{"product_id":"english-as-a-language-of-teaching-and-learning-for-community-secondary-schools-in-tanzania-a-critical-analysis-paperback","title":"English as a Language of Teaching and Learning for Community Secondary Schools in Tanzania: A Critical Analysis - Paperback","description":"\u003cdiv\u003e\u003cp style=\"text-align: right;\"\u003e\u003ca href=\"https:\/\/reportcopyrightinfringement.com\/\" target=\"_blank\" rel=\"nofollow\"\u003e\u003cb\u003eReport copyright infringement\u003c\/b\u003e\u003c\/a\u003e\u003c\/p\u003e\u003c\/div\u003e\u003cp\u003eby \u003cb\u003eElia Shabani Mligo\u003c\/b\u003e (Author), \u003cb\u003eMikael Mwashilindi\u003c\/b\u003e (Author), \u003cb\u003eEmmanuel y. Mbogo\u003c\/b\u003e (Foreword by)\u003c\/p\u003e\u003cp\u003eThis book examines the challenges posed by English, a foreign language, as a language of teaching and learning for community secondary schools in Tanzania in terms of academic performance. The book probes the necessity for having two languages of instruction in the Tanzanian educational system. While Kiswahili, the native language, is predominantly understood by the majority of people, the discussion in this book indicates that most students in community secondary schools in Tanzania are incompetent in understanding, writing, listening, reading, and speaking English, a language they use in learning and doing their examinations, especially in the early stages of their secondary studies. The incompetence in the above-mentioned skills is mostly caused by their inability to cope with the abrupt transition in the languages of instruction from their pre-primary and primary school study [Kiswahili] to secondary school study [English]. Moreover, most teachers are unable to use the English language as a means to impart knowledge or facilitate learning to their students, leading them to code-switching and code-mixing. This book poses a challenge to countries whose students pass through a transition from one language of instruction to another in their educational systems, helping them to make appropriate decisions in regard to the appropriate language of teaching and learning.\u003c\/p\u003e\u003ch3\u003eAuthor Biography\u003c\/h3\u003e\u003cp\u003eElia Shabani Mligo is Senior Lecturer at Tumaini University Makumira, Mbeya Teaching Center in Tanzania. Some of his books include \u003ci\u003eJesus and the Stigmatized\u003c\/i\u003e (2011), \u003ci\u003eWriting Academic Papers\u003c\/i\u003e (2012), \u003ci\u003eDoing Effective Fieldwork\u003c\/i\u003e (2013), \u003ci\u003eElements of African Traditional Religion\u003c\/i\u003e (2013), \u003ci\u003eSymbolic Interactionism in the Gospel According to John\u003c\/i\u003e (2014), \u003ci\u003eHe Descended into Hell\u003c\/i\u003e (2015), \u003ci\u003eIntroduction to Research Methods and Report Writing\u003c\/i\u003e (2016), and \u003ci\u003eWriting Effective Course Assignments\u003c\/i\u003e (2017).\u003cbr\u003e\u003cbr\u003e \u003cb\u003e\u003cbr\u003e\u003cbr\u003e \u003c\/b\u003eMikael Kaombeka Mwashilindi is Assistant Lecturer at Tumaini University Makumira, Mbeya Centre in Tanzania.\u003cbr\u003e\u003c\/p\u003e\n            \u003cdiv\u003e\n\u003cstrong\u003eNumber of Pages:\u003c\/strong\u003e 170\u003c\/div\u003e\n            \u003cdiv\u003e\n\u003cstrong\u003eDimensions:\u003c\/strong\u003e 0.5 x 8.9 x 6 IN\u003c\/div\u003e\n            \u003cdiv\u003e\n\u003cstrong\u003ePublication Date:\u003c\/strong\u003e August 07, 2017\u003c\/div\u003e\n            ","brand":"BooksCloud","offers":[{"title":"Default Title","offer_id":44444653977735,"sku":"9781532618758","price":27.0,"currency_code":"USD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0601\/2623\/2711\/files\/VbPzetTr5x9781532618758.webp?v=1776001815","url":"https:\/\/booksby.splitshops.com\/products\/english-as-a-language-of-teaching-and-learning-for-community-secondary-schools-in-tanzania-a-critical-analysis-paperback","provider":"Books by splitShops","version":"1.0","type":"link"}