Teachers’ knowledge of the use of communication strategies: a case of kiswahili as a second language classrooms in Tanzania

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.