This study explored parents‟ and teachers‟ conception in the use of first language in
child‟s development of pre-reading literacy skills in Tanzania. The study was
conducted in 6 public pre-primary classes in Geita District involving 20 parents (9
males and 11 females) and 12 teachers (5 males and 7 females). The study sampled
parents conveniently, while pre-primary teachers were purposely sampled. Further,
the study employed collective or multiple case study design underpinned by a
qualitative approach. To accomplish the study objectives, semi structured interview,
FGD and observation were employed in data gathering. The data were analysed
based on the themes and resulted into the emergence of different sub-themes.
The findings reveal that both parents and teachers conceived L1 as mother tongue, a
language acquired from birth, and which stands as a cultural identity. Further, both
believed that L1 has a significant contribution in child‟s development of pre-reading
skills. Furthermore, the findings established that the participants held varied
conceptions regarding the use of L1 in teaching at pre-primary level. More
importantly, the findings revealed that participants held varied conceptions regarding
how L1 could be used in teaching. Nevertheless, the findings revealed that classes
that constituted majority of L1 learners were characterised by hard of learning,
communication barrier and inactive learning climate. The study concludes that,
though stakeholders were aware of crucial role of L1, the majority of study
participants did not recommend for its use. Further, few study participants
recommended for code mixing in teaching at pre-primary level. More importantly,
L1 learners experiences hard of learning, challenge in communication, and inactive
engagement during teaching and learning. The study recommends for popularisation
of Kiswahili due to prevalence of diverse ethnic languages in Tanzania.
The Public Access, L (2021). Parents’ And Teachers’ Conception In The Use Of First Language In Child’s Development Of Prereading Skills In Tanzania. Afribary.com: Retrieved May 13, 2021, from https://afribary.com/works/parents-and-teachers-conception-in-the-use-of-first-language-in-child-s-development-of-prereading-skills-in-tanzania
Library, The Public Access. "Parents’ And Teachers’ Conception In The Use Of First Language In Child’s Development Of Prereading Skills In Tanzania" Afribary.com. Afribary.com, 26 Apr. 2021, https://afribary.com/works/parents-and-teachers-conception-in-the-use-of-first-language-in-child-s-development-of-prereading-skills-in-tanzania . Accessed 13 May. 2021.
Library, The Public Access. "Parents’ And Teachers’ Conception In The Use Of First Language In Child’s Development Of Prereading Skills In Tanzania". Afribary.com, Afribary.com, 26 Apr. 2021. Web. 13 May. 2021. < https://afribary.com/works/parents-and-teachers-conception-in-the-use-of-first-language-in-child-s-development-of-prereading-skills-in-tanzania >.
Library, The Public Access. "Parents’ And Teachers’ Conception In The Use Of First Language In Child’s Development Of Prereading Skills In Tanzania" Afribary.com (2021). Accessed May 13, 2021. https://afribary.com/works/parents-and-teachers-conception-in-the-use-of-first-language-in-child-s-development-of-prereading-skills-in-tanzania