Hii ni makala ya uwasilishaji wa mada ya kukua na kuenea kwa Kiswahili. Mada hii itawafaa sana wanafunzi wa kidato cha tatu na nne katika shule za sekondari nchini Tanzania.
Uwasilishaji huu unajikita katika kufafanua chimbuko na asili ya Kiswahili. Umejitosheleza kwa mujibu wa mukhtasari wa Kiswahili kwa kidato cha tatu na nne.
Kwa maswali zaidi au kama unahitaji kujifunza na mimi usisite kunipigia kwa namba unazoziona hapo.
WAINGEREZA NA BAADA YA UHURU
Baada ya vita kuu ya pili ya dunia Tanganyika ilikuwa chini ya utawala wa mwingereza. Wakati wa utawala huo shughuli za utawala, kidini na biashara zilikuwapo zikiendelea.
Uenezaji wa dini ya kikristo uliendelea chini ya wamisionari ambapo kama ilivyokuwa kwa tawala zilizopita walifungua shule, hospitali, vyuo vya ufundi ambako lugha ya kiswahili ilitumika kama lugha ya kufundishia.
Karibu
Huu ni uwasilishaji wa nadharia ya Pijini na Krioli. Kwa upande mwingine uwasilishaji huu unatathimini asili ya kiswahili katika mrejeo wa nadharia hii.
Mahususi kwa wanafunzi wa kidato cha tano na sita.
Lahaja za Kiswahili zimekuwa zikichanganya watumiaji wengi na watu wengi wanaojifunza lugha ya Kiswahili, hivyo matini hii imekusudia kuondoa mkanganyiko huo.
Mada ya Mjengo wa Tung ni moja kati kati ya mada yenye changamoto miongoni mwa wanfunzi wa kidato cha tatu.
Hapa mwanafunzi atapata fursa ya kujikumbusha aliyojifunza na mwalimu darasani.
asante.
Uwasilishaji huu unajikita katika kufafanua chimbuko na asili ya Kiswahili. Umejitosheleza kwa mujibu wa mukhtasari wa Kiswahili kwa kidato cha tatu na nne.
Kwa maswali zaidi au kama unahitaji kujifunza na mimi usisite kunipigia kwa namba unazoziona hapo.
WAINGEREZA NA BAADA YA UHURU
Baada ya vita kuu ya pili ya dunia Tanganyika ilikuwa chini ya utawala wa mwingereza. Wakati wa utawala huo shughuli za utawala, kidini na biashara zilikuwapo zikiendelea.
Uenezaji wa dini ya kikristo uliendelea chini ya wamisionari ambapo kama ilivyokuwa kwa tawala zilizopita walifungua shule, hospitali, vyuo vya ufundi ambako lugha ya kiswahili ilitumika kama lugha ya kufundishia.
Karibu
Huu ni uwasilishaji wa nadharia ya Pijini na Krioli. Kwa upande mwingine uwasilishaji huu unatathimini asili ya kiswahili katika mrejeo wa nadharia hii.
Mahususi kwa wanafunzi wa kidato cha tano na sita.
Lahaja za Kiswahili zimekuwa zikichanganya watumiaji wengi na watu wengi wanaojifunza lugha ya Kiswahili, hivyo matini hii imekusudia kuondoa mkanganyiko huo.
Mada ya Mjengo wa Tung ni moja kati kati ya mada yenye changamoto miongoni mwa wanfunzi wa kidato cha tatu.
Hapa mwanafunzi atapata fursa ya kujikumbusha aliyojifunza na mwalimu darasani.
asante.
Sarufi Matamshi (Fonolojia). Hii ni sehemu ya mada ndogo katika mada kuu ya Matumizi ya Sarufi kwa kidato cha Tano na Sita nchini Tanzania. Jisikie huru kutoa maoni yako na ushauri. Nitafurahi kama ukinipigia simu au ukinitumia barua pepe kunikosoa au kunirekebisha pale nilipokosea. Asante na karibu sana.
This document discusses the differences between language varieties such as dialects, accents, and standards. It defines key terms and provides examples. Specifically, it defines dialect as a variety of a language used in a particular region, standard English as the codified variety used in education and media, and accent as differences in pronunciation only.
