Stakeholders’ views on the advantages and disadvantages of using English as a language of instruction (ELoI) for vocational education and training (VET) in Tanzania
Keywords:
Language of instruction (LoI), Kiswahili as a language of instruction (KLoI), vocational education and training authority (VETA)Abstract
Drawing on a multiple-case study design involving semi-structured interviews and focus group discussions, this research investigated the perspectives of 32 stakeholders from two centres in the Dar es Salaam and Arusha regions on the benefits and drawbacks of using English as the language of instruction (ELoI) in Vocational Education and Training (VET). The results indicate that using ELoI enhances access to employment opportunities, provides abundant teaching and learning resources, improves English language communication skills, enriches vocabulary, boosts speaking confidence, and supports technical and professional functions. However, it also reinforces social stratification, hinders student achievement, limits creativity, and consumes instructional time. To support the effective implementation of ELoI, recommended measures include introducing an intensive communicative English programme for students with low proficiency and permitting code-switching between English and Kiswahili in VET classrooms.
References
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Braun, V., & Clarke, V. (2014). What can “thematic analysis” offer health and well-being researchers? International Journal of Qualitative Studies on Health and Well-Being, 9, 9–10. https://doi.org/10.3402/qhw.v9.26152.
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Brock-Utne, B. (2010). Research and policy on the language of instruction issue in Africa. International Journal of Educational Development, 30(6), 636–645. https://doi.org/10.1016/j.ijedudev.2010.03.004.
Clegg, J., & Afitska, O. (2011). Teaching and learning in two languages in African classrooms. In Comparative Education (No. 25, EdQual Working Paper No.25, Vol. 47, Issue 1). https://doi.org/10.1080/03050068.2011.541677.
Crystal, D. (2003). English as a global language (Second Edi). Cambridge University Press.
Floris, F. D. (2014). Learning subject matter through English as the medium of instruction: Students ’ and teachers ’ perspectives. Asian Englishes, 16(1), 47–59. https://doi.org/10.1080/13488678.2014.884879.
Hahl, K., Järvinen, H., & Juuti, K. (2014). Accommodating to English-medium instruction in teacher education in Finland. International Journal of Applied Linguistics. https://doi.org/10.1111/ijal.12093.
Ismail, M. J. (2014). Infusing a right-based approach in initial teacher education in postcolonial Zanzibar: critical insiders’ perspectives. In Z. Babaci-Wilhite (Ed.), Giving Space to African Voices: Rights in Local Languages and Local Curriculum (pp. 173–195). Sense Publishers.
Jenkins, J. (2009). English as a lingua franca: interpretations and attitudes. World Englishes, 28(2), 200–207. https://doi.org/10.1111/j.1467-971X.2009.01582.x.
Kadeghe, M. (2003). In defence of the continued use of English as the language of instruction in secondary and tertiary education in Tanzania. In B. Brock-Utne, Z. K. Desai, & M. A. S. Qorro (Eds.), Language of Instruction in Tanzania and South Africa (LOITASA) research in progress (pp. 170–186).
Kubota, R., & Mckay, S. (2009). Globalisation and language learning in Rural Japan: the role of English in the local linguistic ecology. TESOL Quarterly, 43(4), 593–619. http://www.jstor.org/stable/27785046.
Lupogo, I. (2014). Language of instruction: a challenge for secondary schools and tertiary institutions in implementing VET in Tanzania. Journal of Education Policy and Entrepreneurial Research (JEPER), 1(3), 26–30.
Margić, B. D., & Vodopija-Krstanović, I. (2015). Introducing EMI at a Croatian university: Can we bridge the gap between global emerging trends and local challenges? In S. Dimova, A. K. Hultgren, & C. Jensen (Eds.), English-Medium Instruction in European Higher Education (English in Europe, Vol. 3). (pp. 43–63). De Gruyter Mouton.
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Mathias, M. B., & Masaazi, F. M. (2012). Challenges to African development : The medium of instruction in Uganda’s education system. Pedagogy Culture and Society. https://doi.org/10.1080/14681366.2012.712056.
