linguistics Approach; The Curse of Colonial Orthographies: The Case of Sotho, and Issues in the Standardisation of Bantu Language Orthographies. EMail: fbanda@uwc.ac.za

Heidi Bisethobtained her MPhil in Comparative and International Education from the University of Oslo. Her Master’s thesis is entitled Language issues in Education inﬂuenced byGlobal trends and Democracy: A case study from South Africa. She is now a doctoral student at Oslo University College, Faculty of Education. She is currently working with a research project comparing Scandinavian multicultural school environments and investigating the democratic mandate given the educational sector and how educators perceive and practice their task as custodians of democracy. Email: Heidi.Biseth@lu.hio.no

Birgit BrockUtneis a professor of education and development and the director of the MPhil in Comparative and International Education at the University of Oslo. She is the Norwegian project leader of LOITASA and of NETREED (Network in

vii

About the authors

Research and Evaluation in Education and Development – a network gathering Norwegianbased researchers and evaluators working with education and development http://www.netreed. uio.no. BrockUtne has her doctorate within peace studies. She worked as a professor of education at the University of Dar es Salaam (1987–1992) and has since written numerous articles on education in Africa. Her latest book isWhose Education for All? The Recolonization of the African Mindpublished in 2000 by Falmer Press. In 2001 she edited a special issue of theInternational Review of Education(Vol 47: 3–4) on globalisation, language and education. Email: birgit.brockutne@ped.uio.no. http://www. uio.no/~bbrock/

Zubeida Desaiis an associate professor and the dean of the Faculty of Education at the University of the Western Cape (UWC). She is the South African coordinator of the LOITASA project. In 1996 Desai was appointed on a parttime basis to the statutory body for language matters, the Pan South African Language Board (PanSALB) for the period 1996–2001. During this time she served as both Chairperson and Deputy Chairperson of the Board. She has also served on numerous panels and committees in an advisory capacity. In 2001 she was one of eighteen experts invited by UNESCO to ﬁnalise a document on the promotion of multilingualism and universal access to cyberspace. Desai has published widely in the ﬁeld of languageineducation policy and language rights in various international and local journals and edited collections. She coordinates the Master’s in Applied Linguistics/Language Education programme in the Faculty. Her contact address is Faculty of Education, UWC, Private Bag X17, Bellville, 7535, Cape Town, South Africa. Email: zdesai@uwc. ac.za

Justinian Galabawais a professor at the University of Dar es Salaam. He is the Tanzanian coordinator of the LOITASA project. He teaches economics of education and ﬁnance in the Faculty of Education at Dar es Salaam University. He has published widely on educational planning, policy and administration. For the period 1994–2000 he was Dean of the Faculty of Education. Before that,

viii

About the authors

he was Chair of the Department of Educational Planning and Administration. His academic record includes a Bachelor’s degree in physics and mathematics, a Master’s degree in economics and a PhD in economics of education. Currently, he is working on a costbeneﬁt analysis of teaching in a local language (Kiswahili) in Tanzania. Email: galabawa@edu.udsm.ac.tz

Halla B Holmarsdottirthe degree of Dr Polit from the holds University of Oslo and is currently an associate professor in multicultural and international education at Oslo University College. Her doctoral dissertation is entitled From Policy to Practice: A Study of the Implementation of the Languagein Education Policy in three South African Primary Schools. She has also published a number of articles in theInternational Review of Educationthe and International Journal of Educational Development on issues concerning language in education and language policy. Her current research interests are in the area of language and education and language policy in developing countries and in Europe. She is also interested in the ﬁeld of teacher education and, in particular, with coping strategies among teachers who are nonnative speakers of the languages that they teach. EMail: HallaBjork.Holmarsdottir@lu.hio.no

Tom Koolea senior researcher at the Utrecht Institute of is Linguistics OTS, Utrecht University. He works in the ﬁeld of conversation analysis, the last several years with a focus on classroom interaction. His publications on this topic include journal articles in linguistics and education and language and education. EMail: Tom.Koole@let.uu.nl

