KUNA matatizo mengi na ya aina mbalimbali yanayotokana na kutumia Kiingereza kufundishia katika shule za sekondari na vyuo vya juu kwa kuwa lugha hiyo baadhi ya waalimu na asilimia kubwa ya wanafunzi hawaielewi. Mengine katika hayo ni matatizo ya kijamii, kitamaduni, kiuchumi, kielimu na kiakili. Mtaalamu Dk. M.A.S. Qorro anaelezea zaidi sehemu hii ya pili ya makala haya.
 

Kielelezo cha kwanza

Kidato cha kwanza, somo la Biolojia. Mada: Osmosis.

OSMOSIS

Osmosis is the movement of the solvent from the solution of lower contatration to that of higher concatration throgh a simipermiable membrane.

Osmosis accurs when two solution of aliffenat contration allowed to pass to high concetration through a semi permiable me semi permiable mebrane is the one which allow same at the material to pass throgh it. Example: (i) membrane (ii) cell wall at plant edl etc.

Solvent is the liquid which is especially used for dissoving solute is water. Solute is any sustance whi one mixed with result to the farmation at solution that is it dissoleves is solved.

Solution: Is the resulting mixture obtained when solvet dissolve in solvent. Osmotic pressure is the force or obility fo the solvent a semipemiable membrane.

Maandishi haya mwanafunzi ameyanakili kutoka ubaoni, na inaonekana kuna maneno ameyanakili visivyo sahihi, kama maneno concentration, through, semipermiable na of a different concentration. Hali hii inatoa hisia kuwa mwanafunzi huyu haelewi au hana hakika na muundo wa maneno haya bali anaigiza herufi kutokana na jinsi anavyosoma hati ya mwalimu wake. Kwa hiyo mwalimu anapokosea kuandika neno wanafunzi hawana uwezo wa kutambua na kuuliza ili kuhakikisha usahihi wake. Vyovyote atakavyoandika mwalimu, wanafunzi hunakili hivyo hivyo. Wakati mwingine ni vigumu kujua kama ni makosa ya mwalimu au ya wanafunzi. Mifano ya makosa kama hayo ni mingi.

Kielelezo cha pili:

Kidato cha pili, jiografia

Mada: Flood Plain

Nature stage or middle course of course of a river

In the mature or middle stage of the river the following feature are found.

1. The valley has the shape of an open V in cross section.

2. The gradient is more genlle than a young valley.

3. River bends are pronoured, The coucave banks stand 85 difts the convex bansk slopes (smoothend of spurs.

4. Spurs are removed by lateral erosion. Their remains form a of blaffs on each side of the valley floor.

5. The valley floor is wide and by the time the valley enter the stages of old age it is covered with a layer of sedime.

FOOD PLAIN

The conditions for bulding a flood plain.

1. During maturity the valley floor is sidened by latial are which is effected by meanders migrating down stream.

2. Active deposition begins to take plare on the convex banks of meanders during matur ultimately the who vallay floor is affected as meanders wonder across it.

3. After the stage of maturity is rached river bigins to or flow its banks and it deposits fine and mud on the va floor. This is the final stage in the growth of flood plain meanders still.

Kielelezo cha tatu:

Kidato cha tatu, somo la Biolojia,

Mada: Reproduction:

Reproduction

Repro

It the matabolis proces is there by organism give rise to young individuals (off spring of their own kind monder to continuel the evistence of the species.

If there were no reproduction organipresent would grow older and die at the end and there fore life would disappears.

6. Growth it is the metabo process where by organium insleal in size and complexity.

7. Response - or irritability or sensolivity

It is the obility or power of an organism to react (respond) to different enviremental chenges called stimull.

All activities that auccur inlenallyorelerally Ia an parlikular stimuli.

Example of activies resulting from response are suchas seeing hearing smulling tasting - illness ect.

Je, kutokana na vielelezo hivi, ni kweli kwamba wanafunzi hawa wananufaika kielimu na kiakili lugha ya Kiingereza inapotumika kufundishia? Je, ni kweli wanafunzi hawa wanajifunza Kiingereza ati kwa kuwa inatumika kufundishia? Wanaoafiki kuwa wananufaika ni vema wakatoa vielelezo kuonesha manufaa hayo. Lililo dhahiri maandishi ya wanafunzi ni kwamba hali hii ya kufundishwa kwa lugha wasiyoelewa wanafunzi kunaleta matatizo makubwa. Mojawapo ni kuparaganya ukweli wa mambo yalivyo, yaani kutoelewa mambo inavyopaswa kuyaelewa. Kwa mfano, kielelezo cha pili maana ya neno meanders imeparaganywa. Kwa mfano, kielelezo cha pili maana ya neno meanders imeparaganywa, kwa kusoma maandishi hayo utadhani meanders ni vitu vinavyosafiri katika mto, au vinasombwa na mto. Tatizo lingine ni wanafunzi kutoelwa dhana muhimu katika yale wanayofundishwa, na kwa hiyo kukosa uelewa au kudumaa kwa uelewa katika ujumla wake (lack of Cognitive Academic Language Proficieny, CALP) (Commins 1979, 1981). Mifano mingine mingi inaweza kuonekana katika kazi za wanafunzi wa ngazi mbalimbali za elimu hapa nchini (tazama kiambatanisho).

Matatizo haya kwa pamoja yanasababisha wanafunzi kutokuwa na uelewa barabara wa mambo yaliyofundishwa, kwa hiyo wanashindwa kusimama kidete kutetea hoja zozote katika masomo yao kwa kuwa hajaelewa au hawana uhakika wa yale waliyoyasoma, au hawajiamini. La muhimu zaidi, wanakosa misingi ya uelewa wa mambo mapya katika ngazi za juu za elimu au katika maisha baada ya kumaliza shule.

Hali hii ya kukosa uelewa wa mambo yaliyofundishwa inawawia vigumu kujifunza lugha (ikiwa ni pamoja na kujifunza Kiingereza) kwa sababu lugha ni nyenzo tu ya kuwasilisha maudhui, endapo maudhui haijaeleweka nyenzo inakosa kazi ya kuwasilisha , kwa hiyo wanafunzi wanakosa jambo la kuzungumza, wanakuwa kama wamefungwa kauli.

Hitimisho

Kama ilivyoelezwa mwanzoni mwa makala haya, kufundisha Kiingereza kama somo ni kuongeza nyenzo za mawasiliano na ni tofauti na kutumia Kiingereza kufundishia, ambayo ni kufanya Kiingereza kuwa nyenzo ya kuwasilisha elimu. Yote haya mawili, yaani kuwa na nyenzo ya mawasiliano na nchi za nje na kuwa na elimu ni mambo muhimu kwa taifa letu, Kwa hiyo ni vema kila mmoja likatafutiwa mkakati wake kwa lengo la kufanikisha yote mawili. Ni vizuri tukatambua kuwa hatuwezi kukamilisha mambo haya mawili, yaani elimu na Kiingereza kwa kutumia lugha ya Kiingereza kufundishia katika shule zetu na vyuo vyetu. Kwa hiyo ni bora tusisize na kutafutia mkakati ufundishaji wa Kiingereza kama somo. Sambamba na hili wanafunzi wafundishwe kwa lugha wanayoelewa, yaani Kiswahili, ili waweze kupata elimu, waimarishe uelewa wao, na tafia ijikwamue kutokana na matatizo ya kijamii, kitamaduni, kiuchumi, kielimu na kiakili ambayo yalielezwa mwanzoni mwa makala haya.
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