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 \n\r\n\r

 
 \n\r\n\r\r !IMPLEMENTATION OF SUSTAINABLE LANGUAGE EDUCATION IN THE TANZANIAN CONTEXT: A CRITICAL REVIEWDr. Mwajuma VuzoDr. Mwajuma VuzoDr. Mwajuma VuzoDr. Mwajuma Vuzo School of Education, University of Dar es Salaam, Dar es Salaam, Tanzania Abstract The paper gives an overview on sustainable language education. This is a literature-based, position paper that addresses a set of related challenges in regard to language in education that hinder attainment of development, specifically sustainable development goal 4 on quality education. Language policy developments in Tanzania center on the use of either Kiswahili or English in the different education levels. This has had some consequences as highlighted from research that shows the detrimental consequences of using an unfamiliar language for learning in post primary education. This cannot lead to sustainable development. The paper accentuates other language in education hurdles in attaining proper and sustainable language education such as lack of clear distinction between foreign languages and second languages in language teaching, improper implementation of competence based language teaching, issues in language teacher training, multilingual language learning and general language competence. The paper balances between objective facts from scientific research that are cited and subjective views accrued from personal experience as a researcher in the area of language in education. The paper recommends what should be done to ensure that language in education is sustainable to ensure ultimate sustainable development from the Tanzanian education context. Keywords: Sustainable Language education, Language Teaching & Multilingualism Language is the main way of communication among people. Uzoma (2016) emphasizes that language is the key to sustainable development as the most essential tool that can bring development in the economic, social and environmental life of the people of any nation. Language defines the path of socio-economic construction and as such language is central to any discussion of development. It is therefore important to critically analyse our struggle towards sustainable development through language in education. All sought of developments are initiated, executed, conveyed and achieved  
 \n\r\n\r\r !by means of language. In this regard the focus of this paper is how language is handled holistically in Tanzania in terms of language teaching and its use as a medium of instruction. Development is based on communication through language a

2 lthough this dimension remains under rat
lthough this dimension remains under rated (Wolff 2016). Development denotes providing qualitative improvement in the lives of people or providing greater quality of life. This should be in a balanced and holistic way. Therefore, for any meaningful development to take place and be sustained there must be a medium through which the members of the community or any nation can be made to participate (Uzoma 2016). This implies that language is an important factor in all aspects of life as it is the means through which communication is done. However, language issues are generally ignored and not considered to have high influence in education and ultimately in development. Tanzania is a highly multilingual country with presumably more than 150 ethnic languages (Tibategeza, 2010); including Kiswahili the language that is used both as national language and language of wider inter-ethnic communication and all ethnic community languages (ECLs). Unlike most African countries, its population is not dominated by any one of the tribes occupying the country. This language diversity is compensated by the very wide spread of Bantu languages and the nearly universal comprehension of Kiswahili. It is estimated that Kiswahili is a language that is spoken by approximately 99% of the total population (Masato, 2004). In the education sector two languages are dominant; English and Kiswahili. The languages officially used as medium of instruction (MOI) in the different levels of the Tanzanian education system are Kiswahili and English. Kiswahili is the MOI at the primary level while English is the MOI at the secondary level. English and Kiswahili are learnt as compulsory subjects at secondary level. Ethnic community languages are spoken as first or second languages by majority sections of the population but are not taught in the school curriculum. They do not have also any formal or official status in the nation. This paper sheds light on various language in education issues in Tanzania that constrain the attainment of sustainable development. The issues addressed as challenges in the area of language in education are the language of instruction, foreign language teaching, multilingual language learning. Tanzania like other members of the United Nations (UN), committed themselves in 2015 to realising the comprehensive 2030 Agenda for Sustainable Development. There are 17 Sustainable Development Goals (SDGs); the SDGs address globally shared concerns to promote public good balancing the three dimensions of sustainable development: economic, social and environmental (UN DESA 2015; UNESCO 2016). The. SDG 4 on “ensuring inclusive and equitable quality education” (ibi