Merriam, S. B. (2009). Qualitative research: a guide to design and implementation. Revised and expanded from qualitative research and case study applications in education. Jossey-Bass.
Migge, B., & Léglise, I. (2007). Language and colonialism: applied linguistics in the context of Creole communities. In M. Hellinger & A. Pauwels (Eds.), Language and Communication: Diversity and Change. Handbook of Applied Linguistics (pp. 297–338). Mouton de Gruyter.
MoEVT. (2014). Education and training policy (“Sera ya elimu na mafunzo”). Ministry of Education and Vocational Training.
Nguliamali, M. B., & Temu, E. B. (2012). Vocational education and skills training in mainland Tanzania for national development: a review of the literature from a historical perspective. Journal of the Open University of Tanzania, 10(1), 112–140. https://www.ajol.info/index.php/huria/article/view/110865/100621
Ntallima, T. M. (2014). The contribution of vocational education to youth employment: A case study of VETA and Non-VETA graduates in Morogoro region. Master’s dissertation. [Sokoine University of Agriculture, Tanzania].
Pesambili, J. C. (2013). Consequences of female genital mutilation on girls’ schooling in Tarime, Tanzania: voices of the uncircumcised girls on the experiences, problems and coping strategies. Journal of Education and Practice, 4(16), 109–119.
Pesambili, J. C. (2020a). An exploration into the encounter between Indigenous and Western education at Noonkodin School in Eluwai, Monduli, Tanzania. Compare: A Journal of Comparative and International Education, 52(1), 56–74. https://doi.org/10.1080/03057925.2020.1733390
Pesambili, J. C. (2020b). Exploring the responses to and perspectives on formal education among the Maasai pastoralists in Monduli, Tanzania. International Journal of Educational Development, 78, 1–9. https://doi.org/10.1016/j.ijedudev.2020.102267
Pesambili, J. C. (2021). Glocalised research design: Exploring the encounter between Indigenous and Western methodologies among the Maasai Pastoralists in Monduli, Tanzania. AlterNative: An International Journal of Indigenous Peoples, 17(3), 406–415. https://doi.org/10.1177/11771801211037900
Pesambili, J. C. (2021). Glocalised research design: exploring the encounter between Indigenous and Western methodologies among the Maasai Pastoralists in Monduli, Tanzania. AlterNative: An International Journal of Indigenous Peoples, 17(3), 406–415. https://doi.org/10.1177/11771801211037900
Pesambili, J. C. (2024). Reimagining quality education for pastoralists through Maasai elders’ eyes in Monduli, Tanzania. Quality Education for All, 1(1), 417–434. https://doi.org/10.1108/QEA-03-2024-0022
Pesambili, J. C., & Mkumbo, K. A. K. (2018). Implications of female genital mutilation on girls’ education and psychological well-being in Tarime, Tanzania. Journal of Youth Studies, 21(8), 1111–1126. https://doi.org/10.1080/13676261.2018.1450969
Pesambili, J. C., & Mkumbo, K. A. K. (2024). Beyond the surface: unpacking the methodological and ethical challenges of researching into a sensitive female genital mutilation practice. SN Social Sciences, 4(22), 1–20. https://doi.org/10.1007/s43545-023-00822-4
Phillipson, R. (1992). Linguistic imperialism. Oxford University Press.
Prasangani, K. S. N. (2015). Global English: a study of factors affect for English language learning motivation in Sri Lankan undergraduates. Procedia - Social and Behavioral Sciences, 172, 794–800. https://doi.org/10.1016/j.sbspro.2015.01.434.
Pulcini, V., & Campagna, S. (2015). Internationalisation and the EMI controversy in Italian higher education. In S. Dimova, A. K. Hultgren, & C. Jensen (Eds.), English- Medium Instruction in European Higher Education (Vol. 3, pp. 65–87). De Gruyter Mouton.
Qorro, M. A. S. (2013). Language of instruction in Tanzania: Why are research findings not heeded? International Review of Education, 59(1), 29–45. https://doi.org/10.1007/s11159-013-9329-5.
Rao, P. S. (2019). The role of English as a global language. Research Journal of English, 4(1).
