LOI and TCE Language of Instruction and Attainment of Transnational Coaching Education Narratives from Tanzanian Soccer Coaches Section Articles
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Abstract
This paper provides an in-depth examination of how the LOI as a learning capital and resource was a barrier among Tanzanian football coaches to attain coaching knowledge and skills through transnational coach education programmes (TCEPs). Bourdieu’s notion of “forms of capital” was a theoretical lens used to understand how the use of foreign language for instruction was a barrier for course participants to attain coaching knowledge and skills during the CAF B License course. Using a hermeneutic phenomenological approach, data were collected using interviews and meaning and lived experiences among course participants were analyzed using content analysis. Results establish that the language was a key barrier to learning and caused by educational backgrounds of the course participants. Lack linguistics proficiency compromised their ability to communication and integrate learned experiences, transfer learned content and opted to direct learning intentions as an option to gain credits for accreditation. This paper recommends focused attention to local cultural contexts to benefit the course participants who are recipients of TCEPs. In addition, the paper recommends a learner-centred approach in which the translation of program materials and specific support mechanisms are adopted.
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Brock-Utne, B., & Mercer, M. (2015). Using languages that children know as the languages of instruction–a post 2015 challenge and the work of CASAS. Paper presented at the UKFIET Conference on Education and Development–Education and Development Post.
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Pherali, T. J. (2012). Academic mobility, language, and cultural capital: The experience of transnational academics in British higher education institutions. Journal of studies in international education, 16(4), 313-333. doi:10.1177/1028315311421842
Prinsloo, C. H., Rogers, S. C., & Harvey, J. C. (2018). The impact of language factors on learner achievement in Science. South African Journal of Education, 38(1). doi:10.15700/saje.v38n1a1438
Qorro, M. A. (1999). A qualitative study on the teaching and learning of writing in English in Tanzania secondary schools in relation to the writing requirements of tertiary education. University of Dar es Salaam,
Qorro, M. A. (2004). Popularizing Kiswahili as a language of Instruction through the Media in Tanzania. In B. Brock-Utne, Z. Desai, & M. Qorro (Eds.), Researching the Language of Instruction in Tanzanian and South Africa. Cape Town: African Minds.
Qorro, M. A. (2006). Does language of instruction affect quality of education? Dar es Salaam: HakiElimu.
Roy-Campbell, Z. M., & Qorro, M. P. (1997). Language Crisis in Tanzania: the myth of English versus Education. Dar es Salaam: Mkuki na Nyota Publisher.
Rubagumya, C. M. (1989). English‐medium instruction in Tanzanian secondary schools: A conflict of aspirations and achievements. Language, culture and curriculum, 2(2), 107-115. doi:10.1080/07908318909525059
Rubagumya, C. M. (1990). Languages in Tanzania. In C. M. Rubagumya (Ed.), Language inn Education in Africa: a Tanzanian perspective (pp. 5-14). Clevedon (UK): Multilingual Matters Inc.
Silverman, D. (2010). Doing qualitative research (3rd ed.). London, UK: Sage.
Smith, K. (2010). Assuring quality in transnational higher education: a matter of collaboration or control? Studies in Higher Education, 35(7), 793-806. doi:10.1080/03075070903340559
Stokes, A., & Boyle, A. P. (2009). The undergraduate geoscience fieldwork experience: Influencing factors and implications for learning. Field geology education: Historical perspectives and modern approaches, 461, 291.
Stokes, A., Magnier, K., & Weaver, R. (2011). What is the use of fieldwork? Conceptions of students and staff in geography and geology. Journal of Geography in Higher Education, 35(01), 121-141. doi:10.1080/03098265.2010.487203
Sullivan, A. (2002). Bourdieu and education: How useful is Bourdieu's theory for researchers? Netherlands Journal of Social Sciences, 38, 144-166. Retrieved from https://discovery.ucl.ac.uk/id/eprint/1473723/
Teane, F. (2019). Language of learning and teaching as a barrier to effective implementation of caps: narratives of grade 10 life sciences teachers in the North West Province. Journal of Language Learning, 35(3), 95-105. doi:10.5785/35-3-859
Tiboroha, J. B. (2016). FIFA Coach Education and Barriers for Effective Participation in Tanzania. (PhD Unpublished). University of Dar es salaam, Dar es salaam.
