Kiswahili

Kiswahili na Wadau: Fursa na Changamoto kwa Maendeleo Endelevu

John G. Kiango — 2024-11-01

Lengo la makala hii ni kujadili fursa na changamoto kwa maendeleo endelevu ya lugha ya Kiswahili, hususan baada ya Shirika la Umoja wa Mataifa linaloshughulikia Elimu, Sayansi na Utamaduni - UNESCO kutangaza Siku ya Maalumu ya Kiswahili duniani. Kutangazwa kwa siku hii kunatoa fursa kwa wadau wa Kiswahili katika ngazi zote za kitaifa na kimataifa kujadili masuala mbalimbali yanayohusiana na maendeleo ya Kiswahili. Katika makala hii, pamoja na masuala yaliyolengwa, mwandishi anatoa shukurani zake kwa asasi mbalimbali za kimataifa ambazo zimeshiriki kwa namna tofauti katika mchakato wa kufanikisha hatua ya kutangazwa tarehe 7 Julai kuwa siku maalumu ya Kiswahili duniani. Makala hii inajadili kwa ujumla, majukumu na mchango wa wadau mbalimbali katika maendeleo ya Kiswahili kwa kudokeza fursa na changamoto katika maendeleo hayo. Mtafiti anahitimisha kwa kusisitiza kuwa jukumu la kuendeleza lugha ni la taasisi zote za elimu, hususan vyuo vikuu vya ndani na nje ya nchi. Kutokana na changamoto kubwa ya kifedha, uzalendo uwekwe mbele ili kufanikisha malengo ya kukuza Kiswahili.

Teachers’ implementation of Communicative Language Teaching approach in primary school English language classrooms in Tanzania

Philpo John — 2024-11-01

This study presents findings on how teachers implement the Communicative Language Teaching (CLT) approach recommended in the English subject syllabus for primary education in Tanzania. It employed a qualitative approach and phenomenology design to explore the teachers’ experiences in using the CLT approach. It involved five public schools that had performed better in Primary School Leaving Examinations (PSLE) in four consecutive years (NECTA, 2013 2016). Data were collected through interviews with subject teachers, head teachers, ward educational officers (WEOs), and district education quality assurers (DEQAs). The study also conducted classroom observations. The analysis reveals that although teachers could explain the CLT techniques stipulated in the subject syllabus, most of them could not use the CLT techniques when observed in classrooms. Moreover, large class sizes, teachers’ insufficient language proficiency, and inadequate teaching and learning resources hindered them from implementing the CLT approach effectively. Furthermore, the study found that the teachers employed the translation method involving Kiswahili and English. This implies that the CLT approach was implemented before sufficient training was provided to teachers. Therefore, the government should allocate adequate financial resources annually to train teachers in contextually relevant methodologies for better English results in primary schools in Tanzania.

Teachers’ knowledge of the use of communication strategies: A case of Kiswahili as a Second Language classroom

Tamasha Kitalima — 2024-11-01

In Second Language (SL) classroom interactions, teachers and learners might face language mismatch due to learners’ limited target language (TL) linguistic resources. In such situations, communication strategies (CS) like approximation, non-verbal cues, code-switching, and others help to compensate for the breakdown. However, in most SL classes, teachers either do not use these strategies to ease interaction with their learners or use them without noticing their significance. Thus, it is questionable whether SL teachers are cognizant of the use of CSs when interacting with their learners. This paper examines teachers’ knowledge of the use of Communication Strategies (CSs) in Kiswahili as a Second Language (KSL) classrooms in Tanzania. In particular, the present paper seeks to determine the CSs used by KSL teachers and to ascertain their cognizance of the use of CSs in classroom interaction. The research on which this paper is based was a qualitative case study involving three KSL teachers, purposively sampled from the Kiswahili na Utamaduni (KIU) training centre. Classroom observation and personal interviews were used to collect data. Findings indicate that the teachers relied on code-switching and used CSs with limited knowledge of specific strategies. This study recommends that KSL teachers should be given awareness to be able to consider using recommended CSs effectively to facilitate classroom interaction. In addition, teachers’ training colleges should consider involving units on CSs in language teaching courses.

Ala za Kisintaksia katika Ufafanuzi wa Dhima za Viambajengo vya katika Lugha ya Kiswahili

