Perception of Teachers on Challenges Facing the Use of English as Medium of Instruction in Tanzanian Secondary Schools: A Case of Karatu District, Tanzania

Naisujaki Sephania Lyimo, PhD*
Lecturer, Arusha Technical College, Tanzania and Sophia John Laiser, Lecturer, Tumaini University Makumira, Tanzania
*Corresponding author: naiviebe@yahoo.com

Received November 29, 2018; Revised December 12, 2018; Accepted December 16, 2018

Abstract: The paper discusses challenges of language of instruction on Students academic performance of Secondary Schools in Karatu District, Tanzania. The study adopted descriptive survey design. The population of this study comprised of 627 Teachers of Ordinary level Government Secondary Schools in Karatu District. The study was carried out in 15 Ordinary level Government Secondary Schools. Data was collected from 249 teachers selected randomly. A pilot study of 60 teachers from secondary schools in Kilimanjaro Region was done. Data collection was done through questionnaires. Descriptive statistics in terms of frequencies and percentages were used to analyze quantitative data. The study concluded that majority of teachers in public secondary schools in Karatu District face challenges in teaching using English as language of instruction. Hence language of instruction is a barrier to academic achievement to both students and teachers. Majority of teachers in public secondary schools stressed that incompetence in language of instruction hinders classroom interaction between teachers and students which contributes to low academic achievement of students. The study recommends that Ministry of Education and Vocational Education Training (MOEVT) should come up with a policy on promoting English language of instruction to improve competencies to students and teachers, put emphasis on the language of instruction from lower levels, introduction of English clubs, campaigns and competitions among students to increase the level of competency in public secondary schools.