Second Language Learning for Sustainable Development: Barriers for Learners in Rural Communities

Abstract

Learning of second language for sustainable development is defined as learning language that changes skills, knowledge, values and attitudes to build more sustainable and just societies for all (UN 2015: UNESCO 2017). It would not be preposterous to opine that language and communication play a paramount role in the quest for development, be it human, social, political, technological and any other form of development. Looking in Tanzania as a country, the plurality of ethnic languages through information flows, undoubtedly constitutes a barrier to effective human development processes.  It draws on data from students in rural communities in one of the ward secondary schools in Tanzania. The study specifically sought to find out the type of pronunciation errors that students frequently commit and teachers views on how pronunciation errors can be addressed. Transfer of Learning Theory by Thorndike (1923) and Contrastive Analysis Theory by Charles Fries (1945) informed the collection and analysis of the qualitative data. Thus, data were collected through interviews with teachers and students and pronunciation tests administered through a wordlist and analyzed qualitatively. Seven teachers in three ward secondary schools and 35 students were involved. The findings of the study revealed that mispronunciation of English words was due to the difference in sounds between student’s mother tongue and English language. Moreover, the findings revealed that students lacked linguistic exposure as most of them meet English at school and constantly use Kiswahili and mother tongues at home. Therefore, teachers become the chief language input providers. The study recommends that teachers should take note of these differences in sounds and limited exposure to English language when designing and implementing lessons in classrooms since they are the main language input providers.