Challenges Of Learning English At Diploma Level In Primary School Teachers’ Colleges In Tanzania A Case Of Kilimanjaro Region

ABSTRACT

English language speaking and writing competence is a significant proficiency globally. However, this proficiency among ESL learners is hampered by the existence of various linguistic problems in their spoken and written language. This study investigated the magnitude of the linguistic problems existing in teacher trainees’ spoken and written language which hinder their effective communication. Also, the study intended to find out the challenges of learning the English language faced by teacher trainees’ at diploma level in teachers’ colleges in Tanzania; with their suggestive measures to minimize the problem. The study involved 91 respondents, whereby 60 trainees responded to the questionnaires of which 20 trainees were involved from each of the three selected teachers’ colleges. A total of 21 trainees involved in the interviews where 7 trainees were interviewed from each of the three colleges. Finally, there were 10 English tutors who were involved in filling the questionnaires. Data were collected through four research instruments which are interview, documentary review, classroom observation, and questionnaire. The data were analysed by using both, qualitative and quantitative methods. The findings revealed that the trainees’ English language proficiency is hampered by various linguistic problems of which 9 of 12 investigated problems were observed to overwhelm the aspect of grammar, one in phonology, one in writing errors, and another one in vocabulary. The study also found that these teacher trainees face various challenges in learning English. These are: poor English language background, lack of immersion programme and dominance of Kiswahili language, curriculum weakness, a contradiction of language policy, lack of language experts, and vii poor learning environment. However, the study came up with some suggestive measures to minimize the extent of the problem. The following are the recommended suggestions: curriculum changes, changes of language policy, to introduce immersion programme, provision of authentic materials and to motivate learners.