3 d.) is central to the realisation of thi
d.) is central to the realisation of this agenda and continues the unfinished Education for All agenda (UNESCO 2000). Language of instruction is crucial to the realisation of SDG 4 in order to attain sustainable development. As Trudell (2009) accentuates, “Sustainable development is Dr. Mwajuma VuzoDr. Mwajuma VuzoDr. Mwajuma VuzoDr. Mwajuma Vuzo   
 \n\r\n\r\r !not possible without attention to the questions of language choice and literacy ability” (2009, p. 73). The Ethnologue currently on its 21st edition estimates that some “7,097 languages are spoken today” (Simons and Fennig 2018), Chapter How many languages are there in the world?). But “that number is constantly in flux, because we're learning more about the world's languages every day. And beyond that, the languages themselves are in flux. Roughly a third of languages are now endangered, often with less than 1,000 speakers remaining. Meanwhile, just 23 languages account for more than half the world’s population” (ibid.). Furthermore relatively few of these languages are used as languages of education. Using one language and excluding many others creates divisions, inequalities and inequities, because it means that hundreds of millions of people worldwide are forced to learn or teach through a language in which they are not proficient (Kosonen and Benson 2013, pp. 1–2; Vuzo 2012; Brock-Utne 2012, 2017; Qorro 2012). According to Zygmunt (2016) education for sustainable development gives an equal opportunity to all involved in the educational process enabling individuals to function on the macro scale. The key point is to make the people participating in any program headed for sustained development perceive and understand problems of different nature, and dangers, limitations or changes affecting the living world. This education to all will stir them to cooperative actions bringing beneficial results both on the micro and macro scale. Therefore, in order to attain holistic development it is important that all citizens are involved and included. Language is the key that is capable of bring about the holistic development of a people. All development is initiated, executed, conveyed and achieved by means of language. Development has got to do with improving the well-being of the majority of the population. The key to the achievement of all these is language. Language of Instruction Learning in a language that you are not familiar with poses two major challenges: first, in understanding the language itself; second, in understanding fully the content presented in that language. Due to the Language of Instruction p

4 olicy currently in practice in Tanzanian
olicy currently in practice in Tanzanian secondary schools, the problems facing students and teachers alike are manifold. Cameron (2001) mentions that using only the foreign language requires that teachers have a repertoire of language for classroom management and organization, for discipline, for giving feedback, for talking about language, and for chatting with children more informally. Teachers and Students are not sufficiently competent or confident to use the foreign language for the full range of functions that are created by activities and tasks in lessons. Teachers and students alike frequently employ the use of anomalous patterns of communication like concurrent translations, code mixing and code switching (CS) where usually Kiswahili is the Implementation of Sustainable Language Education in the Tanzanian Context: A Critical Review  
 \n\r\n\r\r !matrix language and English the embedded code, in activities and tasks in lessons to fill in this gap in English language proficiency that is lacking. Consequently the medium, especially in secondary schools, is effectively a mixture of English and Kiswahili. This is regardless of the fact that examinations are set in English. This has created difficulties for students in following the curriculum, meaning that expected competencies have not been acquired. Many students complete Form IV with no substantial competence in either the English language or the subject content (Brock-Utne et al. 2003; Qorro 2008). Indeed, most studies report that Kiswahili as a LOI in Tanzania post-primary education would be an ideal model, rather than the de facto current standard, where English is the medium of instruction (Roy-Campbell and Qorro 1997; Galabawa and Lwaitama 2005; Vuzo 2007; Mwinsheikhe 2007). A number of studies (Vuzo 2010, 2012; Qorro 2012, 2013, Qorro et al. 2012) show that the LOI crisis in Tanzanian secondary schools is currently more severe than ever. Learning in an unfamiliar LOI in post primary education thwarts Tanzania’s efforts to achieve the United Nations’ Sustainable Development Goals by 2030. Vuzo (2018) illustrates that using an unfamiliar language of instruction contributes to school dropout. Lack of competence in English hinders students’ capacity to maximise their learning potentials, leading to poor results, disengagement, and, in many cases, dropping out from school. The school dropout problem has increased and reached epidemic proportions in numerous African countries (Oghuvbu 2008). Student dropout has many negative consequences, ultimately limiting a young person’s chances of economic and social succ

