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Language in rural primary schools in multilingual settings: the case of Karagwe in Tanzania
Örebro University, School of Humanities, Education and Social Sciences. (KKOM-DS)
2011 (English)In: Urban and rural schools: problems, solutions and progress / [ed] Danielle E. Lynch, Hauppauge, N.Y.: Nova Science Publishers, Inc., 2011, p. 165-180Chapter in book (Refereed)
Abstract [en]

This chapter discusses effects of monolingual educational policies in a multilingual setting, with the case of Karagwe in rural Tanzania as an example. The discussion is based on an ethnographic study on literacy practices carried out between 2000 and 2003. The results show that the policy of Swahili-only in primary school favors the minority of the children who are raised in a Swahili-speaking setting, while the far majority is not given a fair chance in school. The high pressure put on teachers and pupils due to both the huge gap between expectations and possible outcome and the authoritative system, has resulted in strategies used on classroom-level that constitute major obstacles for pupils’ learning. In the chapter is argued that new educational policies should be created that take the fact into account that pupils learn Swahili as a second language and that are based on relevant research on second language teaching and learning. Also the importance of policies being created inside Tanzania, without parroting western education, of policies giving room for teachers’ creativity and of adapting policies to local conditions, is pointed out.

Place, publisher, year, edition, pages
Hauppauge, N.Y.: Nova Science Publishers, Inc., 2011. p. 165-180
Series
Education in a competitive and globalizing world
National Category
General Language Studies and Linguistics Pedagogy
Research subject
Education
Identifiers
URN: urn:nbn:se:oru:diva-19119ISBN: 978-1-61122-029-2 (print)OAI: oai:DiVA.org:oru-19119DiVA, id: diva2:445190
Note

Book Description:Social justice and equity are by themselves a strong argument for providing basic education for all. It is an established fact that basic education improves the level of human well-being especially with regard to life expectancy, infant mortality, nutritional status of children, as well as significantly contributing to economic growth. This book presents current research in the study of the problems and achievements of urban and rural schools worldwide.

Available from: 2011-10-03 Created: 2011-10-03 Last updated: 2018-01-12Bibliographically approved

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Wedin, Åsa

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CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf