Secondary English For Tanzania
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Author | : Neville Grant |
Publisher | : |
Total Pages | : 92 |
Release | : 1992 |
Genre | : English language |
ISBN | : 9780582058323 |
This is the first teacher's guide in a graded four-year course designed to meet the English language needs of secondary school students in Tanzania. Both the student texts and teacher's guides have been structured to prepare students for the Tanzanian Certificate of Secondary Education English examination.
Author | : E. Moshi |
Publisher | : |
Total Pages | : |
Release | : 2000-12-01 |
Genre | : |
ISBN | : 9780582058347 |
Author | : Neville Grant |
Publisher | : |
Total Pages | : 160 |
Release | : 1992 |
Genre | : English language |
ISBN | : 9780582058354 |
This is the second student's text in a graded four-year course designed to meet the English language needs of secondary school students in Tanzania. Both the student texts and teacher's guides have been structured to prepare students for the Tanzanian Certificate of Secondary Education English examination.
Author | : Neville Grant |
Publisher | : |
Total Pages | : |
Release | : 2000-12-01 |
Genre | : |
ISBN | : 9780582058330 |
Author | : Le Ha Phan |
Publisher | : Multilingual Matters |
Total Pages | : 217 |
Release | : 2008 |
Genre | : Foreign Language Study |
ISBN | : 1847690483 |
Drawing on both Western and Asian theoretical frameworks, this book showcases the complexity and sophistication of the negotiations that EIL (English as an international language) teachers have to make when their identities are challenged by values and practices that seem contradictory to their own.
Author | : Neville Grant |
Publisher | : |
Total Pages | : 62 |
Release | : 1992 |
Genre | : English language |
ISBN | : 9780582058316 |
This is the second teacher's guide in a graded four-year course designed to meet the English language needs of secondary school students in Tanzania. Both the student texts and teacher's guides have been structured to prepare students for the Tanzanian Certificate of Secondary Education English examination.
Author | : Elia Shabani Mligo |
Publisher | : Wipf and Stock Publishers |
Total Pages | : 115 |
Release | : 2017-08-07 |
Genre | : Foreign Language Study |
ISBN | : 1498244548 |
This book examines the challenges posed by English, a foreign language, as a language of teaching and learning for community secondary schools in Tanzania in terms of academic performance. The book probes the necessity for having two languages of instruction in the Tanzanian educational system. While Kiswahili, the native language, is predominantly understood by the majority of people, the discussion in this book indicates that most students in community secondary schools in Tanzania are incompetent in understanding, writing, listening, reading, and speaking English, a language they use in learning and doing their examinations, especially in the early stages of their secondary studies. The incompetence in the above-mentioned skills is mostly caused by their inability to cope with the abrupt transition in the languages of instruction from their pre-primary and primary school study [Kiswahili] to secondary school study [English]. Moreover, most teachers are unable to use the English language as a means to impart knowledge or facilitate learning to their students, leading them to code-switching and code-mixing. This book poses a challenge to countries whose students pass through a transition from one language of instruction to another in their educational systems, helping them to make appropriate decisions in regard to the appropriate language of teaching and learning.
Author | : Elia Shabani Mligo |
Publisher | : Wipf and Stock Publishers |
Total Pages | : 179 |
Release | : 2017-08-07 |
Genre | : Foreign Language Study |
ISBN | : 1532618751 |
This book examines the challenges posed by English, a foreign language, as a language of teaching and learning for community secondary schools in Tanzania in terms of academic performance. The book probes the necessity for having two languages of instruction in the Tanzanian educational system. While Kiswahili, the native language, is predominantly understood by the majority of people, the discussion in this book indicates that most students in community secondary schools in Tanzania are incompetent in understanding, writing, listening, reading, and speaking English, a language they use in learning and doing their examinations, especially in the early stages of their secondary studies. The incompetence in the above-mentioned skills is mostly caused by their inability to cope with the abrupt transition in the languages of instruction from their pre-primary and primary school study [Kiswahili] to secondary school study [English]. Moreover, most teachers are unable to use the English language as a means to impart knowledge or facilitate learning to their students, leading them to code-switching and code-mixing. This book poses a challenge to countries whose students pass through a transition from one language of instruction to another in their educational systems, helping them to make appropriate decisions in regard to the appropriate language of teaching and learning.
Author | : |
Publisher | : BRILL |
Total Pages | : 219 |
Release | : 2010-01-01 |
Genre | : Education |
ISBN | : 9460912222 |
This book is based on chapters in a series of four books from the first five years (2002-2006) of the Language of Instruction in Tanzania and South Africa (LOITASA) project. LOITASA is a NUFU-funded (Norwegian University Fund) project which began in January 2002 and will continue through to the end of 2011. The chapters reflect the state of the research at the end of the first five years of LOITASA in 2006 and were selected by reviewers independent of the project.
Author | : Rod Quin |
Publisher | : Cambridge University Press |
Total Pages | : 341 |
Release | : 2020-09-22 |
Genre | : Education |
ISBN | : 1108746934 |
Secondary English is a comprehensive introduction to the theory and practice of teaching English in secondary schools for pre-service teachers. Written by highly accomplished English teachers, the book's practical approach to language, literacy and literature, fosters the skills of assessment, unit planning and teaching strategies.