SOCIAL FACTORS INFLUENCING LANGUAGE CHANGE: A CASE OF KIBENA TO KIMASWITULE IN NJOMBE DISTRICT, TANZANIA

The aim of the study was to examine the Language change from Kibena to Kimaswitule, specifically the study ought to identify social factors of Language change from Kibena to Kimaswitule; also to explore the impact of language change to the society. The study was done in Njombe District. The targeted population was the youth; the middle age and the elders (men and women) from Njombe district, below 15 years were not included in this study since they had little knowledge on the language change and shift from Kibena to Kimaswitule. 50 respondents were included in the study. The study used qualitative and quantitative approaches. The purposive and random sampling were used, the researcher predominantly used snowball sampling method to have sample for the study. Data were collected through, Focus Group Discussion (FGD), structured interview, questionnaire, observation and checklist methods. Data were analysed by scrutinizing, sorted, classified, coded and organized according to objectives of the study. The findings showed that, participant, personal needs, influence of other languages and development of towns are social factors for language change and  the research concluded that, changes of Kibena to Kimaswitule  has endangered the indigenous education of Wabena because change in the society  goes hand in hand with the changes of the norms and values as language embeds culture. The study recommended that; society has to find ways of preserving their original ethnic language.  Article visualizations

PARENTS’ PERCEPTION ON INTERGRATION OF INFORMATION COMMUNICATION TECHNOLOGY (ICT) IN EDUCATION AND ITS INFLUENCE IN SCHOOL CHOICE IN PRIVATE PRE PRIMARY SCHOOLS IN TANZANIA

After independence, Tanzanian government had made various efforts of changing the educational system in various periods to suit the world changes needs. Among the efforts is that of integration of information communication technology (ICT) in various levels of education. Currently, Tanzania has finalized its information Communication Technology (ICT) policy…. for basic education which incorporates the integration of ICT in pre-primary, primary, and secondary education. This paper intended to assess parent’s perception on Integration of Information Communication Technology in education in preprimary level and to examine the influence of Integration of Information Communication Technology in education on parent’s preprimary school choice in Tanzania. The data were collected from 5 parents with children in private pre-primary schools in urban Njombe. The study revealed that most parents who send their children in private pre-primary schools in Njombe perceive ICT as very important for their children’s future life, and also the parents do choose private pre-primary school by considering the ICT facilities as the factor for their choice. The findings revealed that apart from parents having a positive perception on ICT most schools have insufficient infrastructure for teaching and learning ICT and also parents are worried on the proper control of ICT use from their children. This is an implication that the situation forces the integration of ICT in education but the stakeholders are not yet fully prepared. The study recommends the Ministry of Education, Science, Technology and Vocational Training (MoESTVT) to fast track the ICT infrastructure in both private and public schools for all levels of education starting with pre-primary schools as a foundation of all other levels and involve all educational stakeholders especially parents.  Article visualizations

LANGUAGE AND CHEATING IN HIGHER LEARNING EDUCATION EXAMINATIONS - A CASE STUDY OF THE OPEN UNIVERSITY OF TANZANIA

This study intended to examine the language used in cheating in higher learning education examinations. The study specifically sought: to explore the body language used during cheating in examination; identify reasons for choice of the body languages in cheating during examination; to identify linguistic expression used to facilitate cheating in examinations. The study used both qualitative and quantitative approaches. The researcher used random sampling to obtain the sample. The study involved 350 students from Dar es Salaam regional centers of the Open University of Tanzania (OUT). The instrument used for data collection was the questionnaire. The data were analyzed through SPSS 16 version. The study found that; the most used forms body language in cheating during examination are facial expression (81.4%) and hand-finger gestures (62.3%). However, majority of the students rated high on the positioning of the invigilator (91.1%), number of invigilators during invigilation (80.0%). And the angle one sat (57.7%) as reasons for the choice of body language in cheating during examination. Further, students gave linguistic expressions of body language in cheating like: “attention” (eye brow movement), “ready to help someone” (head movement up –down), “I don’t know” (body posture- up- down shoulder movement or right left of the head) “wait” (up and down of the hand palm). It can be said that, cheating during examination is obvious; use of certain body language depends on the needs and intention of the cheating student in cheating. It is recommended that the invigilator should be keen when invigilating, and the institution has to send their invigilators for short course on language use in educational context especially during examination and techniques used in cheating for quality education.  Article visualizations