Ricento, T. (Ed.). (2006). An introduction to language policy: theory and method. Blackwell Publishing.
Rubagumya, C. M. (1991). Language promotion for educational purpose: the example of Tanzania. International Review of Education, 37(1), 67–85.
Senapati, P., Patnaik, N., & Dash, M. (2012). Role of medium of instruction on the development of cognitive processes. Journal of Education and Practice, 3(3), 60–69.
Shenton, A. K. (2004). Strategies for ensuring trustworthiness in qualitative research projects. Education for Information, 22, 63–75. https://doi.org/10.3233/EFI-2004-22201
Spolsky, B. (2004). Language policy. Cambridge University Press.
Spolsky, B. (2009). Language management. Cambridge University Press.
Swilla, I. N. (2009). Languages of instruction in Tanzania: contradictions between ideology, policy and implementation. African Study Monographs, 30(1), 1–14.
VETA. (2017). VET Registered Centre’s List. VET-CATALOGUE. https://www.veta.go.tz/vetcat/centre/listCentre
VETA. (2019). “Ufundi stadi kufundishwa kwa lugha ya Kiswahili” [Vocational Education to be taught in Kiswahili]. https://www.veta.go.tz/news/ufundi-stadi-kufundishwa-kwa-lugha-ya-kiswahili.
Vuzo, M. (2006). Revisiting the language of instruction policy in Tanzania: a comparative study of geography classes taught in Kiswahili and English. PhD thesis. University of Oslo.
Zare-ee, A., & Hejazi, S. Y. (2017). University teachers’ views on English as the medium of instruction in an Iranian higher education institution. Arab World English Journal, 8(4), 467–485. https://doi.org/https://dx.doi.org/10.24093/awej/vol8no4.32 467.
Zhou, Y., Wang, J., & Li, S. (2021). Language proficiency and creative problem-solving in engineering students. Creativity and Innovation in STEM., 12(1), 88–102.
Basibek, N., Dolmacı, M., Cengiz, B. C., Bür, B., Dilek, Y., & Kara, B. (2013). Lecturers’ perceptions of English medium instruction at engineering departments of higher education: a study on partial English medium instruction at some state Universities in Turkey. Procedia - Social and Behavioral Sciences, 116, 1819–1825. https://doi.org/10.1016/j.sbspro.2014.01.477.
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology: Qualitative research in psychology. Uwe Bristol, 3(2), 77–101. https://doi.org/http://dx.doi.org/10.1191/1478088706qp063oa.
Braun, V., & Clarke, V. (2014). What can “thematic analysis” offer health and well-being researchers? International Journal of Qualitative Studies on Health and Well-Being, 9, 9–10. https://doi.org/10.3402/qhw.v9.26152.
Braun, V., & Clarke, V. (2023). Toward good practice in thematic analysis: Avoiding common problems and be(com)ing a knowing researcher. International Journal of Transgender Health, 24(1), 1–6. https://doi.org/10.1080/26895269.2022.2129597.
Brock-Utne, B. (2010). Research and policy on the language of instruction issue in Africa. International Journal of Educational Development, 30(6), 636–645. https://doi.org/10.1016/j.ijedudev.2010.03.004.
Clegg, J., & Afitska, O. (2011). Teaching and learning in two languages in African classrooms. In Comparative Education (No. 25, EdQual Working Paper No.25, Vol. 47, Issue 1). https://doi.org/10.1080/03050068.2011.541677.
Crystal, D. (2003). English as a global language (Second Edi). Cambridge University Press.
Floris, F. D. (2014). Learning subject matter through English as the medium of instruction: Students ’ and teachers ’ perspectives. Asian Englishes, 16(1), 47–59. https://doi.org/10.1080/13488678.2014.884879.
Hahl, K., Järvinen, H., & Juuti, K. (2014). Accommodating to English-medium instruction in teacher education in Finland. International Journal of Applied Linguistics. https://doi.org/10.1111/ijal.12093.
Ismail, M. J. (2014). Infusing a right-based approach in initial teacher education in postcolonial Zanzibar: critical insiders’ perspectives. In Z. Babaci-Wilhite (Ed.), Giving Space to African Voices: Rights in Local Languages and Local Curriculum (pp. 173–195). Sense Publishers.
