Challenges of critical pedagogy in English language teaching in Tanzania secondary schools
| dc.contributor.author | Zacharia, Kapaya J | |
| dc.date.accessioned | 2019-09-03T11:35:31Z | |
| dc.date.available | 2019-09-03T11:35:31Z | |
| dc.date.issued | 2013 | |
| dc.description | Dissertation (MA Linguistics) | en_US |
| dc.description.abstract | This is a study report on challenges of CP in English language teaching in Tanzanian Secondary schools. The report is organized in four chapters: introduction; literature review, research methodology; study findings; conclusion and recommendations respectively. The study involved the investigation on whether the CP approach is applied in teaching English language in Tanzania, assessing the benefits and challenges where CP is applied, and proposing appropriate strategies on adopting the approach into local situations. The study employs a case study design involving data collection which involved the use of questionnaires, interview, documentary review and observation as the methods of data collection. The other sources were the internet and newspapers. The data were analyzed and have been presented in chapter 4 of this report. The study reveals that CP is applied in few Tanzanian secondary schools in teaching English language, and these few are private owned schools as the teaching and learning environment in some of these schools somewhat favours the use of CP. The study depict that 85 % of teachers know nothing about CP, 4% employ CP without knowing its technical term and 11% know something about this approach. The study shows that CP has a lot of benefits in teaching English language. It is student cantered approach, it makes learning interesting and motivating, it makes students independent and confident, etc, Despite these advantages, the findings also reveal some challenges of CP in ELT such as lack of competence among teachers, lack of instructional media etc .The researcher is of the opinion that the method that calls for critical literacy may be one of the factors that might help to raise the performance of EL in Secondary School in Tanzania. | en_US |
| dc.identifier.citation | Zacharia, K.J. (2013). Challenges of critical pedagogy in English language teaching in Tanzania secondary schools. Dodoma: The University of Dodoma. | en_US |
| dc.identifier.uri | http://hdl.handle.net/20.500.12661/1549 | |
| dc.publisher | The University of Dodoma | en_US |
| dc.subject | English language | en_US |
| dc.subject | English language teaching | en_US |
| dc.subject | Secondary schools | en_US |
| dc.subject | Tanzanian Secondary schools | en_US |
| dc.subject | Critical pedagogy | en_US |
| dc.subject | Tanzania | en_US |
| dc.subject | English teaching challenges | en_US |
| dc.title | Challenges of critical pedagogy in English language teaching in Tanzania secondary schools | en_US |
| dc.type | Dissertation | en_US |