Van Manen, M. (2016). Researching lived experience: Human science for an action sensitive pedagogy: Routledge.
Vuzo, M. (2010). Exclusion through language: A reflection on classroom discourse in Tanzanian secondary schools. Papers in Education Development, 29.
Bannier, B. J. (2016). Global trends in transnational education. International Journal of Information and Education Technology, 6(1), 80. doi:10.7763/IJIET.2016.V6.663
Bergqvist, K., & Säljö, R. (2004). Learning to plan: A study of reflexivity and discipline in modern pedagogy: Springer.
Bourdieu, P. (1984). Distinction: A social critique of the judgement of taste. London, UK: Routledge and Kegan Paul.
Bourdieu, P. (1986). The forms of capital. In J. E. Richardson (Ed.), Handbook of theory of research for the sociology of education. (pp. 241-258). Westport, CT: Greenwood.
Boyle, A. P., Ryan, P., & Stokes, A. (2009). External drivers for changing fieldwork practices and provision in the UK and Ireland. Field geology education: Historical perspectives and modern approaches, 461, 313. doi:10.1130/2099.2461(24)
Brock-Utne, B., & Holmarsdottir, H. (2004). Language policies and practices in Tanzania and South Africa: problems and challenges. International Journal of Educational Development, 24(1), 67-83. doi:10.1016/j.ijedudev.2003.10.002
Brock-Utne, B., & Mercer, M. (2015). Using languages that children know as the languages of instruction–a post 2015 challenge and the work of CASAS. Paper presented at the UKFIET Conference on Education and Development–Education and Development Post.
Button, S. B., Mathieu, J. E., & Zajac, D. M. (1996). Goal orientation in organizational research: A conceptual and empirical foundation. Organizational behavior and human decision processes, 67(1), 26-48. doi:10.1006/obhd.1996.0063
Campbell, C., & Van der Wende, M. (2000). International Initiatives and Trends in Quality Assurance for European Higher Education: Exploratory Trend Report. Retrieved from Helsinki, Finlans:
Cilesiz, S. (2011). A phenomenological approach to experiences with technology: Current state, promise, and future directions for research. Educational Technology Research and Development, 59, 487-510. doi:10.1007/s11423-010-9173-2
Clarke, A., Johal, T., Sharp, K., & Quinn, S. (2016). Achieving equivalence: a transnational curriculum design framework. International Journal for Academic Development, 21(4), 364-376. doi:10.1080/1360144X.2015.1092444
Coleman, D. (2003). Quality assurance in transnational education. Journal of studies in international education, 7(4), 354-378. doi:10.1177/1028315303255597
Criper, C., & Dodd, W. (1984). Report on the Teaching of the English Language and its Use as a Medium of Education in Tanzania. Dar es Salaam: The British Council.
Ferreira, J. G. (2011). Teaching Life Sciences to English second language learners: What do teachers do? South African Journal of Education, 31(1). doi:10.15700/saje.v31n1a409
Finlay, L. (2009). Exploring lived experience: Principles and practice of phenomenological research. International Journal of Therapy and Rehabilitation, 16(9), 474-481. doi:10.12968/ijtr.2009.16.9.43765
Gibbons, P. (2015). Scaffolding language, scaffolding learning: Teaching English language learners in the mainstream classroom (2nd ed.). Portsmouth, NH: Heinemann.
González‐Howard, M., & McNeill, K. L. (2016). Learning in a community of practice: Factors impacting English‐learning students' engagement in scientific argumentation. Journal of Research in Science Teaching, 53(4), 527-553. doi: 10.1002/tea.21310
Grbich, C. (2012). Qualitative data analysis: An introduction: sage.
Hall, G., & Cook, G. (2012). Own-language use in language teaching and learning. Language teaching, 45(3), 271-308. doi:10.1017/S0261444812000067
Halliday, M. A. K., & Martin, J. R. (2003). Writing science: Literacy and discursive power: Routledge.
Hamdan, A. K. (2014). The reciprocal and correlative relationship between learning culture and online education: A case from Saudi Arabia. The International Review of Research in Open and Distributed Learning, 15(1). doi:10.19173/irrodl.v15i1.1408
Heath, S. (1992). Literacy skills or Literate skills? Consideration for ESL/EFL learners. In D. Nunan (Ed.), Collaborative learning and teaching. Cambridge: Cambridge University Press.
