Sunday 6 January 2013

[wanabidii] "..... Itengenezeni Njia ya Bwana ...

Dadangu Demere

Ni kweli, yote ni matatizo, lakini mpaka lini? Je si wewe na mimi sote tunatakiwa kutoa mchango wetu katika maendeleo ya Jamii zetu? Ni nini tutakachokiacha kwa vizazi, baada ya sauti ya mtu aliaye nyikani kumalizika na "Bwana" (Kiswahili) akaja na kukuta bado Njia yake haijaandaliwa?

Hebu yasome mawazo kutokana na utafiti wa Dkt. Charamba (2012) na tuzidi kujadiliana. Wakati huo huo, kumbuka Kiswahili kinakwenda, na kuenea nje ya Afrika Mashariki.
Hili linanitia faraja. Hata sehemu zilizosemwa ni za Francophone Africa sasa wanataka BA Kiswahili.
Itengenezeni njia ya Bwana...


"….. In order for the superpower and her allies to successfully perpetuate the hegemony of English in Africa, they collaborate with the post-independence elitist rulers to exalt and spread that hegemony. Mutasa (2006) notes that the mind set of the elite is a real force to reckon with when it comes to championing the hegemony of English in post-independence Africa. Most of the elites of Africa, be they political elites, academic elites, literary elites and general elites (to borrow Mazrui's (1978) categories of African elites), were nurtured in British and American universities. Therefore, they worship daily at the shrine of the gods of English (England and the United States of America). Probably, it is with this realization that Mutasa (Ibid: 71) says,
The elite shun local content, language and culture…they…converse in European languages among themselves even in situations where one would expect them to speak in African languages. They do not only converse among themselves in European languages but also with their children whom they send to schools where European languages are the languages of learning and teaching.
Since some of these elites are the current leaders in Africa, Mutasa (Ibid: 79) discovered that there is lack of "political will" among the elitist leaders and their governments to upgrade indigenous languages to official languages of instruction in institutions of learning. Chimhundu (2001: 22) seems to be speaking from the same podium with Mutasa when he speaks about the Zimbabwean situation. He says, "The language that the colonial master introduced as the language of colonial administration is used by the present elite as a means to maintain their power and position." In this sense, the elitist rulers of Africa dance to the tune of their former masters and educators. They resort to the use of colonial canons such as the English language to retain power and high positions in the new African neocolonial governments. Probably it is with this sort of understanding that Mazrui (1978: 13) concludes that "All educated Africans to a man [and to a woman] are still cultural [and linguistic] captives of the West." In fact their strong liking for English proves how much they are linguistic captives of the West....(pp. 134 – 135)
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Yanyoosheni mapito ya Kiswahili.....
 
Aldin K. Mutembei   (PhD)                         Aldin Mutembei (PhD)
Mkurugenzi                                                  Director
Taasisi ya Taaluma za Kiswahili                  Institute of Kiswahili Studies
Chuo Kikuu cha Dar es Salaam                   University of Dar es Salaam, TANZANIA
+255 222 410 757     [Ofisini]                     +255 222 410757 (Day time-Office)
+255 715 426 162      [Kiganjani]                +255 715 426 162  (Cell)
b-pepe: kaimutembei@gmail.com                Alternative e-mail: <kaimutembei@gmail.com>

From: Demere Kitunga <demeredye@gmail.com>
To: Wanazuoni@yahoogroups.com
Sent: Saturday, January 5, 2013 2:44 PM
Subject: Re: [Wanazuoni] Huyu naje Je, Si UTAFITI?

 
asante Vincent asante Dr. Mutembei, yote mawili ni matatizo--K3 kama maandalizi ya msingi kwa wanafunzi haziko bayana katika mtaala wa darasa la 1 hadi la 3

2013/1/5 vincent katabalo <vinkat_99@yahoo.com>
 
Dr .Mutembei,

Nakubaliana na hoja zote zinazotokana na utafiti juu ya umuhimu wa kiswahili katika kufundishia na kujifunzia ila naamini kuwa kubadilishwa kwa lugha ya kufundishia haiwezi kumaliza tatizo tulilonalo katika mchakato wa ujifunzaji na ufundishaji.

