Linguistic Difficulties of Using English as a Language of Instruction: A Reflection on Tanzanian University Lecturers

Abstract

This paper investigates the linguistic difficulties faced by the University lecturers who teach science subjects using EMI in Tanzanian Universities particularly the University of Dodoma (UDOM) and St. John’s University of Tanzania (SJUT) of Dodoma Region - Tanzania. Data were collected through questionnaires, observation and interviews from a sample drawn from the College of Natural and Mathematical Sciences (CNMS) and the Faculty of Natural and Applied Sciences (FANAS) of UDOM and SJUT, respectively. The study revealed that lecturers face linguistic difficulties, namely tense confusion, code-switching between English and Kiswahili, grammatical errors such as spelling and poor pronunciation, missing important vocabulary which leads into hesitation, difficulties in elaborating some scientific terms to students in Kiswahili since Kiswahili is lacking equivalents of some of these scientific terms; poor response from conversation counterparts as students cannot speak and write confidently and effectively in English. These difficulties are attributed to inadequate exposure to English, the influence of Kiswahili and ECLs and poor educational language policies. This study, therefore, recommends to the policy making stakeholders on declaring English as LoI from nursery school to tertiary levels so as to expose our children to English (FL) earlier at a younger age.