Fabiola Hassan — 2024-11-01

Makala hii inahusu ala za sintaksia na namna ambavyo zinaweza kutumika katika ufafanuzi wa dhima za kisarufi za viambajengo vya sentensi za lugha ya Kiswahili. Licha ya ufafanuzi wa kina uliofanywa kuhusu mada hii, bado kuna masuala ambayo hayako bayana au yana utata. Mathalani, kuna utata juu ya dhima za kisarufi za viambajengo vinavyotokea mara baada ya kitenzi. Haiko wazi iwapo kila kiambajengo kinachotokea katika nafasi hiyo ni yambwa au la. Kwa hiyo, makala hii inalenga kufafanua ala mbalimbali za kisintaksia na kueleza namna ala hizo zinavyoweza kutumika kufafanua dhima za kisarufi za viambajengo vya sentensi za lugha ya Kiswahili ili kutatua utata unaoweza kujitokeza kuhusu dhima hizo. Data za makala hii zimepatikana kwa mbinu ya hojaji pamoja na usaili na kuchambuliwa kwa kutumia misingi ya Sarufi Leksia Amilifu. Kwa ujumla, tumebaini kuwa kuna ala kuu tano za kisintaksia katika lugha ya Kiswahili. Ala hizo ni pamoja na ukategoria wa neno, viambajengo vya maneno, viambishi, vijineno maalumu na kiimbo. Ala hizi ndizo zinazowasaidia wanasintaksia kufafanua dhima mbalimbali za kisarufi kama vile kiima, yambwa, yambiwa, yambwaϴ, oblikyu_mahali na chagizo. Ala za kisintaksia ni nyenzo muhimu katika ufafanuzi wa dhima za kisarufi za viambajengo vya sentensi za Kiswahili.

Ulinganishi wa Nadharia ya Umbo Upeo na Fonolojia Zalishi katika Uchanganuzi wa Michakato ya Kifonolojia katika Kiswahili

Michael A. Mashaur — 2024-11-01

Makala hii inahusu ulinganishi wa nadharia za Fonolojia Umbo Upeo na Fonolojia Zalishi katika uchanganuzi wa michakato ya kifonolojia katika Kiswahili. Nadharia hizi mbili zina mielekeo tofauti katika kuchanganua data za kiisimu. Nadharia ya Fonolojia Zalishi hutumia kanuni zinazofanya kazi kihatua katika kukokotoa umbo la ndani kwenda umbo la nje ilhali Nadharia ya Umbo Upeo huzingatia mashartizuizi. Nadharia zilizotumika ni Umbo Upeo na ile ya Fonolojia Zalishi ambapo uchanganuzi umetumia mbinu linganishi. Mashartizuizi yameundwa na mtafiti kutokana na data husika katika kupata matamshi kubalifu. Pia, kanuni zimeundwa na kuonesha ulinganishi wa jinsi mielekeo hii inavyojitofautisha katika kuchanganua michakato ya kifonolojia katika Kiswahili. Imebainika kuwa wakati Nadharia ya Fonolojia Zalishi inabainisha hatua zinazopaswa kuchukuliwa ili kupata umbo la nje kutoka umbo la ndani, mazingira ya utokeaji wa mabadiliko hayo na mabadiliko yenyewe, Nadharia ya Umbo Upeo inahusisha umboghafi na umbotokeo kubalifu kwa kutumia vigezo vinavyowekwa na mashartizuizi katika hatua moja ya ukokotozi. Nadharia ya Umbo Upeo haioneshi kwamba kulikuwa na mazingira fulani yaliyofanya umboghafi likabadilika kuwa umbotokeo fulani.

Mofimu za Udogoshi na Ukuzishi katika Mfumo wa Ngeli za Nomino za Lugha ya Kibena: Mkabala wa Kimofolojia

Faraja Mwendamseke — 2024-11-01

Makala hii inachunguza mofimu za udogoshi na ukuzishi katika mfumo wa ngeli za nomino za Kibena. Katika mfumo wa ngeli za nomino dhana za udogoshi na ukuzishi hudhihirika katika lugha nyingi za Kibantu. Aidha, mfumo wa ngeli katika Mame-Bantu unatofautiana na ule wa lugha nyingi za Kibantu. Kwa hiyo, ngeli inayobeba mofimu hizo si suala la kimajumui katika lugha za Kibantu. Lengo la makala hii ni kuonesha jinsi mofimu za udogoshi na ukuzishi zinavyojidhihirisha katika Kibena. Data za makala hii zilikusanywa kwa mbinu ya upitiaji nyaraka. Aidha, data hizo zilichambuliwa kwa mkabala wa maelezo. Mkabala wa Viambishi Awali vya Nomino wa uainishaji wa ngeli kimofolojia ndio uliotumika kubainisha maumbo yanayoonesha udogoshi na ukuzishi. Makala hii inadhihirisha kuwa kuna upekee katika mfumo wa ngeli za udogoshi na ukuzishi katika lugha ya Kibena ambao ni tofauti kidogo na baadhi ya lugha nyingine za Kibantu. Matokeo yanaonesha kuwa katika lugha ya Kibena viambishi vya udogoshi vinapatikana katika ngeli ya 12/13 (-ha-/-tu-) na ukuzishi ni ngeli ya 5/6 (-li-/-ma-) pamoja na ngeli ya 20/6 (-gu-/-ma-). Aidha, viambishi hivi huweza kuambatana na dhima nyingine. Hata hivyo, katika utokeaji wa viambishi hivi katika ngeli, inaonesha kuwa katika miktadha mingine kuna mchakato wa uongezaji wa kiambishi ngeli kingine au ubadilishanaji wa kiambishi ngeli.

