Abstract:
In second language (SL) classroom interaction, both teachers and learners might
face language mismatch due to the learners’ limited target language (TL)
linguistic resources. In such situations, communication strategies (CS) like
approximation, non-verbal cues, code-switching, and others crucially 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
intends to examine teachers’ knowledge of the use of Communication Strategies
(CSs) in Kiswahili as a Second Language (KSL) classroom in Tanzania. The thesis
of this paper stands to be important because Kiswahili gains importance in the
world’s communication every day, and there is a remarkable growth of KSL
classes where appropriate CSs are needed. In particular, the present paper
sought to determine CSs used by KSL teachers and to ascertain their cognizance
of the use of CSs in classroom interaction. This qualitative case study involved
three KSL teachers who were 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 consider using CSs effectively to facilitate
classroom interaction. In addition, teachers’ training colleges should consider
involving units on CSs in language teaching courses.
