The effects of English as language of instruction on teaching history in two schools in Monduli district

Date of Award


Document Type


Degree Name

Master of Education (MEd)

First Supervisor/Advisor

Dr. Mary Oluga

Second Supervisor/Advisor

Dr. Nipael Mrutu


Institute for Educational Development, East Africa


The use of English as a foreign language in Education system in Tanzania has been an issue of concern, and maybe blamed for the gaps in the quality of education. Research shows that, despite the fact that education standard is deteriorating the measures that have been taken to address the problem have not achieved the intended outcomes. This current study aimed to the effects of using English language in teaching and learning of history subject in Tanzania’s public secondary schools. The study applied a descriptive qualitative research approach where purposive sampling was used to choose two public secondary schools to represent others. The study findings showed that, in secondary schools the policy is not effectively implemented. In spite of the fact that teachers as well as learners are far from being proficient in English the language is used as a medium of instruction in teaching of history subject. Learners seemed not to comprehend what they are taught in history due language barrier. In this sense, the objectives of teaching history are not met and learners do not gain the expected competences.In recognizing the importance of English language in 21st century, it is recommended that learners should be exposed to English early in their primary school life to enable them learn history as expected. This would make it easier for them when they join secondary schools where English is medium of instruction

This document is available in the relevant AKU library