This document discusses language socialization and how children learn the narrative styles of their speech communities through interactions with others. It explores how parent-child storytelling transmits cultural values and helps with generational language shift in immigrant families. Narratives vary across cultures, with European-American styles being linear and fact-based while African-American, Japanese, and Hispanic styles incorporate other literary devices and prioritize relationships over chronological events. Ethnographic case studies show how children are socialized differently in white working-class and black working-class communities, with consequences for how they learn narrative styles in school.
Human beings do not live alone in the world and language plays a key role in how people understand reality. According to the strong version of the Sapir-Whorf hypothesis, the language we speak completely determines how we think and perceive the world, with no true translation possible between languages. More moderate versions hold that language influences thought but does not determine it entirely, and different languages may influence how their speakers perceive some concepts like time, numbers, or colors. Many studies have investigated this hypothesis but have found both supporting and non-supporting evidence.
English for Occupational Purposes courses in the late 1960s and early 1970s were influenced by trends in English for Academic Purposes. Early commercial correspondence courses taught standard letter formats for common business transactions and included model letters, specialized vocabulary, and formal phrases of the time. The approach focused on linguistic systems rather than practical language use and lacked comprehension questions.
The document discusses language standardization, including how and why languages become standardized. It notes that standardization is a prescriptive process that develops a standard variety of a language. Languages typically become standardized through resources like dictionaries, grammars, pronunciation guides from linguistic institutions, constitutional status as an official language, use in public domains like courts and schools, literary works, and popularity/acceptance in the community. Establishing a standard variety aims to promote national cohesion. The standard variety often reflects the language of higher socioeconomic groups. Examples are given of standardization processes and debates in countries like Brazil, Angola, Mozambique, and Cape Verde. Related scientific papers and books on topics like the politics of standardization and its
Plosives are consonant sounds produced by stopping airflow in the vocal tract. The basic English plosives are voiceless t, k, p and voiced d, g, b. Plosives are articulated by closing the lips, alveolar ridge, or velar region. Plosives go through three stages - closing, compression with built up air pressure, and abrupt release. English plosives are distinguished by place of articulation (bilabial, lingua-alveolar, lingua-velar), voicing (voiced or voiceless), aspiration of initial sounds, and degree of muscular force in production.
Applied linguistics began in the 1950s with the founding of the University of Edinburgh School of Applied Linguistics in 1956 and the Center of Applied Linguistics in Washington D.C. in 1957. The British Association of Applied Linguistics was formally established in 1967 to promote the study of language use, acquisition, and teaching. Applied linguistics is concerned with the role of language in people's lives and problems associated with language use, drawing from linguistics as well as other fields like education, sociology, and anthropology. It differs from linguistics in that linguistics focuses only on describing language itself, while applied linguistics seeks to address real-world language issues.
People often talk about English as a global language or lingua franca. With more than 350 million people around the world speaking English as a first language and more than 430 million speaking it as a second language, there are English speakers in most countries around the world. Why is English so popular, though? And why has it become a global language?
Here is the answer lies in the slide.
PLEASE DO WATCH
Hii ni sehemu ndogo ya mada kuu ambayo ni matumizi ya lugha katika miktadha mbalimbali. Lengo la somo hili ni kumfafanulia mwanafunzi mtindo wa lugha unaotumika katika mazingira maalum.
Sarufi Matamshi (Fonolojia). Hii ni sehemu ya mada ndogo katika mada kuu ya Matumizi ya Sarufi kwa kidato cha Tano na Sita nchini Tanzania. Jisikie huru kutoa maoni yako na ushauri. Nitafurahi kama ukinipigia simu au ukinitumia barua pepe kunikosoa au kunirekebisha pale nilipokosea. Asante na karibu sana.
This document discusses the differences between language varieties such as dialects, accents, and standards. It defines key terms and provides examples. Specifically, it defines dialect as a variety of a language used in a particular region, standard English as the codified variety used in education and media, and accent as differences in pronunciation only.
This document discusses language socialization and how children learn the narrative styles of their speech communities through interactions with others. It explores how parent-child storytelling transmits cultural values and helps with generational language shift in immigrant families. Narratives vary across cultures, with European-American styles being linear and fact-based while African-American, Japanese, and Hispanic styles incorporate other literary devices and prioritize relationships over chronological events. Ethnographic case studies show how children are socialized differently in white working-class and black working-class communities, with consequences for how they learn narrative styles in school.