Dhima ya Visasili katika Riwaya za Nagona na Mzingile

Rose J Mbijima — 2024-11-01

Nagona na Mzingile ni riwaya zilizoibua mjadala mkubwa katika fasihi ya Kiswahili. Upekee wa riwaya hizo umewasukuma wataalamu wengi kuandika mengi kuhusiana nazo. Makala hii imechangia katika mjadala huo kwa kuvishughulika visasili vilivyomo katika riwaya hizo. Kwa hiyo, malengo ya makala hii ni kuvibainisha visasili hivyo kisha kujadili dhima yake katika riwaya teule. Makala ilihusisha usomaji wa riwaya tajwa kabla ya kuanza kuvichambua visasili vilivyoshughulikiwa. Ili kukamilisha malengo yake, makala imetumia nadharia mbili, yaani Nadharia ya Mwingilianomatini na Nadharia ya Uhemenitiki. Nadharia ya Mwingilianomatini imetumika wakati wa kuvibainisha visasili katika riwaya za Nagona na Mzingile. Pia, Nadharia ya Uhemenitiki imetumika wakati wa kujadili dhima za visasili katika riwaya teule. Matokeo ya utafiti huu yanaonesha kuwa katika riwaya ya Nagona kuna kisasili cha Edipode, kisasili cha manju wa ngoma ya uhai na kisasili cha mama na kijana wake. Kwa upande wa riwaya ya Mzingile, kuna kisasili cha Kakulu na kisasili ya Adamu na Hawa. Aidha, tumebaini kuwa visasili vilivyotumika katika riwaya za Nagona na Mzingile vina dhima ya kujenga uhalisiaajabu katika riwaya tajwa, kuleta tafsiri anuwai za riwaya husika na kujenga maudhui kuhusu ukweli, asili na maana ya maisha.

Kategoria za Hofu ya Mwanadamu katika Riwaya ya Kiswahili: Uchunguzi wa Riwaya Teule

Adria Fuluge — 2024-11-01

Mwanadamu huweza kukumbwa na hofu inayojikita katika ufahamu na upembuzi wa masuala mbalimbali yanayomzunguka. Kimsingi, hofu humsababishia mwanadamu huyo kuwa na maamuzi ya kufanya au kutofanya jambo fulani. Kwa asili, mwanadamu ndiye kiumbe mwenye urazini ambaye matendo yake yanaweza kubainisha bayana kuwapo kwa hofu. Waandishi mbalimbali wa kazi za fasihi huwasuka wahusika wenye hofu katika ujenzi wa maudhui lengwa. Hata hivyo, hakuna ithibati dhahiri zinazoonesha kategoria mbalimbali za hofu zinazomkumba mwanadamu kwa kuhusisha na bunilizi za Kiswahili. Kwa mantiki hiyo, makala hii inajadili kategoria tano huku ikijiegemeza katika riwaya za Rosa Mistika (1971) na Ua la Faraja (2004). Kwa ujumla, uteuzi wa riwaya hizi umezingatia kigezo kwamba katika ujenzi wa visa, wahusika wake wanaisawiri hofu kulingana na maudhui lengwa. Data za matokeo haya zilipatikana maktabani kwa kutumia mbinu ya usomaji matini kwa kujiegemeza katika riwaya teule. Vilevile, katika uchunguzi, uchanganuzi na mjadala wa matokeo hayo, misingi ya Nadharia ya Uhalisia imetumika. Matokeo yanaonesha kuwa zipo kategoria mbalimbali za hofu zinazomkumba mwanadamu. Hata hivyo, makala hii imejadili kategoria kuu tano tu, ambazo ni: hofu ya kutokuwa na uwezo wa kuzaa na kulea watoto, hofu ya mahusiano, hofu kuhusu nguvu za Mungu, hofu ya kuyafikia matarajio na hofu ya kifo.

Tanzanian popular songs and social values: An appreciative analysis of selected songs

Edwin A. Mwakibete — 2024-11-01

This article examines how Tanzanian artists, Wagosi wa Kaya and Mr. Ebbo as an example, have defied expectations and confounded critics by employing humour in their songs to caution against risky behaviour. Popular Tanzanian songs have typically been accused for a number of years by the government and the general public of ‘destroying’ Tanzanian values, especially by promoting dangerous activity. These kinds of songs are usually banned, and the writers’ performance licences revoked by the government. Although many musicians have faced criticism for allegedly inciting dangerous behaviour through their music, Mr Ebbo and the Wagosi wa Kaya music group, distinguished musicians, have been notable exceptions. They have composed superb songs that contradict these charges. Using thematic and content analyses and informed by the Theory of Planned Behaviour, the article emphasises how important it is for other people to value these and similar musicians in order to support them and push more musicians to write songs that are constructive and morally sound so that society can reap the benefits of the reintroduction of social values.