Hofstede, G. (2001). Cultures Consequences. Comparing values, behaviours and organizations across nations (2nd Edn. ed.). Thousand Oaks: Sage.
Hsieh, H., & Shannon, S. E. (2005). Three approaches to qualitative content analysis. Qualitative health research, 15(9), 1277-1288. doi:10.1177/1049732305276687
Hugo, A. J. (2017). Language as an excluding factor in the South African school system. Inclusive Education in African Contexts: A Critical Reader, 115-128. doi:10.1007/978-94-6300-803-7_8
Muwanga-Zake, J. (2007). Introducing educational computer programmes through evaluation: A case in South African disadvantaged schools. International Journal of Education and Development using ICT, 3(3), 30-48. Retrieved from http://ijedict.dec.uwi.edu//viewarticle.php?id=354&layout=htm
Patton, M. Q. (2002). Qualitative research and evaluation methods (3rd Ed. ed.). Thousand Oaks, California: Sage Publications.
Pherali, T. J. (2012). Academic mobility, language, and cultural capital: The experience of transnational academics in British higher education institutions. Journal of studies in international education, 16(4), 313-333. doi:10.1177/1028315311421842
Prinsloo, C. H., Rogers, S. C., & Harvey, J. C. (2018). The impact of language factors on learner achievement in Science. South African Journal of Education, 38(1). doi:10.15700/saje.v38n1a1438
Qorro, M. A. (1999). A qualitative study on the teaching and learning of writing in English in Tanzania secondary schools in relation to the writing requirements of tertiary education. University of Dar es Salaam,
Qorro, M. A. (2004). Popularizing Kiswahili as a language of Instruction through the Media in Tanzania. In B. Brock-Utne, Z. Desai, & M. Qorro (Eds.), Researching the Language of Instruction in Tanzanian and South Africa. Cape Town: African Minds.
Qorro, M. A. (2006). Does language of instruction affect quality of education? Dar es Salaam: HakiElimu.
Roy-Campbell, Z. M., & Qorro, M. P. (1997). Language Crisis in Tanzania: the myth of English versus Education. Dar es Salaam: Mkuki na Nyota Publisher.
Rubagumya, C. M. (1989). English‐medium instruction in Tanzanian secondary schools: A conflict of aspirations and achievements. Language, culture and curriculum, 2(2), 107-115. doi:10.1080/07908318909525059
Rubagumya, C. M. (1990). Languages in Tanzania. In C. M. Rubagumya (Ed.), Language inn Education in Africa: a Tanzanian perspective (pp. 5-14). Clevedon (UK): Multilingual Matters Inc.
Silverman, D. (2010). Doing qualitative research (3rd ed.). London, UK: Sage.
Smith, K. (2010). Assuring quality in transnational higher education: a matter of collaboration or control? Studies in Higher Education, 35(7), 793-806. doi:10.1080/03075070903340559
Stokes, A., & Boyle, A. P. (2009). The undergraduate geoscience fieldwork experience: Influencing factors and implications for learning. Field geology education: Historical perspectives and modern approaches, 461, 291.
Stokes, A., Magnier, K., & Weaver, R. (2011). What is the use of fieldwork? Conceptions of students and staff in geography and geology. Journal of Geography in Higher Education, 35(01), 121-141. doi:10.1080/03098265.2010.487203
Sullivan, A. (2002). Bourdieu and education: How useful is Bourdieu's theory for researchers? Netherlands Journal of Social Sciences, 38, 144-166. Retrieved from https://discovery.ucl.ac.uk/id/eprint/1473723/
Teane, F. (2019). Language of learning and teaching as a barrier to effective implementation of caps: narratives of grade 10 life sciences teachers in the North West Province. Journal of Language Learning, 35(3), 95-105. doi:10.5785/35-3-859
Tiboroha, J. B. (2016). FIFA Coach Education and Barriers for Effective Participation in Tanzania. (PhD Unpublished). University of Dar es salaam, Dar es salaam.
Van Manen, M. (2016). Researching lived experience: Human science for an action sensitive pedagogy: Routledge.
Vuzo, M. (2010). Exclusion through language: A reflection on classroom discourse in Tanzanian secondary schools. Papers in Education Development, 29.