Human beings do not live alone in the world and language plays a key role in how people understand reality. According to the strong version of the Sapir-Whorf hypothesis, the language we speak completely determines how we think and perceive the world, with no true translation possible between languages. More moderate versions hold that language influences thought but does not determine it entirely, and different languages may influence how their speakers perceive some concepts like time, numbers, or colors. Many studies have investigated this hypothesis but have found both supporting and non-supporting evidence.
English for Occupational Purposes courses in the late 1960s and early 1970s were influenced by trends in English for Academic Purposes. Early commercial correspondence courses taught standard letter formats for common business transactions and included model letters, specialized vocabulary, and formal phrases of the time. The approach focused on linguistic systems rather than practical language use and lacked comprehension questions.
The document discusses language standardization, including how and why languages become standardized. It notes that standardization is a prescriptive process that develops a standard variety of a language. Languages typically become standardized through resources like dictionaries, grammars, pronunciation guides from linguistic institutions, constitutional status as an official language, use in public domains like courts and schools, literary works, and popularity/acceptance in the community. Establishing a standard variety aims to promote national cohesion. The standard variety often reflects the language of higher socioeconomic groups. Examples are given of standardization processes and debates in countries like Brazil, Angola, Mozambique, and Cape Verde. Related scientific papers and books on topics like the politics of standardization and its
Plosives are consonant sounds produced by stopping airflow in the vocal tract. The basic English plosives are voiceless t, k, p and voiced d, g, b. Plosives are articulated by closing the lips, alveolar ridge, or velar region. Plosives go through three stages - closing, compression with built up air pressure, and abrupt release. English plosives are distinguished by place of articulation (bilabial, lingua-alveolar, lingua-velar), voicing (voiced or voiceless), aspiration of initial sounds, and degree of muscular force in production.
Applied linguistics began in the 1950s with the founding of the University of Edinburgh School of Applied Linguistics in 1956 and the Center of Applied Linguistics in Washington D.C. in 1957. The British Association of Applied Linguistics was formally established in 1967 to promote the study of language use, acquisition, and teaching. Applied linguistics is concerned with the role of language in people's lives and problems associated with language use, drawing from linguistics as well as other fields like education, sociology, and anthropology. It differs from linguistics in that linguistics focuses only on describing language itself, while applied linguistics seeks to address real-world language issues.
People often talk about English as a global language or lingua franca. With more than 350 million people around the world speaking English as a first language and more than 430 million speaking it as a second language, there are English speakers in most countries around the world. Why is English so popular, though? And why has it become a global language?
Here is the answer lies in the slide.
PLEASE DO WATCH
Hii ni sehemu ndogo ya mada kuu ambayo ni matumizi ya lugha katika miktadha mbalimbali. Lengo la somo hili ni kumfafanulia mwanafunzi mtindo wa lugha unaotumika katika mazingira maalum.
Uhakiki huu ni wa msingi wa Tamthiliya ya Ngoswe Penzi Kitovu cha Uzembe. Umezingatia zaidi kipengele cha maudhui.
Uhakiki huu umetumia picha kutoka katika mazingira yaliyotuzunguka ili kukazia maarifa kwa wanafunzi.
Mwalimu au mwanafunzi wa fasihi anakaribishwa kutumia uwasilishaji huu.
Kwa mawasiliano zaidi unaweza nitafuta kwa mawasiliano hayo hapo juu.
This document provides 10 tips for effective public speaking. The tips include knowing your subject matter well through research, understanding your audience and their expectations, practicing your presentation, relaxing and using positive body language, focusing on your key message, and gaining experience through regular public speaking. Mastering these elements can make one an effective public speaker in motivating, influencing, or informing an audience.
Hii ni Tahakiki ya msingi ya tamhiliya ya Orodha. Mwalimu au mwanafunzi wa kiswahili anaweza itumia kazi hii kujiandaa na mtihani wa kidato cha nne.
Inajumuisha sehemu ya maudhui tu. Sehemu ya pili ya uhakiki huu itajumuisha vipengele vya fani.
