Curriculum Coherence and Language Transition: The Case of Tanzania

John Misana Biseko; Angeline M Barrett

Curriculum Coherence and Language Transition: The Case of Tanzania

John Misana Biseko
, Angeline M Barrett ^*

^*Corresponding author for this work

Research output: Contribution to specialist publication › Special issue (Specialist Publication)

Abstract

This paper examines language transition challenges in Tanzania’s education system, focusing on the gap between English skills acquired in primary education and those
needed in secondary subject learning. Our analysis of curriculum documents reveals
significant discrepancies and provides recommendations for improving curriculum
coherence to enhance effective language transition and inclusive education.

Original language	English
Pages	108
Number of pages	111
No.	11
Specialist publication	NORRAG Special Issue
Publisher	NORRAG
Publication status	Published - 22 Mar 2025

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

SDG 4 Quality Education

Keywords

Language transition
Multilingual education
Secondary education
Science education
Curriculum

Access to Document

https://resources.norrag.org/resource/922/multilingualism-and-language-transition-innovations-and-possibilities#Licence: CC BY-NC

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1 Working paper

Language learning across transition in the language of learning and teaching: An analysis of the Tanzanian curriculum
Barrett , A. M., Biseko, J. M., Clegg, J. C., Mbwafu, F. A., Ndabakurane, J. J., Wayimba, S. J. & Bowden, R., May 2024, Bristol: School of Education University of Bristol, 49 p. (Working Papers in Education; no. #03/2024).
Research output: Working paper

Open Access

1 Finished

8109 Evaluating Language Supportive Approaches to Transition at Scale
Barrett , A. M. (Principal Investigator), Bainton, D. R. N. (Co-Investigator), Giampapa, F. (Co-Investigator), Grieve, T. D. (Co-Investigator) & Tikly, L. P. (Co-Investigator)
22/02/21 → 22/09/22
Project: Research

Cite this

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title = "Curriculum Coherence and Language Transition: The Case of Tanzania",

abstract = "This paper examines language transition challenges in Tanzania{\textquoteright}s education system, focusing on the gap between English skills acquired in primary education and those needed in secondary subject learning. Our analysis of curriculum documents reveals significant discrepancies and provides recommendations for improving curriculum coherence to enhance effective language transition and inclusive education.",

keywords = "Language transition, Multilingual education, Secondary education, Science education, Curriculum",

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T1 - Curriculum Coherence and Language Transition

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AU - Barrett , Angeline M

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N2 - This paper examines language transition challenges in Tanzania’s education system, focusing on the gap between English skills acquired in primary education and those needed in secondary subject learning. Our analysis of curriculum documents reveals significant discrepancies and provides recommendations for improving curriculum coherence to enhance effective language transition and inclusive education.

AB - This paper examines language transition challenges in Tanzania’s education system, focusing on the gap between English skills acquired in primary education and those needed in secondary subject learning. Our analysis of curriculum documents reveals significant discrepancies and provides recommendations for improving curriculum coherence to enhance effective language transition and inclusive education.

KW - Language transition

KW - Multilingual education

KW - Secondary education

KW - Science education

KW - Curriculum

M3 - Special issue (Specialist Publication)

SP - 108

JO - NORRAG Special Issue

JF - NORRAG Special Issue

PB - NORRAG

ER -

Curriculum Coherence and Language Transition: The Case of Tanzania

Abstract

UN SDGs

Keywords

Access to Document

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Fingerprint

Research output

Language learning across transition in the language of learning and teaching: An analysis of the Tanzanian curriculum

Projects

8109 Evaluating Language Supportive Approaches to Transition at Scale

Cite this