Changamoto za wanafunzi wanaojifunza lugha ya kichina kama somo kwa wajifunzaji wanaotumia Kiswahili kama lugha ya kwanza katika kumudu stadi za lugha: Mifano kutoka shule teule za sekondari nchini Tanzania

Abstract

Kichina ni lugha mojawapo kati ya lugha za kigeni zinazofundishwa katika shule za sekondari nchini Tanzania. Katika kuboresha zoezi zima la ujifunzaji na ufundishaji wa somo la kichina katika shule za sekondari, makala hii imelenga kubainisha changamoto zinazokwamisha wanafunzi kuwa mahiri na namna bora ya kuweza kukabiliana na changamoto hizo. Utafiti huu uliwahusisha walimu na wajifunzaji katika shule za sekondari zinazofundisha kichina katika mkoa wa Dodoma, halmashauri ya jiji la Dodoma. Shule ya sekondari Umonga, Dodoma na Kiwanja cha Ndege zilihusishwa katika utafiti huu. Aidha, mbinu za mahojiano, uchambuzi matini na ushuhudiaji zilitumika kupata data za utafiti huu. Mkabala wa kitaamuli uliongoza uchanganuzi na uwasilishaji wa data. Matokeo ya utafiti huu yanatarajiwa kuwasaidia watunga sera na wadau mbalimbali wa elimu, kuongoza uboreshaji wa ufundishaji wa lugha na utoaji wa rasilimali. Kimsingi matokeo ya utafiti huu yanaonesha kuwa zipo changamoto zinazokwamisha umahiri wa wajifunzaji wa Kichina kama lugha ya pili kama vile ; tofauti za kiisimu baina ya Kichina na Kiswahili, walimu kutokuwa mahiri katika lugha wanayofundisha, suala la mazingira finyu ya kujifunzia na upungufu wa vifaa vya kufundishia na kujifunzia. Pia, utafiti huu utachangia katika mjadala mpana wa kitaaluma kuhusu elimu ya lugha za kigeni barani Afrika, na kupendekeza njia za uchunguzi wa siku zijazo. 

Chinese is one of the foreign languages taught in secondary schools in Tanzania. In order to improve the overall learning and teaching process of Chinese in secondary schools, this article identifies the challenges that hinder students from becoming proficient in the language and suggests effective ways to address these challenges. The study involved teachers and learners in secondary schools in Dodoma City. The schools were Umonga, Dodoma and Kiwanja cha Ndege. Additionally, methods such as interview, text analysis, and observation were used in gathering data for this study. The analysis and presentation of data were guided by a qualitative approach. The findings of the study are expected to assist the policymakers and various educational stakeholders in improving language teaching and in resource provision. Essentially, the results indicate the several challenges that hinder the proficiency of leaners’ studying Chinese as a second language from developing. Other challenges are teachers' lack of proficiency in the language, a limited learning environment, and a shortage of teaching and learning materials.