Exclusion through Language: A Reflection on Classroom Discourse in Tanzanian Secondary Schools
Exclusion through Language: A Reflection on Classroom Discourse in Tanzanian Secondary Schools
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语言排斥：坦桑尼亚中学课堂话语的反思
DOI：
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发表时间：
2018
期刊：
影响因子：
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通讯作者：
M. Vuzo
中科院分区：
文献类型：
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作者：
M. Vuzo
本文以英语为教学媒介，探讨坦桑尼亚中学的课堂话语。在坦桑尼亚，影响课堂互动的因素有很多。本文将仅限于教学媒介作为主要因素。然而，其他因素也将得到强调。坦桑尼亚中学使用英语作为教学媒介是学习和促进课堂互动的障碍。教学语言障碍导致大多数学生被排除在课堂对话之外。根据各种理论家关于课堂话语和学习的观点以及最近的研究结果，建议使用熟悉的语言，如斯瓦希里语，将促进有效的教学和学习，并最大限度地提高课堂互动。此外，还强调了改善学习条件的必要性，以达到有效的课堂互动的目的。本文还提出了促进互动式学习的策略建议。
This paper discusses classroom discourse in Tanzanian secondary schools in the light of English as the medium of instruction. There are several factors influencing classroom interaction inTanzania. This paper will be confined to the medium of instruction as the prime factor. Other factors will, however, be highlighted. The use of English as the medium of instruction inTanzaniasecondary school is a barrier to learning and in fostering classroom interaction. The language of instruction barrier contributes to a majority of students being excluded in classroom dialogue. Drawing upon the ideas of various theorists on classroom discourse and learning and from findings of recent studies, it is recommended that the use of a familiar language such as Kiswahili will promote effective teaching and learning and maximize classroom interaction. In addition, the need to improve learning conditions is highlighted so as to achieve the goal of effective classroom interaction. Suggestions are also given for strategies that can be used to promote interactive learning.