Abstract
This chapter begins by exploring the ‘language’ factor in teaching, learning and
assessment in Zanzibar, where Kiswahili is the first language (L1) and medium at
primary school, with English the medium in secondary schools. It then draws on
empirical studies investigating the dynamics of language in student performance as assessed at the end of basic education. Five different data sets from the same
research context are presented, including an exploratory study investigating
students’ abilities to access examination questions through English, a second or
foreign language, and findings from three different language versions (English
only, Kiswahili only, bilingual English-Kiswahili) of the same school subject
examinations for mathematics, biology and chemistry. The discussion addresses
issues of national policy and of individual aspiration for the use of an unfamiliar
language in education, referenced to how learner ambitions align with the realities
on the ground.
assessment in Zanzibar, where Kiswahili is the first language (L1) and medium at
primary school, with English the medium in secondary schools. It then draws on
empirical studies investigating the dynamics of language in student performance as assessed at the end of basic education. Five different data sets from the same
research context are presented, including an exploratory study investigating
students’ abilities to access examination questions through English, a second or
foreign language, and findings from three different language versions (English
only, Kiswahili only, bilingual English-Kiswahili) of the same school subject
examinations for mathematics, biology and chemistry. The discussion addresses
issues of national policy and of individual aspiration for the use of an unfamiliar
language in education, referenced to how learner ambitions align with the realities
on the ground.
| Original language | English |
|---|---|
| Title of host publication | Language Issues in Comparative Education |
| Subtitle of host publication | Inclusive Teaching and Learning in Non-Dominant Languages and Cultures |
| Editors | Carol Benson, Kimmo Kosonen |
| Publisher | Sense Publishers |
| Pages | 189-207 |
| Number of pages | 19 |
| ISBN (Electronic) | 9789462092181 |
| ISBN (Print) | 9789462092167 |
| DOIs | |
| Publication status | Published - 1 Jan 2013 |
Publication series
| Name | Comparative and International Education: A Diversity of Voices |
|---|---|
| Publisher | Sense Publishers |
| Volume | 24 |