5 ess. Other consequences include reduced
ess. Other consequences include reduced political participation, increased tendency towards crime, lower earnings and unemployment prospects, and poorer levels of health (Ajaja 2012). All of these consequences negatively affect efforts towards achieving the SDGs by 2030. This illustrates the point by Wolff (2016:34) states that education systems in Africa are far away from involving all segments of the population in terms of quantity and quality. Educational systems in place tend to foster elitist education for tiny minorities in the sense of creating and maintaining post-colonial class divide at the expense of quality mass education that would benefit the majority of the population. A key challenge that triggers the problem of LOI in African schools is that most of the African political elites fear and resist educational reforms leading to the use of African languages as LOI throughout the educational life of students (Ouane and Glanz 2011, Brock-Utne and Hopson 2005). In this, they are supported by the global homogenisation of education and of language in education (Coleman 2017). Generally, the issue of LOI in Africa involves a complex interplay of factors that benefit national elites and expatriates – to the detriment of the continuously under-educated masses (Wolff 2011). Generally arguments given glorify English and devalue other languages. There are arguments used to promote English which suggest that other languages are inadequate and do not possess these qualities. Phillipson (1992: 271) in his linguistic imperialism theory has classified these into three sets based on Dr. Mwajuma VuzoDr. Mwajuma VuzoDr. Mwajuma VuzoDr. Mwajuma Vuzo   
 \n\r\n\r\r !power relating to its capacities: English intrinsic arguments (a pretentious argument for what English is-the innate power of English, it is noble, rich and well adapted to change), resources: English extrinsic arguments (what English has - a rich literature, textbooks, dictionaries) which reflects that other languages are inadequate and this prevents other languages from developing their own resources as the resources of other languages are made invisible or regarded as handicaps rather than riches. And its uses: English functional arguments (it is credited with real or potential access to modernization, science, technology etc). This implies that other languages lack such properties or are inferior. On similar basis Kachru (1986) makes further distinctions that on one hand glorify English by associating English with powerful and positives ascriptions and on the other hand devalue other languages. These arguments ar

6 e outlined in the table below. The Label
e outlined in the table below. The Labelling of English and Other Languages Glorifying English Devaluing other languages · World language International language Language of wider communication Auxiliary language Additional language Link language Window onto the world Neutral language · Localised language (Intra)- national language Language of narrower communication Unhelpful language Incomplete language Confining language Close language Biased language Source: (Kachru 1986 cited in Phillipsom 1992:282).According to Wolf (2016) African children tend to be forced to de-learn the familiar first and second African languages (L1, L2) in favor of a foreign language LOI that is insufficiently mastered by teachers most of the time, and hardly mastered by a number of the learners. Education success thus becomes a ‘Lottery by birth’ where mainly learners from privileged homes succeed; this alienates them from their cultural and linguist background. It is therefore important that there is a good linkage of language used in the classroom with learners’ lives outside school which determines greatly whether what is taught can be applied and practiced or not, that is, whether education is relevant and has an impact on individual and social development. There are many supply and demand factors that influence the advance of English. Phillipson (1992) further points out that the pull of English is remarkably strong in periphery- English areas, not only among the elites who benefit directly from their proficiency in English but also among the masses, who appreciate that the language provides access to power and resources. This has led African states to choose Implementation of Sustainable Language Education in the Tanzanian Context: A Critical Review  
 \n\r\n\r\r !foreign languages as media of education because of in addition, the following myths; many indigenous languages are not developed so they cannot be used in education, the costs of developing African languages are very high and their exclusive use will block the window on the world and result in exclusion from participation in the international community (Abdegbija 1994). The result has been a disturbing unwillingness to commit significant amounts of resources to the promotion and development of African languages (Mazrui 2003). It is nevertheless important to note that all languages are equally serviceable for all purposes and that no language is inherently better or worse than any other language (Wardhaugh 1987). This underscores the fact that all languages can perform the same tasks if given the opportunity to do so. In this

