Attitude Of Teachers Towards Use Of English Language As A Medium Of Instruction In Secondary Schools In Republic Of Tanzania: A Pragmatic Perspective Of Community Secondary Schools In Arusha District

Abstract

Qualitative data was organized into themes as emerging from the field. The study established that limited competence in English as medium of instruction is a determinant in low academic achievement among students in Community Secondary Schools in Arusha District Tanzania. In order to increase students' achievement, it is recommended that the Government of Tanzania should re-orientate its language policy in schools to enhance English competency among learners in secondary schools.

The influence of language of instruction in the facilitation of academic activities: Nurse educators’ experiences

“…Such loss stops ESL nurse educators from demonstrating and modelling critical thinking processes to learners such as thinking aloud while solving a real-life patient's problem. Joyce-Gibbons et al (2018) and Kirui, Osman and Naisujaki (2017) state that to cope and protect their image, ESL educators opt to use safe talk that is highly limited to teaching only the learning content at hand which, sadly, limits learners' engagement in meaningful learning and construction of own knowledge within a learning environment.…”

“…Furthermore, such facts develop into inert and impractical knowledge that has no meaning and relevance to learners and their patients (Ndawo 2017) -a shortfall that results in a critical learning impediment (Scherer 2016). For this reason, lack of understanding because of LOI incompetence and not lack of knowledge is associated with academic failure in spite of ESL learners' high levels of engagement with the learning content (Kirui et al 2017).…”

“…Their communication skill does not develop and they do not engage in critical reflection and inquiry regarding their experiences, thus they are unable to think creatively, integrate meaningfully prior and new knowledge, explore and ponder on their real-life experiences. They also fail to develop a deeper understanding of their experiences and create unique innovative solutions to complex real-life problems (Kirui et al 2017). Thus, ESL learners are challenged to construct their own meaningful learning and develop selfawareness through critical reflections.…”