Keith Roy Langenhovenis based at the School of Science and Mathematics Education in the Faculty of Education at the University of the Western Cape. He specialises in science education with the focus on teacher development at the pre service and inservice levels and is curriculum developer for education practice at schools. He is currently completing his PhD on the relevance of health issues in science education at schools and works as a subject adviser on the LOITASA project

About the authors

with scientiﬁc literacy as a focal point. Other research interests are the integration of indigenous knowledge systems and the nature of science. EMail: klangenhoven@uwc.ac.za

Lillian Lomofskyhas recently retired after being a senior lecturer in the Faculty of Education, University of the Western Cape. She is also an educational psychologist and is registered with the Health Professions Council of South Africa. She combines her teaching and research interests in the ﬁeld of educational psychology and inclusive education to include: Psychoeducational, curriculum based and dynamic assessment, language and literacy development and cognitive education. She is a Board member of the International Association for Cognitive Education in South Africa (IACESA) and is a past president and honorary member of the Southern African Association for Learning and educational Difﬁculties (SAALED). She has coauthored several chapters in academic books in South Africa and journal articles in international journals. She has recently coauthored a Teaching Reading guide for isiXhosa Foundation Phase Teachers. For the past year she has been involved in research for the SISONKE Inclusive Education project for the National Department of Education. EMail: llomofsky@mweb.co.za George Malekelaisa professor in the Education Faculty at the University of Dar es Salaam. He obtained both his BA Education (Hons) and MA at the University of Dar es Salaam in 1975 and 1977 respectively and his PhD at the University of Chicago, USA in 1983. Professor Malekela is a member of various professional associations including: Comparative and International Education Society, The Tanzania Research and Evaluation Association, The Education Research Network in Tanzania, and the Tanzania Development Research Group. He was the director of the Bureau of Educational Research and Evaluation (BERE) from 1997–2000 when he became the dean of the Faculty of Education. Professor Malekela has published many papers on education. Email: malekela@edu.udsm.ac.tz

Vuyokazi Nomlomoisasenior lecturer in the Faculty of Education

About the authors

at the University of the Western Cape. She specialises in language teaching with her main focus being on training teachers to teach isiXhosa in schools. Nomlomo is also a researcher on the LOITASA project. She is about to submit her doctoral thesis or examination. Her doctoral research focuses on the use of isiXhosa as a medium of instruction in science classrooms in primary schools in the Western Cape. She is a member of the Western Cape Provincial Language Committee. Email: vnomlomo@uwc.ac.za

Jennifer Olsonhas a Master of Philosophy degree in Comparative and International Education from the University of Oslo, Norway. She completed her study with a thesis titled, Shifting Accountabilities and Changing Loyalties? A Case Study of a South African Adult Basic Education and Training NGO, having conducted research into nongovernmental organisations (NGOs) in KwaZuluNatal, South Africa. Prior to her Master studies in Oslo, Jennifer worked in Togo, West Africa with the Peace Corps project, Girls’ Education and Empowerment, and in Wisconsin, USA with the Even Start Family Literacy programme. After completing her degree, Jennifer began working at the University of Oslo as the Administrative Coordinator for the Languages and Education in Africa (LEA) Conference, held in Oslo 19–22 June 2006. She is currently working as one of three editors for the LEA conference publication and as a senior executive ofﬁcer for the Erasmus Mundus Master’s degree in Higher Education programme at the University of Oslo.

Martha Qorroa senior lecturer in the Department of Foreign is Languages and Linguistics, University of Dar Es Salaam. She has been teaching study skills in English in the Communication Skills Unit since 1983. She obtained her Doctoral degree entitled A Qualitative Study of the Teaching and Learning of Writing in Tanzania Secondary Schools in relation to the Writing Requirements of Tertiary Education, at the University of Dar es Salaam in 1999. She and Dr Zaline RoyCampbell jointly conducted a Survey on Students’ Reading Competence in English in Tanzania secondary schools between 1986–1987.