7 respect Bokamba (1995) suggests that the
respect Bokamba (1995) suggests that the best language policies for African states are those that enable each state to empower its citizens and yet permit it to remain a partner or player in the global market of goods, knowledge, and politics. Likewise, Jung (2002) underline that it is fundamental that African countries must define clear policies that take into account their socio-cultural, linguistic and economic backgrounds. This entails using familiar languages for learning and effective and proper learning of foreign languages as subjects. In an increasingly interdependent global world it is important for language policy to facilitate the mastery of foreign languages as well as mastery of subject matter. Language Teaching In order to promote sustainable development language proficiency in its diversity is a necessary tool for communication. Zygmunt (2016) in relation to sustainable development stresses that a speaker should function in a variety of socio-cultural levels on both the micro and macro scale, which entails teaching how to communicate and be creative in expressing thoughts and ideas. This entails implementing appropriate language programs. Language teaching should lead to communicative proficiency needed to facilitate valuable communication that will lead to sustainable development. Language teaching is different from the language of instruction. It is where the grammar, vocabulary, and the written and oral forms of a language constitute a specific curriculum for the acquisition of a language other than the mother tongue. If correctly done communicative competence is promoted. Communicative competence (grammatical competence, socio-linguistic competence, discourse competence, strategic competence and actional competence) (Hymes 1972) is not being attained for the majority in public schools. This means knowing how to use language for different purposes and functions, knowing how to vary communication according to setting and participants (formal/ information; written/spoken); knowing how to produce and understand different types of texts (e.g narratives, reports, interviews, conversations) and knowing how to maintain Dr. Mwajuma VuzoDr. Mwajuma VuzoDr. Mwajuma VuzoDr. Mwajuma Vuzo   
 \n\r\n\r\r !communication despite having limitations in one’s own language knowledge through use of different communication strategies. Language teaching in Tanzania is facing ample challenges; in the new education and training policy it is clearly indicated that there are challenges in the learning of languages including Kiswahili. Despite the languages being taught as

8 subjects it is noted in MoEVT (2014) th
subjects it is noted in MoEVT (2014) that there are weaknesses in language competencies which are largely attributed to poor teaching and learning infrastructure and poor teaching methods and minimal use of appropriate use of language in the ordinary surroundings. It is further indicated that there are issues in the teaching of languages; not only in the teaching of Kiswahili but also in the teaching of other foreign languages. This has led to lack of ability to use the language for both teachers and students in the different levels of education (MoEVT 2014: 13).The new education and training policy by MoEVT (2014: 37) emphasizes in this regard the need to teach and learn both Kiswahili and English. In the respective sections it states that: The government will ensure that Kiswahili, English and other foreign languages are well taught at all the levels of education in the country so as to ensure competence in the languages as the languages are important at the nationally, regionally and internationally (MoEVT 2014: 37). There are key challenges/ inadequacies in language teaching that thwart the attainment of sustainable language education and development. In this paper I highlight some of these issues that include; English language teaching and or teaching of English through code switching, implementation of competence based language teaching, language teacher competence, failure to distinguish second language and foreign language teaching. English Language Teaching Wolff (2016: 380 emphasizes that professional and adequate foreign language pedagogy and didactics for formal education to be applied to ex-colonial languages have practically no place in African educational systems. However it is important that African governments ensure that this situation is altered. In Tanzania English, a foreign language is currently taught as a subject in primary schools from grade III. Primary school leavers selected for post primary and further education are particularly expected to have competence in English language to enable them to study secondary school subjects which are taught in English (MoEC, 1995). This is however not the case. Despite overwhelming evidence that effective teaching and learning is not taking place Tanzania has continued to use English in post primary education. A number of teachers, like students, have low levels of English language proficiency (LOITASA 2008, 2012). Given this state of affairs it is implied that conditions of language use at post-primary levels in Tanzania are not conducive Implementation of Sustainable Language Education in the Tanzanian Context: A Critical Review  
 \n\r\n

