Swahili Military Terminology: A Case of an Evolving Non-Institutionalized Language Standard

Kiswahili, like all languages, is dynamic. It evolves to accommodate economic, scientific, technological and social changes. Such changes are evident in Kiswahili military terms. The changes can be traced back to the 16th century contacts with visitors from Asia and Europe to the East African Coast. The outcomes of these contacts were borrowed military terms which form relics of their impact on Kiswahili vocabulary. Moreover, with the advent of globalization and its attendant Information Communication Technologies (ICTs), Kiswahili has more contact with the outside world via English. Kiswahili has grown from describing rudimentary military strategies, processes and hardware to describing today’s highly sophisticated warfare. While such changes might appear inevitable, most of the military hardware is imported from Western countries. This paper therefore scrutinizes the non-institutionalised advancement of Kiswahili through the years to elaborate new military concepts such as terrorism (ugaidi), bomb (bomu), sniper (mdenguaji), nuclear weapons (silaha za kinyuklia), weapons of mass destruction (silaha za mauaji halaiki) and the linguistic strategies employed in creating such terms. Key Words: Kiswahili, Military Terminology, Globalization, Vocabular

Multilingualism and Language Attitudes: Students Perceptions towards Kiswahili in Mtwara Region of Tanzania

The role of language attitudes on language choice, development and policy in multilingual societies cannot beover emphasized (Adegbija, 1994; Batibo, 2005). Monolingual speakers have only one attitude towards theirlanguage because they have no other languages to compare it with. However, where speakers are bilingual ormultilingual; there is a tendency to develop different attitudes to each of the languages used. These attitudes,whether positive or negative, will normally depend on the degree of symbolic or socio-economic valuemanifested by each language. Tanzania, a multilingual country with over 128 languages and with a bilinguallanguage policy in education is therefore a fertile ground for studies on language attitudes. In recent years, therehave been concerted efforts by various stake holders to propagate growth and development of English inTanzania. English has been lauded as the essential language which links Tanzania to the rest of the worldthrough technology, commerce and administration. Against this backdrop, this study sought to investigatestudents’ attitudes towards Kiswahili so as to determine whether the shift to English had impacted students’attitude formation towards Kiswahili. This survey comprised of 340 students sampled from six selected schoolsof Mtwara Urban and Mtwara Rural districts. Results show that most Tanzanian students have favourableattitudes towards Kiswahili and the language’s status among secondary school students has not diminished.Kiswahili remains the most preferred language of use in all major domains. This study proposes that the placeand role of Kiswahili be further enhanced in the country by exploring its possible use as a medium of instructionat secondary school level. Further, the study proposes that local vernaculars, which face extinction due tolanguage shift that has taken place, need drastic measures in order to preserve them.Keywords: Multilingualism, Bilingual education, language attitudes, Kiswahil

Multilingualism and Language Use Patterns: Students Attitude towards Kiswahili in Garissa Town, Kenya

This study investigated language attitudes of secondary school learners of Somali descent toward Kiswahili and their patterns of language use in various domains in a multilingual context as evidenced in Garissa Town. The target population was secondary school students in public and private schools within Garissa town, Garissa County, Kenya. Field data was collected through questionnaires. A total of 100 respondents were involved in this study. This sample was obtained through simple random sampling technique. This study obtained quantitative data from respondents’ responses to guided questionnaires in order to determine their attitude towards Kiswahili. Data was analysed descriptively and by way of tables. The findings reveal that secondary school students within Garissa town have a positive attitude toward Kiswahili. Somali language is mainly spoken at home. English is mainly spoken at school while Kiswahili is used for intercultural and interethnic communication. Keywords: Patterns of Language Use, Language Attitudes, Multilingualism, Kiswahil