The Role of Language of Instruction and Development of Biological Literacy among Tanzanian Secondary School Students

Dr. Zawadi Richard Juma
Education Department, St John’s University of Tanzania
Email: zrichard@sjut.ac.tz

Abstract: In Tanzania, secondary education expected to play an important role of equipping young generation with biological knowledge and skills for socio-scientific decision making of their lives. However, language of instruction is very crucial to make sure that youth are well informed with socio-scientific issues. English is used as the language of instruction to learn biology which to most of students is their second or third language. The language seems to be a challenge to students’ learning, however many studies did not indicate to what extent it assists in students’ acquisition of biological literacy. Therefore, this study explores students’ and teachers’ perspectives on the role English as the language of instruction plays in equipping young people with useful knowledge for biological literacy. The study used qualitative case study approach whereby both urban and rural secondary schools were used as research sites. The findings revealed that the language of instruction is a hindrance for their learning of biology for literacy. Therefore, this study recommends initiatives to be done to improve students’ learning using English as a language of instruction which will facilitate learning for understanding. In turn, the situation will facilitate students to be well informed and make important decisions for their socio-scientific challenges and development.