THE EFFECTS OF INDIGENOUS EDUCATION ON GIRLS’ ACCESS TO SECONDARY EDUCATION IN TANZANIA: THE CASE OF WABENA COMMUNITY IN NJOMBE REGION, TANZANIA

Globally the access of women education is still a debatable issue in most of developing countries. This study investigated how some aspects of indigenous education affected girls’ access to secondary education in Wabena tribal in Njombe region. The study focused the role of indigenous education on girls’ community life, and its effects on girls’ access to secondary education. The study employed qualitative research approach. Data were collected through interviews, questionnaires, focus group discussions and documentary reviews. The study found out that on reaching puberty, girls were denied access to secondary education or withdrawn from secondary schools to attend initiation ceremonies locally known as liwungo/likulo, which prepared girls for marriage. After initiation ceremonies, some girls engaged themselves in sexual relations, got pregnant while others were married and hence, lost their education opportunities. Therefore, perceived gender roles on household responsibilities and farm work, kept many girls at home as additional labour instead of attending secondary education. It was suggested that the society need to be sensitized on child rights to education; bad traditional practices; beliefs as well as attitudes that discriminate against girls’ access to education. Sensation campaigns have to involve stakeholders such as the government, CBOs, NGOs and religious organizations, public meetings, seminars and conferences.  Article visualizations

Learning Through English Language in Early Childhood Education: A Case of English Medium Schools in China

In China the English medium schools are now mushrooming and many parents send their children at very early age. These schools enroll children of pre-school to school age to learn through English as foreign language regardless of their proficiency in the first language. Therefore the study aims at examining the learning English language as a foreign language in English medium schools (EMS) in China. Specifically the study intended: to identify reasons for parents sending their children in English medium school at early age; and to identify challenges facing parents sending their children to English medium schools. The study used qualitative approach. Random and purposeful sampling were used in getting sample for the study, the sampled size was 4 parents. The parents/guardians were interviewed in data collection. Results showed that majority of the parents sent  their children to English Medium schools (EMS) for future mobility of their children in education sector which  leads to economic sector , Happiness and better child care. On other hand of lack  teacher  competence in English language being a major challenge   followed by  the afraid of the children to foreign teachers, lack of conducive environment for English language practice time and cost. The government should give more consideration on training Chinese early childhood English teachers for their English medium schools. Keywords: English Language, Early Childhood, English Medium School, Learning Language

THE ROLE OF TRADITIONAL CULTURAL BELIEFS CEREMONIES ON GIRL’S ACCESS TO SECONDARY SCHOOL EDUCATION PROVISION IN TANZANIA: A CASE OF BENA TRIBAL IN NJOMBE, TANZANIA

The aim of the study was to examine the role of traditional cultural beliefs ceremonies on girls’ access to secondary school education provision in Tanzania. The study was done in urban Njombe region. Specifically at Luhororo, Uwemba and Mpechi secondary, and also at Luponde Madobole and Mkela primary school. The targeted population was students and parents. The study employed qualitative approach. Randomly and purposive sampling were used. Data were collected through structured and semi-structured interview. Data were analyzed through thematic analysis. The findings revealed that, most of the traditional cultural beliefs ceremonies does not fervor the equal chance for boys and girls in provision of education specifically secondary education in Tanzania. Also the girls’ access to formal education been hampered by traditional convictions that girls do not need education, because their main responsibility is limited within the household. The study recommended that the society needs powerful traditional culturally beliefs based campaigns to enable it eliminate all traditional practices, beliefs and attitudes that discriminate against girls’ access to secondary education in Tanzania.  Article visualizations