9 \r\r
\r\r !for raising the communicative efficiency, neither in English nor in Kiswahili. Such a situation ought to lead to concern by policy makers. Today, English is dominant in international politics and commerce, its privileged role being strengthened through such bodies as the United Nations, the World Trade Organisation (WTO), and regional groupings such as the North American Free Trade Agreement and the European Union (Phillipson 2001). Besides, the dominance of English is also being consolidated in other dimensions of globalisation such as military links (NATO, UN peace-keeping operations, the arms trade), and culture (Hollywood products, BBC World service, CNN, MTV). It is therefore an important language to know but not to use a language of instruction for the masses.English is certainly an important language to know in this era of globalization. It is an integral part of ongoing globalization processes in commerce, finance, politics, military affairs, science, education and the media. However its teaching in the Tanzanian context is ineffective. Teaching of English through Code Switching English - Kiswahili code switching is employed intensively in the classrooms by both teachers and learners, as a coping strategy to attain meaningful learning even in the teaching of English (Loti 2018). This practice is not permitted officially in Tanzania even though this may be the only possible strategy at the moment. Code switching /code-mixing seems to be the most prevalent form of coping strategy commonly used by teachers. However as highlighted some of these language teachers and do not have a good command in the foreign language they are teaching. Vuzo (2007) shows that code switching where there are low levels of English language proficiency experienced by most teachers as well as students it is expected that the negative aspects associated with code mixing are accentuated. In this regard code mixing is seen as the unsystematic result of not knowing one of the languages involved very well and is a form of linguistic decay (Appel & Muysken 1995). As a result the intended language competencies are not acquired. Equating English Language Learning with LOI There is a tendency to equate English language learning with using a language as a language of instruction. This misunderstanding has led to the embracement of the English language in education. This has contributed to a situation where specialist teachers of other subjects are not trained to teach English, yet are forced to do so in compliance with the LOI policy. Thus, students’ English language competence is influenced by the lack of proficiency of

10 class teachers who are not trained to t
class teachers who are not trained to teach through English. Most of these teachers provide poor English language models for students to emulate. Qorro (2005) points out that this exposure to incorrect English by teachers not trained to teach through English actually impedes the learning of English by rubbing off correct English taught by appropriate and specialised language teachers. Dr. Mwajuma VuzoDr. Mwajuma VuzoDr. Mwajuma VuzoDr. Mwajuma Vuzo  \n 
 \n\r\n\r\r !To alter this situation, there is an urgent need to teach English more effectively as a separate subject. It is recommended that the best way to master English is through the improved teaching of English as a subject but not through having it as a MOI. It is noted that there is lack of awareness concerning the difference between using a language as a LOI and teaching it as a subject (Kamwendo 2013; Glanz, 2013). English teaching is a specialized field just like the teaching of history, mathematics etc. It is thus insulting to teachers of English when it is assumed that teachers of all subjects can assist in the teaching of English or rather English can be learnt by using it as a LOI. Phillipson (1992) suggests that less English taught by better qualified teachers, to learners who have already developed high cognitive proficiency in their mother tongue may provide better conditions for learning English. Competence Based Language Teaching Tanzania primary and secondary schools have adopted the competence based language teaching approach in 2005. This approach focuses on outputs/ outcomes of learning a language. It addresses what learners are supposed to do with the language. It is an application of the principles of Competence Based Education to language teaching. Among the key features of CBLT are; a focus on successful communication in society, focus on life skills (functional communication), and performance oriented (what can students do after instruction?), demonstrated mastery of performance (accrued from ability to demonstrate pre-specified behaviour) (Richards & Rodgers 2016). This entails that skill based language learning should be done through frequent opportunities to use the language over time and a lot of feedback to allow the learner to improve his/ her performance. Research is showing that this approach to language teaching is not being implemented as recommended. Regardless of adoption of this approach since 2005 primary and secondary school leavers lack English language proficiency needed for fluent communication (Banda 2011, Kideli 2015, Lawrence 2018). These studies show that learners fail