Karibu.
Uwasilishaji huu ni juu ya uhuru wa mtunzi wa kazi za fasihi. Ni nukuu muhimu kwa ajili ya walimu na wanafunzi wa kidato cha tano na sita nchini Tanzania
Uhakiki wa riwaya ya usiku utakapokwisha. Katika vipande-picha hivi utajifunza kuhakiki riwaya hii iliyoandikwa kwa ustadi wa juu na mwanishi Mbunda Msokile.
2. Kukua kwa Lugha.
Kukua kwa lugha ni kuongezeka kwa msamiati na
kuimarika kwa sarufi ya lugha husika.
Lugha ya Kiswahili imepitia katika vipindi mbalimbali vya
mabadiliko ya kimfumo wa kimaisha na kiutawala.
Watawala mbalimbali, kama waarabu, wajerumani na
waingereza wamechangia kukua kwa lugha ya Kiswahili.
Katika vipindi hivi vyote lugha ya Kiswahili imeongeza
msamiati, imeimarisha sarufi na kuimarisha matumizi yake
katika jamii.
Mfano wa misamiati ya Kiswahili yenye asili ya lugha za
kigeni ni: Bakora, kitabu, meza ,shule, alasiri, n.k
3. Kuenea kwa Lugha
Kuenea kwa lugha ni ongezeko la watumiaji wa lugha hiyo
kutoka katika jamii lugha ya asili.
Hii inamaana kuwa, lugha inapopanuka kimatumizi kutoka
katika chimbuko lake la asili lugha hiyo husemwa kuwa
imeenea.
Lugha ya Kiswahili ina asili ya kibantu na chimbuko lake ni
pwani ya Afrika Mashariki.
Lakini leo hii Kiswahili kinazungumzwa katika sehemu
mbalimbali Afrika na duniani kwa ujumla. Hivyo Kiswahili
kimeenea.
Zipo sababu za msingi zilizopelekea Kiswahili kuenea na
kufikia kilipo leo.
4. Kukua na Kuenea kwa Kiswahili Kabla ya
Uhuru
Kukua na kuenea kwa Kiswahili kabla ya uhuru kunaweza
kutazamwa katika vipi vitatu;
Katika enzi ya Waarabu
Katika enzi ya wajerumani
Katika enzi ya waingereza
6. Kiswahili Katika Enzi ya Waarabu
Waarabu walipofika katika upwa wa Afrika Mashariki katika karne ya nane (8)
walikuta wabantu wakizungumza lugha zao za kibantu kikiwemo Kiswahili.
Walijishughulisha na mambo mablimbali yaliyopelekea kukua na kuenea kwa
Kiswahili katika kipindi hicho.
Mambo hayo ni kama ;
Dini
Biashara
Elimu
kuoana.
7. Dini
Waarabu waliopata kufika katika upwa wa Afrika Mashariki katika
karne ya nane na kuendelea. Mbali na malengo mengine walikuja na
lengo la kueneza dini ya kiislamu.
Iliwapasa kujifunza Kiswahili ili wakitumie kufanya mawaidha. Hivyo
kwa kufanya hivyo Kiswahili kilipata nafasi ya kutumika katika
kueneza dini ya kiislamu.
Katika matumizi hayo misamiati kama sharia, kitabu, jehanamu,
mufti, maalim (mwalimu), na sahil (Swahili) iliongezwa katika
Kiswahili. Hapa Kiswahili kilipata nafasi ya kukua.
Katika shughuli hizi za kidini Kiswahili kilitumika hadi bara ya Afrika
Mashariki. Mfano Kigoma na Tabora. Maeneo haya yote yalifikiwa na
waarabu. Huko kote walitumia Kiswahili. Hapa Kiswahili kilipata
kuenea.
Hivyo, kuenezwa kwa dini ya kiislamu kulisaidia kukua na kuenea kwa
Kiswahili.
8. Jamii ya Bantu waliosilimu na kuwa waumini wa dini ya
Kiislamu katika karne ya 10 hadi 14. Hawa pia walipata
nafasi ya kukifahamu kiswahili.
9. Biashara
Biashara ndio lengo kuu la ujio wa Waarabu katika pwani ya Afrika
Mashariki. Walifanya biashara kwa kubadilishana bidhaa na wenyeji
wa Afrika mashariki.
