Difficulties Teachers Face When Using an Unfamiliar Language in Rural Lower Primary Classes in Tanzania

Abstract

This study investigated challenges faced by teachers when teaching by using a language unfamiliar to pupils in rural lower primary classes in Tanzania. The study employed a qualitative research approach and a case study design. Interview and observation methods were employed to obtain the data. The study involved 58 participants of which 8 were teachers (three heads of schools, two standard one teachers and three pre-primary teachers), and 50 were standard one pupils. We found out that pupils use their ethnic languages in daily communication while teachers do not have knowledge and skills to teach by using the ethnic language of the community, a language usually unfamiliar to them. The study revealed the massive use of local languages and few fluent speakers of Kiswahili in the local community. There were few games for children to play in which they could improve their skills in Kiswahili, the language of instruction in primary schools. There was a failure among the teachers to manage the time and to follow the syllabus. Pupils failed to express themselves in Kiswahili. They used only ethnic languages at home. Teachers who were teaching by using Kiswahili as a medium of instruction a language unfamiliar to pupils saw this as a great challenge. We concluded that using Kiswahili as medium of instructions in lower primary classes in rural areas leaves a lot to be desired. There is a need to standardize, promote and enhance the unveiled pedagogical strategies and challenges across rural schools.