Date of Award

12-2017

Document Type

Dissertation

Degree Name

Master of Education (MEd)

First Supervisor/Advisor

Prof. Jacob Marriote Ngwaru

Second Supervisor/Advisor

Dr. Nipael Mrutu

Department

Institute for Educational Development, East Africa

Abstract

Modern language and literacy teaching and learning in pre- primary and lower primary classrooms becomes meaningful and successful if teachers apply multimodality to facilitate representation and communication to young learners. In this study I explored the application and importance of multimodality in language and literacy classrooms for the young children in early grades in Tanzania. The study has mainly focused on the Pre- primary class, Standard One, Two and Three as elementary levels of language and literacy learning. I made a review of literature on the application and importance of multimodality in language and literacy teaching and learning in Tanzania, Africa and globally. The purpose was to identify my theoretical framework to the reader. The methodology that I applied in the study was a qualitative case study design which employed interviews, classroom observations, documents analysis, and focus group discussion to gather the information. From the study point of views it is indicated that with the turn of communication and representation modes in teaching and learning, teachers at Kerenge primary school have at least started to apply multimodality as classroom multiple modes of communication and representation. Basing on the findings I recommend progressive in-service training for teachers, and I advise the district education authorities to train and allow teachers to make use of technologies in teaching and learning. This will transform classroom representation and communication to conform to the rapidly global advancement of science and technology.

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