Stakeholders’ Opinions on the use of Code Switching/ Code Mixing as Coping Strategies and its Implications for Teaching and Learning in Tanzanian Secondary Schools

This paper focuses on the opinions of stakeholders on the use of codeswitching for teaching and learning in Tanzania secondary schools althoughexaminations are set in English. English-Kiswahili code switching is employedintensively in the classrooms by both teachers and learners, as a coping strategy toattain meaningful learning. This practice is not permitted officially in Tanzaniaeven though it may be the only possible strategy at the moment to move away fromthe difficulty faced in using English only to communicate in teaching and learning.Specifically the study used interviews, observations and documentary analysis.Major findings from the stakeholders indicate that code switching appeared to be avery natural, obvious and necessary practice. There were various reasons advancedfor teachers and students code switching practices. In addition there were differentmanners in which the two languages were used; reasons for this are explained.Code switching was employed unsystematically despite stakeholders’ preference touse code switching. Code switching as it is used currently does not lead tocompetence in either Kiswahili or English. It is stressed in this paper thatcompetence in English and Kiswahili is beneficial. It is thus recommended toimprove the teaching of English and Kiswahili by using qualified languageteachers. It is also recommended that multilingualism rather than bilingualismthrough code switching is worth encouraging and facilitating. It is important forTanzanian students to learn several languages apart from English and Kiswahiliand gain reasonable competence in them

Preparing isiXhosa home language teachers for the 21st century classroom: Student teachers' experiences, challenges and reflections

The aim of the article is to identify the gaps between theory and practice in pre-service teacher training with special reference to the teaching of isiXhosa as a home language in the Further Education and Training (FET) phase (Grades 10–12) in some Western Cape high schools. The article is based on data that was collected from Postgraduate Certificate in Education (PGCE) students taking isiXhosa (home language) as one of their teaching method subjects as part of their pre-service training. The data were collected by means of an open-ended questionnaire, semi-structured interviews and an analysis of student teachers’ reflective journals. The article provides an analysis of PGCE students’ experiences and reflections on the teaching of isiXhosa as a home language in schools. It argues that if there is a gap between theory underpinning initial pre-service training and actual practice in schools, there will be no significant improvement in the teaching of isiXhosa as a home language. It concludes by proposing ways of improving both pre-service and in-service teacher education practice to develop African languages as academic or intellectual languages at school level