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Educational challenges in multilingual societies LOITASA Phase Two Research Edited by Zubeida Desai, Martha Qorro and Birgit Brock-Utne AFRICAN MINDS First published in 2010 by African Minds www.africanminds.co.za © 2010 Zubeida Desai, Martha Qorro and Birgit Brock-Utne (eds) All rights reserved. ISBN: 978-1-920489-06-9 Produced by Compress.dsl www.compressdsl.com Table of contents About the authors ..................................................................... vii Introduction ................................................................................1 Complexities of languages and multilingualism in post- colonial predicaments Fernando Rosa Ribeiro ..................................................................15 Reclaiming the common sense Solveig Gulling ..............................................................................49 Policy on the language of instruction issue in Africa – a spotlight on South Africa and Tanzania Birgit Brock-Utne ..........................................................................74 Laissez-faire approaches to language in education policy do not work in South Africa Zubeida Desai ............................................................................102 Taught language or talked language: Second language teaching strategies in an isiXhosa Beginners’ class at the University of Cape Town Tessa Dowling ............................................................................113 Turn-allocation and learner participation in Grade four Science lessons in isiXhosa and English Vuyokazi Nomlomo ....................................................................129 iii The use of ICT in South African classrooms and the double literacy trap Greta Gudmundsdottir ...............................................................147 A critical evaluation of selected textbooks used in teaching standard six Mathematics, Kiswahili and English in selected Kiswahili and English-medium primary schools in Tanzania Martha Qorro .............................................................................173 What is the difference in achievement of learners in selected Kiswahili and English-medium primary schools in Tanzania? Jane Bakahwemama ..................................................................204 What is the difference in the quality of education provided by government and private primary schools in Tanzania? A comparative study Julitha Cecilia John .....................................................................229 A comparative appraisal of teaching and learning resources in private and government primary schools in Tanzania: Implications for teaching and learning Mwajuma Vuzo ..........................................................................254 Why is the choice of the language of instruction in which students learn best seldom made in Tanzania? Zehlia Babaci-Wilhite .................................................................281 The ICT infl uence on the choice of language in higher education in Tanzania – Pictures from fi eldwork at the University of Dar es Salaam 2008–2009 Torill Aagot Halvorsen ............................................................... 306 The prospects for and possible implications of teaching African Philosophy in Kiswahili in East Africa: A Tanzanian perspective Birgit Brock-Utne and Azaveli Lwaitama .....................................333 iv About the authors Jane Bakahwemama is a high school teacher in Tanzania. She has been teaching in various schools for about 18 years. She has a Diploma in Education from Korogwe Teachers’ Training College and a Bachelor of Education degree from the University of Dar es Salaam. She completed her Master of Philosophy in Comparative and International Education at the University of Oslo in the spring of 2009. As part of her thesis work, she undertook research in public as well as private primary schools under the LOITASA project in Tanzania. E-mail: [email protected] Birgit Brock-Utne is the Norwegian project leader of LOITASA (www.loitasa.org) and runs the consultancy fi rm EDCON (www.edcon.no). She is connected to the University of Oslo as a Professor of Education and Development (http://www.uio. no/~bbrock/). She took the initiative of setting up an M.Phil. in Comparative and International Education which welcomed its fi rst cohort in 1998. For most of the years until 2008 she was the Director of this study. Brock-Utne has her doctorate in peace studies and will be teaching peace studies at Wartburg College in the United States in 2010. She worked as a Professor of Education at the University of Dar es Salaam (1987–1992) and has since written numerous articles on education in Africa.She was a Professor of Peace Studies and African Studies at the University of Antioch (spring of 1992), the University of Hiroshima (fall of 2002) and the University of Indiana (spring of 2005). Brock-Utne’s book, Whose Education for All? The Recolonization of the African Mind, was published by Falmer Press in 2000 and was republished in Korea in 2006. She has been on the board of the International Peace Research Association (IPRA) and served on the Executive Board of the UNESCO Institute of Education v for ten years. She sits on a number of editorial boards of scientifi c journals within the fi eld of education and development. E-mail: [email protected] or [email protected] Zubeida Desai is the Dean of the Faculty of Education at the University of the Western Cape (UWC). She is the South African coordinator of the LOITASA project. In 1996 Desai was appointed on a part-time basis to the statutory body for language matters, the Pan South African Language Board (PanSALB) for the period 1996–2001. During this time she served as both Chairperson and Deputy Chairperson of the Board. She has also served on numerous panels and committees in an advisory capacity. In 2001 she was one of 18 experts invited by UNESCO to fi nalise a document on the promotion of multilingualism and universal access to cyberspace. Desai has published widely in the fi eld of language in education policy and language rights in various international and local journals and edited collections. Address: Faculty of Education, UWC, Private Bag X17, Bellville, 7535, Cape Town, South Africa. E-mail: [email protected] Tessa Dowling is Adjunct Professor of African Languages in the School of Languages and Literatures at the University of Cape Town where she teaches Xhosa as a second language. She is also director of African Voices, a multimedia language development company that has produced internationally recognised multi- media learning materials for South Africa’s African languages. Greta Bjørk Gudmundsdottir is a research fellow and lecturer in Comparative and International Education (CIE) at the University of Oslo, Norway. Gudmundsdottir’s research interests are ICT in developing countries, the digital divide and the issue of language of instruction in Africa. Geographically, Gudmundsdottir’s work focuses on southern Africa and the use of ICT with special emphasis on marginalised groups in order to reach the goals of education for all (EFA). Gudmundsdottir was the coordinator for NETREED (Network for Research and Evaluation on Education and Development) during 2003 and vi 2004, and became a member of the LOITASA research group in 2005. She is presently completing her PhD where she is looking at the digital divide and use of computers among disadvantaged learners in South Africa. E-mail: [email protected] Solveig Maria Lehoczky Gulling was a regular participant at the Education in Africa seminar conducted by Birgit Brock-Utne at the University of Oslo in the 1990s. In 2009 she completed her Master of Philosophy degree in Comparative and International Education at the University of Oslo. Prior to her Masters studies, she was a teacher, mainly in multicultural schools in Oslo. She established and led a friendship school project between a Norwegian and a Cuban school. She has also been a teacher union activist at various levels. At county level she has had a seat on the international committee for more than a decade. At national level she was the leader of the Co-ordination Group on South Africa and the Teacher Union Norway, which mainly cooperated with the Careers Resource Centre and KwaZulu-Natal Ministry of Education on career counselling, entrepreneurship, maths and science education and teacher exchange programmes. The Co-ordination Group also involved the South African Democratic Teachers’ Union (SADTU). She has also worked as an international secretary with the administrative responsibility for all the international co-ordination groups of Teacher Union Norway, dealing with Bosnia, Egypt, Palestine, Nicaragua and South Africa. After fi nishing her Masters degree, she went back to teaching in a multicultural school in Oslo. E-mail: [email protected] Torill Aagot Halvorsen is a doctoral research fellow at the Institute for Educational Research, Faculty of Education, University of Oslo. She has been instrumental in building up NETREED (Network for Research and Evaluation on Education and Development). Her project on ICT and Language in Higher Education in Tanzania is being conducted at the University of Dar es Salaam from 2008 to 2012 and focuses on the application of ICT and what language is preferred in different learning vii strategies. Her current assignment at the University of Dar es Salaam is supported by a scholarship from The Nordic Africa Institute in Sweden. Experienced in ICT, language education and

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