Jenkins, J. (2009). English as a lingua franca: interpretations and attitudes. World Englishes, 28(2), 200–207. https://doi.org/10.1111/j.1467-971X.2009.01582.x.
Kadeghe, M. (2003). In defence of the continued use of English as the language of instruction in secondary and tertiary education in Tanzania. In B. Brock-Utne, Z. K. Desai, & M. A. S. Qorro (Eds.), Language of Instruction in Tanzania and South Africa (LOITASA) research in progress (pp. 170–186).
Kubota, R., & Mckay, S. (2009). Globalisation and language learning in Rural Japan: the role of English in the local linguistic ecology. TESOL Quarterly, 43(4), 593–619. http://www.jstor.org/stable/27785046.
Lupogo, I. (2014). Language of instruction: a challenge for secondary schools and tertiary institutions in implementing VET in Tanzania. Journal of Education Policy and Entrepreneurial Research (JEPER), 1(3), 26–30.
Margić, B. D., & Vodopija-Krstanović, I. (2015). Introducing EMI at a Croatian university: Can we bridge the gap between global emerging trends and local challenges? In S. Dimova, A. K. Hultgren, & C. Jensen (Eds.), English-Medium Instruction in European Higher Education (English in Europe, Vol. 3). (pp. 43–63). De Gruyter Mouton.
Marie, K. A. (2013). Coping with English as Language of Instruction in Higher Education in Rwanda. 2(2), 1–12. https://doi.org/10.5430/ijhe.v2n2p1.
Mathias, M. B., & Masaazi, F. M. (2012). Challenges to African development : The medium of instruction in Uganda’s education system. Pedagogy Culture and Society. https://doi.org/10.1080/14681366.2012.712056.
Merriam, S. B. (2009). Qualitative research: a guide to design and implementation. Revised and expanded from qualitative research and case study applications in education. Jossey-Bass.
Migge, B., & Léglise, I. (2007). Language and colonialism: applied linguistics in the context of Creole communities. In M. Hellinger & A. Pauwels (Eds.), Language and Communication: Diversity and Change. Handbook of Applied Linguistics (pp. 297–338). Mouton de Gruyter.
MoEVT. (2014). Education and training policy (“Sera ya elimu na mafunzo”). Ministry of Education and Vocational Training.
Nguliamali, M. B., & Temu, E. B. (2012). Vocational education and skills training in mainland Tanzania for national development: a review of the literature from a historical perspective. Journal of the Open University of Tanzania, 10(1), 112–140. https://www.ajol.info/index.php/huria/article/view/110865/100621
Ntallima, T. M. (2014). The contribution of vocational education to youth employment: A case study of VETA and Non-VETA graduates in Morogoro region. Master’s dissertation. [Sokoine University of Agriculture, Tanzania].
Pesambili, J. C. (2013). Consequences of female genital mutilation on girls’ schooling in Tarime, Tanzania: voices of the uncircumcised girls on the experiences, problems and coping strategies. Journal of Education and Practice, 4(16), 109–119.