11 to demonstrate language skills such as
to demonstrate language skills such as listening, speaking, reading, and writing. A number of students in different levels of education cannot speak or write intelligible, cohesive and grammatically correct texts. In national examinations it is noted that students especially at the primary level are failing in English for instance. This is crucial given the fact that all language skills (including listening and speaking) are tested in writing. Hence students are not proficient in the language. Language Teacher Competence Pachler, Evans and Lawes (2007: 10) stresses that subject knowledge ‘is the basis of a teacher’s professional experience’ and an essential component of eective teaching. Tsui (2003: 54) states in regard to English language teachers that teachers who have greater subject knowledge are able to present concepts in a range of ways Implementation of Sustainable Language Education in the Tanzanian Context: A Critical Review
 
 \n\r\n\r\r !and to help learners make connections between concepts and give learners practice in meaningful dialogues. Likewise Shin (2008: 59) stresses that ‘Having an excellent command of the target language is indeed one of the most important characteristics of outstanding foreign language teachers’ whereas for the non-native teacher, ‘Language prociency will always represent the foundation of their professional condence’ (Murdoch 1994: 254). Furthermore Farrell and Richards (2007: 57) suggest that teachers’ limited English language prociency is likely to inuence a number of areas of their teaching practice for instance it may not only cause teachers to provide incorrect responses, but may inuence teachers’ ability to even distinguish learner errors in language use. This illustrates that teacher training is a key in ensuring language teacher competence. In Tanzania teacher training is a challenge where there are some situations where teachers seem not to have been trained to teach English for instance but they teach it. It is assumed that a primary school teacher that has attended teacher certificate education can teach any of the subjects in primary schools including English. Being familiar with a language does not entail being equipped to teach the language without further training. Language teaching is not specified as one of the key competencies needed for a language teacher at this level. MoEVT (2013: 7) states that teacher trainees that successfully complete the primary education certificate course are expected to have acquired competencies in: a)Guiding and counselling children with diverse needs; b)Promoting personali

12 ty development, social, mental and physi
ty development, social, mental and physiological characteristics to primary school pupils c)Assessing children's progress in terms of behaviour and academic performance; d)Using administrative and management skills to provide care and support to primary school children; e)Carrying out small scale research studies on the children learning and development; and, f)Designing, developing and using teaching and learning materials in teaching. (MoEVT 2013: 7). At the secondary level teachers may have been taught how to teach specific subjects but are actually ill equipped in the language due to challenges in teacher deployment where numbers of those taking the teaching profession are not those with high scores as teaching is not well paying probably. Hence, some of these teachers lack adequate language skills to teach the languages they teach. In Tanzania those that do not perform well in most cases also do not do well in English that is the LOI. Moreover with the introduction of competence based language teaching that is learner centred it is noted that a number of teachers have not yet got training in the requisite skills needed for teaching using CBLT that emphasises learner centred learning and therefore still use traditional forms of teaching and learning. Teachers’ Dr. Mwajuma VuzoDr. Mwajuma VuzoDr. Mwajuma VuzoDr. Mwajuma Vuzo 

 
 \n\r\n\r\r !subject knowledge has a direct impact on what takes place in the classroom. It is not only a key determinant in the quality of student foreign language learning but also essential for the teacher in managing many key aspects of classroom practice (Gibbs and Holt 2003: 27). A foreign language learning context like the one in Tanzania is heavily dependent on the teacher’s language input such that if the teacher is incompetent in the language hence will be the quality of language input for learners. However it is important to note that a foreign language learning context can only be as good as the language teachers who serve it. The Second and Foreign Language Distinction In order to facilitate proper learning of foreign language the status of the respective language has to be known; is it a foreign language or second language? This will enable the teaching and learning of the language to take this into account. Some Differences between a Second Language and Foreign Language Foreign Language Second Language TIME Limited time generally confined to school only Unlimited time for both conscious and unconscious learning INPUT Limited quantity of highly selected and structured input Rich and varied input but generally unstructure

