Second language acquiescence of multilingual students in Tanzania

This research, conducted at a major university in Tanzania, investigated the personal experiences of multilingual students vis-à-vis the government's language policy requiring Swahili as the language of instruction (LoI) at the primary level and English at the secondary level. The participants,...

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Bibliographic Details
Published inLanguage and education Vol. 38; no. 2; pp. 269 - 285
Main Author Roemer, Ann E.
Format Journal Article
LanguageEnglish
Published Abingdon Routledge 03.03.2024
Taylor & Francis Ltd
Subjects
African Languages
College students
Cultural Influences
English language
English/Swahili
Hegemony
hegemony/coercion
Language attitudes
Language of Instruction
language of instruction (LoI)
Language Planning
Language policy
Language status
Medium of instruction
Multilingualism
Native language
Parent-child relations
Personal experiences
Prestige
Punishment
School Policy
Sociolinguistics
Students
Subaltern identities
Swahili language
Tanzania
Teaching
Tanzania
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Summary:This research, conducted at a major university in Tanzania, investigated the personal experiences of multilingual students vis-à-vis the government's language policy requiring Swahili as the language of instruction (LoI) at the primary level and English at the secondary level. The participants, who spoke 25 different languages as their L1, were placed into 49 different language groups and asked to write what they remembered about the language policy where they attended school. The data show that Gramsci's cultural hegemony is occurring in Tanzania. The 'common sense' is that people truly believe English is symbolic of prestige and power-even though few people know it or use it. The parents insist that their children be taught in English (consensus), and the schools strictly enforce the language policy (coercion). As subalterns, the students in this research reported that they did acquire Swahili, but they also wrote about not knowing the LoI when they began school; undergoing inordinate physical and psychological punishment; feeling their L1s were stigmatized; and learning little English-or any other subject. Thus, the elites of the country have been trying to impose a European language on the citizens-in lieu of an educated, multilingual, African nation.
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ISSN:0950-0782
1747-7581
DOI:10.1080/09500782.2023.2186792