Miaka 2 iliyopita nilifanya teacher professional needs assessment kwa mkoa wa mtwara. Kwa kushirikisha waalimu wakuu, waalimu, kamati za shule, waratibu elimu kata, wakaguzi wa shule na wanafunzi wenyewe.

Matokeo ya utafiti yalionyesha kuwa:
89% ya waalimu ambao wamekuwa kazini kwa muda wa miaka 3 hadi 7 hawajapata mafunzo yoyote wakiwa kazini

78% ya waalimu wetu hawana uelewa wa kutosha wa maudhui ya somo. (subject content knowledge) kama tunavyojua miaka ya karibu vyuo vya ualimu vilisitisha kufundisha subject content knowledge na kujikita kwenye pedagogical knowledge

At the same point nilikutana na walimu na wanafunzi katika kufanya hard topic assessment kwa somo la hesabu, english, kiswahili na sayansi kwa drs la kwanza hadi la nne. Somo la kiswahili ndiyo lililokuwa na orodha ndefu ya mada ngumu kuliko masomo hayo matatu.

Pia katika shule zetu wanafunzi wanachukua muda mrefu kujua kusoma na kuelewa (decoding with meaning). Ni jambo ambalo loko wazi kuwa kujifunza kunakuja baada ya mtoto anaweza kusoma na kuelewa kile anachojifunza.

Katika shule tulizopita kwa wastani watoto wengi wananza kujua kusoma wakiwa darasa la kwanza kuanzia mweizi wa kumi muda ambao ni mrefu sanam

Hali kadharika muhtasari tunaoutumia ni language learning program zaidi badala ya kuwa literacy learning program. Si hivyo tu, kwenye syllabus hatuna reading time ambayo ingewasaidia watoto kujua kusoma haraka. Kwa haraka haraka utaona tuna dkk 30 kwa siku kwa ajili ya kujifunza lugha ya kiswahili sawa na massa mawilii na ushee kwa wiki wakati afrika ya kusini wana masaa 9 kwa wiki, ghana wana masaa 10.

Kwa mtazamo wangu hoja ya lugha ya kufundishia iangaliwe kwa kuhusianisha na vipengele muhimu katika mchakato wa kufundishia na kujifunzia

Wasaalam
Sent from my BlackBerry® smartphone on the Tigo Tanzania Network
From: Aldin Mutembei <mutembei@yahoo.com>
Date: Sat, 5 Jan 2013 02:22:14 -0800 (PST)
Subject: [Wanazuoni] Huyu naje Je, Si UTAFITI?

 
Waungwana

Labda kwa kuwa kaandika kwa "lugha ya kitaalamu", wasomi wataelewa, maana hizi lugha nyingine za "kienyeji", wanadai hawazielewi.

*******************
Mimi ninamnukuu:
"...The dominance of English in Tanzania has inhibited the development of Kiswahili and stifled internal scientific and technological innovations and inventiveness since its continued use in post-primary education makes it difficult for students at these levels to understand and internalize scientific and technological principles due to their poor proficiency. It has been shown that English decreases confidence in the value and effectiveness of local cultural analysis systems and their knowledge bases through defining Kiswahili and ethnic languages as being immature and consequently unfit to express science and its associated technologies." (pg ix).
 
 Source: Neke, S. M. (2003) English in Tanzania and anatomy of Hegemony, Unpublished PhD Thesis,  Ghent


Haya ni matokeo ya utafiti, uliompatia mlengwa shahada yake ya Uzamivu. Sijui baada ya hapa itaendelea kusemwa kuwa, yanayosemwa kuhusu nafasi za Kiswahili na Kiingereza katika Jamii ya Watanzania, yanasemwa tu bila utafiti au?
*********************************
 
Aldin K. Mutembei   (PhD)                         Aldin Mutembei (PhD)
Mkurugenzi                                                  Director
Taasisi ya Taaluma za Kiswahili                  Institute of Kiswahili Studies
Chuo Kikuu cha Dar es Salaam                   University of Dar es Salaam, TANZANIA
+255 222 410 757     [Ofisini]                     +255 222 410757 (Day time-Office)
+255 715 426 162      [Kiganjani]                +255 715 426 162  (Cell)
b-pepe: kaimutembei@gmail.com                Alternative e-mail: <kaimutembei@gmail.com>

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