Browsing by Author "Mwambula, H"

Now showing 1 - 2 of 2

The Morpho–Syntactic Influence of ECLS in Learning Kiswahili as L2: A Case of Nyakyusa Language in Mbeya
(African Journal of Applied Research, 2019) Mwambula, H
This study examines the morpho- syntactic influence of the Ethnic Community Languages (ECLs) in learning Kiswahili as a second language (L2) since little is still known on how L1’s structure affects the acquisition of L2 morpho-syntactically. In this regard Nyakyusa language spoken in Mbeya was taken as a case to represent other ECLs in Tanzania, which are Bantu in origin. The study was conducted in Rungwe district where Nyakyusa natives are dominant. Word lists, questionnaires, interviews and participant observation were the research techniques used in collecting data. The study was descriptive and it employed the Contrastive Analysis Hypothesis as the theoretical framework. The findings revealed that, Morpho-syntactically, both Nyakyusa and Kiswahili follow SVO word order, have noun-verb agreement and are similar in changing from singular into plural. These kinds of similarities positively, influence learners in the process of learning Kiswahili as a second language.
Teachers’ Perception on Translanguaging in Mother Tongue Based Languages as a Tool for Teaching and Learning in Lower Rural Primary Education in Tanzania: A Case Study of Rungwe District
(International Journal of English Language & Translation Studies, 2021-08-31) Mwambula, H
Globally every organization is facing new challenges regarding exploration of attitudes and the presence of translanguaging practice in lower primary school classrooms. In this regard, this study aimed to examine attitudes and the presence of translanguaging practice in lower primary school classrooms in Tanzania. The study adopted case study research design and followed both qualitative and quantitative approaches. The study used Slovene's Formula to obtain sample size of 172 respondents from the target population of 301 respondents. Interview and observation methods were used to collect primary data. The data was analyzed using contents analysis and frequencies. Finding of the study concluded that teachers perceived that through translanguaging, child learns more quickly through mother tongue than through an unfamiliar linguistic medium. Further teachers acknowledged the importance of mother tongue: “learners are quicker to learn to read and acquire other academic skills when first taught in their mother tongue”. The study recommends that teachers should create an instructional space where translanguaging is nurtured without learners having to suppress their linguistic repertoires. Thus, a classroom where learners manifest and utilise their linguistic repertoires constitutes a ‘haven’ for learners to attain a deeper understanding of the learned material.