Pesambili, J. C. (2020a). An exploration into the encounter between Indigenous and Western education at Noonkodin School in Eluwai, Monduli, Tanzania. Compare: A Journal of Comparative and International Education, 52(1), 56–74. https://doi.org/10.1080/03057925.2020.1733390
Pesambili, J. C. (2020b). Exploring the responses to and perspectives on formal education among the Maasai pastoralists in Monduli, Tanzania. International Journal of Educational Development, 78, 1–9. https://doi.org/10.1016/j.ijedudev.2020.102267
Pesambili, J. C. (2021). Glocalised research design: Exploring the encounter between Indigenous and Western methodologies among the Maasai Pastoralists in Monduli, Tanzania. AlterNative: An International Journal of Indigenous Peoples, 17(3), 406–415. https://doi.org/10.1177/11771801211037900
Pesambili, J. C. (2021). Glocalised research design: exploring the encounter between Indigenous and Western methodologies among the Maasai Pastoralists in Monduli, Tanzania. AlterNative: An International Journal of Indigenous Peoples, 17(3), 406–415. https://doi.org/10.1177/11771801211037900
Pesambili, J. C. (2024). Reimagining quality education for pastoralists through Maasai elders’ eyes in Monduli, Tanzania. Quality Education for All, 1(1), 417–434. https://doi.org/10.1108/QEA-03-2024-0022
Pesambili, J. C., & Mkumbo, K. A. K. (2018). Implications of female genital mutilation on girls’ education and psychological well-being in Tarime, Tanzania. Journal of Youth Studies, 21(8), 1111–1126. https://doi.org/10.1080/13676261.2018.1450969
Pesambili, J. C., & Mkumbo, K. A. K. (2024). Beyond the surface: unpacking the methodological and ethical challenges of researching into a sensitive female genital mutilation practice. SN Social Sciences, 4(22), 1–20. https://doi.org/10.1007/s43545-023-00822-4
Phillipson, R. (1992). Linguistic imperialism. Oxford University Press.
Prasangani, K. S. N. (2015). Global English: a study of factors affect for English language learning motivation in Sri Lankan undergraduates. Procedia - Social and Behavioral Sciences, 172, 794–800. https://doi.org/10.1016/j.sbspro.2015.01.434.
Pulcini, V., & Campagna, S. (2015). Internationalisation and the EMI controversy in Italian higher education. In S. Dimova, A. K. Hultgren, & C. Jensen (Eds.), English- Medium Instruction in European Higher Education (Vol. 3, pp. 65–87). De Gruyter Mouton.
Qorro, M. A. S. (2013). Language of instruction in Tanzania: Why are research findings not heeded? International Review of Education, 59(1), 29–45. https://doi.org/10.1007/s11159-013-9329-5.
Rao, P. S. (2019). The role of English as a global language. Research Journal of English, 4(1).
Ricento, T. (Ed.). (2006). An introduction to language policy: theory and method. Blackwell Publishing.
Rubagumya, C. M. (1991). Language promotion for educational purpose: the example of Tanzania. International Review of Education, 37(1), 67–85.
Senapati, P., Patnaik, N., & Dash, M. (2012). Role of medium of instruction on the development of cognitive processes. Journal of Education and Practice, 3(3), 60–69.
Shenton, A. K. (2004). Strategies for ensuring trustworthiness in qualitative research projects. Education for Information, 22, 63–75. https://doi.org/10.3233/EFI-2004-22201
Spolsky, B. (2004). Language policy. Cambridge University Press.
Spolsky, B. (2009). Language management. Cambridge University Press.
Swilla, I. N. (2009). Languages of instruction in Tanzania: contradictions between ideology, policy and implementation. African Study Monographs, 30(1), 1–14.
VETA. (2017). VET Registered Centre’s List. VET-CATALOGUE. https://www.veta.go.tz/vetcat/centre/listCentre
VETA. (2019). “Ufundi stadi kufundishwa kwa lugha ya Kiswahili” [Vocational Education to be taught in Kiswahili]. https://www.veta.go.tz/news/ufundi-stadi-kufundishwa-kwa-lugha-ya-kiswahili.
Vuzo, M. (2006). Revisiting the language of instruction policy in Tanzania: a comparative study of geography classes taught in Kiswahili and English. PhD thesis. University of Oslo.
Zare-ee, A., & Hejazi, S. Y. (2017). University teachers’ views on English as the medium of instruction in an Iranian higher education institution. Arab World English Journal, 8(4), 467–485. https://doi.org/https://dx.doi.org/10.24093/awej/vol8no4.32 467.
Zhou, Y., Wang, J., & Li, S. (2021). Language proficiency and creative problem-solving in engineering students. Creativity and Innovation in STEM., 12(1), 88–102.
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25.12.2024
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Mgoge, M., Kahangwa, G., & Abdala, J. (2024). Stakeholders’ views on the advantages and disadvantages of using English as a language of instruction (ELoI) for vocational education and training (VET) in Tanzania. Papers in Education and Development, 42(2). Retrieved from http://196.44.161.124/index.php/ped/article/view/8537
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