Browsing by Author "Sokoyet, Mzee"

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    Effects of code switching in English language teaching in public primary schools among the Maasai in Tanzania: A case study of Simanjiro district council
    (Mzumbe University, 2018) Sokoyet, Mzee
    This study aims to investigate the outcome or effects of Code Switching among the learners in some selected schools in Simanjiro District. The specific objectives are; (i) To assess teachers and students‟ awareness of the concept of code-switching. (ii)To find out the language skills in which code-switching is mostly applicable in teaching and learning English Language. (iii)To explore how code-switching is applied in teaching and learning English.(iv)To examine whether the use of codeswitching improves performance of English subject among the Maasai pupils in Tanzania. The study design was largely qualitative using a sample of 63 respondents comprising 4 officials, 4 WECs, 7 head teachers, 16 teachers and 32 pupils. The information was gathered using questionnaire, observation, and interview. The questionnaires were applied to district officials; WEC‟s head teachers and teachers while interviews done to pupils and too few teachers and an Observation technique was applied to teachers. Data analysed in the study were mainly qualitative with very few quantitative aspects involving numerals and percentages. The findings revealed that respondents were well aware of what CS means. It further proved that speaking and listening skills are the most valuable during the use of CS since both involve sense organs and incorporate learners in the English class. In all-purpose CS is proposed to improve performance when English is integrated with Kiswahili instead of English and Maasai language in schools with native pupils only. Kiswahili is greatly preferred regardless of the locale or setting where English is taught, since it is the national language restricted with policy and regulations, and it is spoken widely by pupils in different areas apart from school environments. The native (Maasai) language was slightly used during the use of CS since many teachers do not know it and it is not as easy as Kiswahili in fostering comprehension. From the findings, the study concludes that CS is a useful tool in teaching and learning process. Kiswahili encouraged to be used to code switch in formal settings of teaching English contrary to native language as well it highlights recommendations on recruiting teachers with the respective specialties. Native teachers and others with native knowledge should be posted to schools with native pupils. Also to set up language clubs in schools and programmes that enhance English practice to pupils e.g. “Red Card” Recurrent training, workshops and seminars and the like are recommended to be carried out. Frequent inspection to remote schools and allocation of native teachers to schools with native pupils are eagerly advised to conform.