Phase II of the LSTT project was officially launched at a week-long workshop jointly hosted by the University of Dodoma (UDOM) and the University of St. John’s, Tanzania on the 14th -18th November 2016.
Phase II is an exciting new stage of the LSTT project that will enable more than 8000 trainee science and maths teachers to use Language Supportive Pedagogy (LSP) in their classrooms.
In the first phase of the project, the LSTT phase I partnership developed a language supportive pedagogy and sample textbooks in science and maths. Phase II focuses on supporting trainee science and maths teachers to become experts in the use of a LSP. Phase II has expanded the LSTT partnership to include:
- Morogoro Teachers college, Morogoro
- Mpwapwa Teachers college, Mpwapwa
- Butimba Teacher college, Mwanza
The Launch event include a rage of public lectures and workshops, together with detailed planning workshops to plan the next exciting three years of work. A flyer summarising the event can be found here. A more detailed workshop report can be found here. For more information about forthcoming activities please contact either: firstname.lastname@example.org or email@example.com
On 11th April, the Tanzania Institute of Education hosted our dissemination workshop. Nearly 50 representatives from 18 organisations joined us to discuss the findings of from the evaluation of language supportive textbooks, including implications for policy, textbook design and teacher education. Those present included curriculum developers, textbook publishers and teacher educators.
The event was opened by Dr. Elia Kibga, acting Director General of the Tanzania Institute of Education. Three teachers, who had piloted the textbooks with their classes, explained how students found the books easy to read and that the illustrations and activities made teaching easier. Researchers from the University of Dodoma presented findings showing significant improvements in subject specialist vocabulary, reading and writing skills over the short period of the pilot. The most dramatic improvement was in students’ readiness to discuss and solve problems collaboratively by drawing on the linguistic resource of both Swahili and English. This lead to students producing written and spoken sentences in English, rather than one word answers.
There was broad agreement amongst participants that Kiswahili should be used as a resource towards learning English and secondary school students needs access to language supportive materials. It was also agreed that teacher education programs should prepare all subject teachers to support language learning by practicing as well as teaching the theory of language supportive teaching. Participants also offered suggestions for improving the textbooks and scaling up language supportive practices.
We would like to say a big thank you to everyone, who came along, for their constructive contribution to a stimulating and useful discussion.
The workshop was featured on Channel 10 news. You can see the news story below
The full report for the workshop can be downloaded here
Peter Kajoro, Senior Lecturer at The Aga Khan University, Institute for Educational Development, East Africa, and Dr Dave Bainton, Research Fellow at The University of Bristol are to present research findings from the LSTT project at an international conference. The international UKFIET conference is taking place between the 15th and 17th Sept at Oxford University, UK. To download the conference papers go to the Publications page.
Chapters for Maths, English and Biology are being sent to schools in Dodoma, Morogoro and Lindi regions from Sept 21st. Teachers from participating schools in these three regions were trained in their use at a workshop in Dodoma. In depth evaluation of how these textbooks are being used is being carried out during October and November to establish the impact of these materials on student learning.
Present tense is a short film by three high school students in a fishing village in the Tanzanian Island of Zanzibar. The film gives a student perspective of the challenges and debates of learning in English medium in Tanzania.