13 d TEACHER’S ROLE Teacher plays a major
d TEACHER’S ROLE Teacher plays a major role with little or no peer learning Peers play a major role. Skutnabb-Kangas (2000) A further distinction is given by Brock Utne (2010:78) who asserts that in relation to skills; in foreign language emphasis is on written skills and test taking ability. Oral skills are less important as there is little or no opportunity to practice whereas in the second language, oral skills are essential and natural speech comprehension is significant. In the Tanzanian new education and training policy it is stated that Kiswahili is the national language and it is used as a first or second language for most of the Tanzanian citizens. Whereas it states that English is a second and or third language in Tanzania. English is recognised in the policy as an official language. In Tanzania there is limited exposure to English outside the class context. Therefore, the rightful role of English as a foreign language should be reflected and its teaching should follow suit. English teaching could be organized for an English foreign language situation. It could be taught well as a subject by teachers who are specialist language teachers and have acquired all requisite competencies. Teachers who have an adequate understanding of the requisite theory and methodology underlying foreign language teaching before they effectively implement such teaching (Qorro 2004). In addition in order for the English/ other foreign language teachers to provide students with correct exposure to the language we could consider providing more Implementation of Sustainable Language Education in the Tanzanian Context: A Critical Review
 
 \n\r\n\r\r !opportunity and time for learning the language in the classroom. This is because encounters with the language outside the classroom are minimal in the Tanzanian context. The time allocated to the subject at the start could decrease gradually over time once a good accurate foundation upon which to build has been acquired. This time gained should then be diverted towards learning other languages. It is vital that foreign languages are taught and learnt well. Vygotsky (1962) states that success in learning a foreign language is contingent on a degree of maturity reached in the native language. The child can transfer to the new language the system of meanings he already possesses in his own. The reverse is also true- a foreign language facilitates mastering of higher forms of the native tongue. This entails building of good language foundation from the second language to other subsequent languages. In this way a leaner/ child learns to see

14 his language as one particular system am
his language as one particular system among many. Multilingual Language Learning English is a foreign language introduced in Tanzania during the British colonial rule. It is generally the most popularized foreign language in Tanzania. It is the first and main foreign language that is taught officially in Tanzanian public primary schools and all through the education system. Other foreign languages like French or Arabic, Chinese are taught in very few selected schools and to a limited extent. It is emphasized in the policy that it is important for Tanzanians to know English and other foreign languages so as to get education, knowledge and skills (MoEVT, 2014: 36). In reality it is mainly English that most students know. Recent findings from Vuzo (2018) on a total of 335 university undergraduate students taking language teaching method that were involved in the study where random sampling was used to obtain half of the students after asking students to pick papers written yes or no. The purpose of the study was to obtain student teachers description of issues related to among others foreign languages in order to inform the possible implications of the new education and training language policy statements. Semi structured questionnaires were used. Findings showed that the foreign language known to most of the student teachers is English. It is noted that those that know English only as a foreign language amount to a total of 275 students. There are few students amounting to 60 out of 335 that know or have some idea of other foreign languages; Arabic (11 students), French (31 students), Chinese (14 students), Indian (2 students) and German (2 students). Multilingualism should be promoted in Tanzania. It is important to stress that being multilingual and competent in communication strategies greatly contributes to interconnectedness of in modern life. Kiswahili MOI could serve well as a base and initial phase towards additive multilingual language learning. Kiswahili could be used at the primary levels and post-primary levels of education and at the later stages of education. However, the use of other indigenous languages in lower primary levels can Dr. Mwajuma VuzoDr. Mwajuma VuzoDr. Mwajuma VuzoDr. Mwajuma Vuzo 
 
 \n\r\n\r\r !gain from using Kiswahili MOI. English and other foreign languages should be taught as a subject all the way in the educational system.Multilinguality can be sustained only if languages are in complementary relation in the country. Batibo (2015:2) suggests that: An ideal language policy should bridge the gap between school and the home. It shoul

