Rethinking Language: The Need for Language Supportive Pedagogies in Teacher Training in Tanzania

Abstract

The importance of language is consistently ignored within teacher training across Africa, with training designed based on the assumption that learners are fully competent in the medium of instruction (MOI). This causes widespread challenges and often means that children cannot access education in a familiar language. This is particularly true at the primary level, where the familiar languages of the children may not be the same as the specified medium of instruction. Focusing on Tanzania, this paper discusses the need to embed language supportive pedagogies into teacher training at all levels, but particularly at the primary level. The paper discusses interviews with key stakeholders in education which illustrate language attitudes and language use within the classroom. Data from these interviews also highlights the challenges which teachers face relating to language, and the creative methods they use to resolve these challenges. We argue that monolingual approaches to language-in-education are not effective, and that formal training in multilingual, language supportive pedagogies is required to provide teachers with the skills they need to effectively engage with multilingual classrooms. Based on multilingual realities, we make practical suggestions for language supportive pedagogies. We view these pedagogies as an essential factor in teacher training which is linked to wider notions of access and equality, but which is currently being overlooked.

Umuhimu wa lugha katika mafunzo ya walimu ni suala linaloendelea kupuuzwa barani Afrika. Mara nyingi mafunzo ya ualimu yanapoandaliwa inachukuliwa kuwa wanafunzi wote wanaifahamu vizuri lugha ya kujifunzia na kufundishia (LKK). Suala hili linasababisha changamoto kubwa, na mara nyingi hudhaniwa kwamba watoto hawawezi kupata elimu zao za asili wanazozimudu vizuri. Hali hii hujitokeza zaidi katika ngazi ya elimu ya msingi, ambapo lugha ambayo watoto wanaifahamu mara nyingi inatofautiana na lugha rasmi ya kujifunzia na kufundishia. Kwa kutumia Tanzania kama kifani cha uchunguzi, makala hii inajadili umuhimu wa kuwa na mtaala unaozingatia lugha katika mafunzo ya ualimu katika ngazi zote hususani katika ngazi ya elimu ya msingi. Makala inatumia data za usaili kutoka kwa wadau muhimu wa elimu kuhusu mitazamo ya matumizi ya lugha darasani. Data zinazotokana na usaili zinahusu changamoto za lugha ambazo walimu hukabiliana nazo, na mbinu bunifu wanazozitumia kuzikabili. Hoja yetu ni kwamba mbinu za utumizi wa lugha moja katika elimu si faafu katika mazingira ya wingilugha, na mafunzo rasmi yahusuyo ufundishaji unaozingatia lugha katika mazingira ya wingilugha yanahitajika ili kuwapa walimu maarifa wanayohitaji ili kufundisha vyema madarasa yenye wingilugha. Kulingana na uhalisia wa wingilugha, tunatoa mapendekezo ya mtazamo huu wa mafunzo ya ualimu kuwa kigezo muhimu katika mafunzo ya ualimu ambacho kinahusishwa moja kwa moja na mawazo mapana ya upatikanaji na usawa, masuala ambayo kwa sasa hayazingatiwi.