Language Supportive Pedagogy as a Tool for Improving Science Teaching and Learning in Tanzania: Case of Dodoma Secondary Schools

Dr. Juma Zawadi Richard & Opanga David
St John’s University of Tanzania
Email: zappia2014@gmail.com

Abstract: Worldwide, learning of science subjects is a challenge to many students. In many African countries which were colonized by Europeans, it is even more challenging to learn science subjects because most of them the language for learning science subjects is different from their native languages. Tanzania is one of the colonized countries that use English as a medium of instruction, and for many students, it is either a second or third language. The introduction of Language supportive pedagogy (LSP) in some secondary schools in Dodoma showed improved performance in students’ learning of science subjects. The present trial study for tryout of language supportive pedagogy skills and knowledge conducted in five secondary schools showed improvement in science learning among students. The study employed both qualitative and quantitative data collection methods. In this study, form one and two secondary school students from five schools were exposed to classroom observations and in each school five students were randomly selected for the interviews after classroom observations. A total of 26 science teachers were trained on LSP during the first two workshops. Data collection methods included the workshop conducted for 26 science teachers, classroom observation as well as students’ interviews. The findings of the study revealed that both students and teachers positively responded to the use of language supportive skills and knowledge during teaching and learning activities. The study concluded by recommending the scaling up of LSP knowledge and skills to all secondary school teachers and students in Tanzania.