15 d have elements put to make the minority
d have elements put to make the minority groups sustain their cultures and traditions. The policy which recognizes linguistic and cultural diversity in the country and allows it to play a role in development especially, administration, judiciary and media. It should advocate the promotion of indigenous life skills for survival, self esteem, self determination and a feeling of being. General Language Competencies in Kiswahili and English Zygmunt (2016) stresses that development of linguistic competence, both in the sphere of the mother tongue and a foreign language, parallels the intellectual development of language users and therefore, contributes to their sustainable development. This sort of knowledge is needed by those who would undertake a variety of local and international debates over serious issues endangering the world. In the new education and training policy it is clearly indicated that there are challenges in the learning of languages including Kiswahili. Despite the languages being taught as subjects it is noted in MoEVT (2014) that there are weaknesses in language competencies which is largely attributed to poor teaching and learning infrastructure and poor teaching methods and minimal use of appropriate use of language in the ordinary surroundings. There have been various sentiments that students leaving school at different levels are not competent in English language. Literature shows that pupils leave primary education without ability to read and write not only a simple story written in English but also in Kiswahili (UWEZO, 2011; 2012; 2015; and Hakielimu, 2015). Uwezo (2011) shows that many standard seven pupils still cannot read Kiswahili; some cannot even pronounce words and recognize syllables. In the new education and training policy of MoEVT (2014) it is indicated in the report that there are issues in the teaching of languages; not only in the teaching of Kiswahili but also in the teaching of other foreign languages. It is noted in (MoEVT 2014: 13) one of the issues noted in this regard is lack of ability to use the language for both teachers and students in the different levels of education. Inadequate languages proficiently in communication is also attributed to poor infrastructure in terms of poor teaching and lack of use of the languages in the ordinary environment (MoEVT 2014: 36). The new education and training policy by MoEVT (2014: 37) emphasizes in this regard the need to teach and learn both Kiswahili and English. In the respective sections it states that: Implementation of Sustainable Language Education in the Tanzanian Context: A Critical Review
 
 \n\r\n\r\r

16  ! The governme
 ! The government will ensure that Kiswahili, English and other foreign languages are well taught at all the levels of education in the country so as to ensure competence in the languages as the languages are important at the nationally, regionally and internationally (MoEVT 2014: 37). Discussion It is therefore important that language is well taught and that knowledge in transmitted through appropriate language that learners and teachers are farmiliar with. Masevera (2011) stresses that a language that helps the learner grasp new knowledge, apply it to real life situation beyond the classroom and share the new knowledge with immediate community, is more empowering. The language encourages development and transfer of knowledge in a way that does not leave learners alienated from their immediate environment while it contributes to development of the community ultimately leading to global development. In catering for the glocal needs it is paramount that we also learn foreign languages well and if possible get to know well many languages including our own. Language competence of students should be promoted through appropriate formal training of the teachers as per language speciality and the level of education they are targeting to teach. It is important to have a language policy that has the following attributes of a good policy as recommended by Okombo (2002): Enabling the population to take control of their lives and determine their future Adopting a language of inclusion not exclusion will provide opportunity for greater participation in the affairs of the nation. In other words; Enhancing equal and equitable access to opportunities and advantages Enabling the population to make choices Ensuring maximal acquisition of requisite knowledge and skills Providing opportunity to have access to all the resources needed for a decent standard of living (Okombo 2002). Conclusion Communication is one of the vital skills for the 21st century. Language is a central aspect for communication and hence language teaching should be promoted to acquire requisite skills necessary for the future of students and for sustainable language education needed for education and development. Moreover, it should also be noted that an effective language of instruction policy and practice must be accompanied by careful attention to other features of quality education such as teacher capacity and deployment, infrastructure and curriculum (Trudell 2016). Wolff (2011) stresses the need to have appropriate language in education policies that are well implemented: Faulty language-in-education policies also prevent the African masses from succ

17 essful access to the official/foreign la
essful access to the official/foreign languages. Because knowledge and Dr. Mwajuma VuzoDr. Mwajuma VuzoDr. Mwajuma VuzoDr. Mwajuma Vuzo 
 
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