THE PARENT’S CHOICE OF LEARNING THROUGH ENGLISH LANGUAGE IN EARLY CHILDHOOD EDUCATION - A CASE OF ENGLISH MEDIUM SCHOOLS IN TANZANIA

In Tanzania the English medium schools are now mushrooming and many parents send their children at very early age. These schools enroll children of pre-school to school age to learn through English a foreign language regardless of their proficiency in the first language. Therefore the study aims at examining these young learners’ competence as they learn through English as a foreign language in their English medium schools (EMS). Specifically the study intended: to identify reasons for parents sending their children in English medium school at early age; to identify factors influencing pace of learning in English at early childhood; to assess the impact of learning in English at early childhood on the perceived academic competence of the child; and to identify challenges facing parents sending their children to English medium schools. The study used both quantitative and qualitative approach. Random and purposeful sampling were used in getting sample for the study, the sampled size was 155.  Questionnaire for 150 parents/guardians and interview sessions with 5 early child education teachers were used for data collection. Results showed that majority of the parents sent  their children to English Medium schools (EMS) for future mobility of their children(53.0%), competence for higher learning (50.7%), better child care (84.7%),avoid congestion experienced in public schools (86.7%) and for quality education (68.0%).  Early child education teachers reported that parents’ awareness on education matters, cognitive ability of a child, differences in age, Social economic status of parents and child speech development influenced the pace of learning in English at early childhood. Furthermore, the impacts reported by teacher include; differences in performance of children, poor mastering of the subject which resulted to other children being sent to non-English medium schools due to their low proficiency in English and some parents complaints on their children competence. The study recommends For good results in academic competence of a child especially this particular context, parents , parents should also be involved in child learning, and early child education  teacher’s tolerance is much needed in child learning because every child is different from the other. Children should taught by professional and competent teachers who have specialized in early education

THE FACTORS AFFECTING WILLINGNESS TO COMMUNICATE IN CHINESE LANGUAGE - A CASE STUDY OF NORTHEAST NORMAL UNIVERSITY INTERNATIONAL STUDENTS

In this era of globalization, people cross country boarders for various purposes some for education, business, work, tourism, or for living. In meeting such purposes, people have to use language for communication; this has necessitated different countries to introduce foreign language studies in their education system at various levels. In China, Chinese language is a national language for the People’s Republic of China. Currently students from different countries go to china to pursue various studies and they have to learn Chinese. The study examines the factors that affecting willingness to communicate in Chines Language among the International students. The study ought to explore the factors affecting willingness to communicate in Chinese based on gender, program taught, number of courses they have, years living in China, and number of Chinese friends they have. The study used Pearson correlation, Independent T-Test and One way ANOVA, to find out the correlation between these dependent factors and independent factors. Ultimately, the study found a significant relationship between willingness to communicate in Chinese and language programme taught number of Chinese courses, courses learnt, and the time of living in China.   Article visualizations

THE ROLE OF PARENTS ON GUIDANCE AND CAREER CHOICE FOR CHILDREN FUTURE DEVELOPMENT: A CASE STUDY OF NJOMBE, TANZANIA URBAN PRIMARY SCHOOLS

The aim of the study was to examine the contribution of parents on guidance and career choice for child future development. The study was done in urban Njombe region, specifically at Luponde Madobole and Mkela primary school. The targeted population was students and parents. The respondents included 6 parents and 6 students three from standard 6 and other three from standard seven. The study employed qualitative approach. Randomly and purposive sampling were used. Data were collected through structured and semi-structured interview. Data were analyzed through thematic analysis. The findings revealed that, most of the parents do not guide their children on their career choice and children do not have reasons for their career choice .The study recommended that, parents should guide their children on their career choice from the early stage of their education.  Article visualizations