Bidhaa kubwa walizoleta waarabu ilikuwa ni nguo, viungo vya chakula,
shanga, silaha na urembo.
Bidhaa walizohitaji kutoka kwa waafrika ni pembe za ndovu, dhahabu,
watumwa na ngozi za wanyama.
Katika shughuli hizi za kibiashara Kiswahili kilitumika. Hivyo misamiati
mingi iliongezeka katika lugha ya Kiswahili kutokana na uhitaji wa
biashara. Hivyo Kiswahili kilikua kimsamiati.
Lakini pia waarabu walifanya biashara na jamii za bara ya Afrika
Mashariki. Hivyo iliwalazimu kuunda misafara ya kwenda na kurudi
kutoka bara. Walifika hadi Tabora, Kigoma hadi kongo. Huko kote
walitumia Kiswahili kama lugha ya mawasiliano. Kwa kufanya hivyo
Kiswahili kilienea.
Hivyo, biashara na waarabu ilisaidia Kiswahili kukua na kuenea.
10. Ramani ya Afrika Mashariki Kuonesha
misafara ya kibiashara wakati wa
biashara kati ya wabantu na waarabu.
Mzagao huu ulisaidia Kiswahili kukua
na kuenea
Msafara wa watumwa kutoka bara
wakielekea pwani. Hawa
walichukuliwa utumwa. Biashara
hii ilichochea kukua na kuenea
kwa Kiswahili.
11. Elimu
Kutambulishwa kwa dini ya kiislamu kulifungumana na utoaji wa elimu
ya dini.
Madrasa zilianzishwa ili kutoa elimu hiyo kwa watoto na vijana wa
kibantu. Lugha iliyotumika kutoa elimu hiyo ni Kiswahili.
Hapo misamiati kama kitabu, madrasa, darasa, bakora, juzuu n.k
iliongezeka katika lugha ya Kiswahili.
Pia, hati ya kiarabu ilitumika kuandika lugha ya Kiswahili. Mfano
utenzi wa Fumo Lyongo Ulianza kwa kuandikwa kwa hati ya kiarabu.
Hivyo Kiswahili kilikua.
Elimu hiiyo haikutolewa katika maeneo ya pwani tu bali iliendelea
kutolea hadi bara ya Afrika Mashariki. Maeneo kama Ujiji, Kondoa na
Tabora madrasa zilifunguliwa ili kutoa elimu hiyo ya dini. Hivyo
Kiswahili kilienea.
Hivyo elimu iliyotolewa na waarabu kwa Wabantu ilisaidia kukua na
kuenea kwa Kiswahili.
12. Baadhi ya watoto wa kibantu
wakipata mawaidha ya dini
ya Kiislamu kwa Lugha ya
Kiswahili
Mfano wa Madrasa za mwazo
zilizotumiwa na waarabu
kufundisha elimu ya dini ya
Kiislamu
13. Ndoa
Mbali na masuala ya biashara na dini waarabu walioana na wakazi wa
Afrika mashariki na kujenga makazi katika pwani hata bara ya Afrika
mashariki.
Muunganiko huo wa Kifamilia ulisaidia kukuza lugha ya Kiswahili kwa
kuwa baadhi ya misamiati ya kiarabu iliibukia katika Kiswahili; mfano
neno chotara, ami n. k
Watoto waliozaliwa katika ndoa hizo walikuwa ni chotara na
walizungumza Kiswahili.
Kadri waarabu walivyosambaa ndivyo ndoa kati yao na wabantu
zilivyoongezeka na ndivyo lugha ya Kiswahili ilivyopata nafasi ya
kuzungumzwa zaidi na zaidi.
Hivyo, ndoa kati ya waarabu na wabantu zilipelekea kukua nakuenea
kwa Kiswahili.
14. Kwa kuhitimisha…
Biashara
Dini
Elimu na
Ndoa
Vyote kwa pamoja, katika kipindi cha utawala wa
waarabu, vilichangia katika kukuza na kueneza lugha ya
Kiswahili.
16. Wajerumani walifika Afrika Mashariki mnamo karne ya 19.
Waliichukua na kuitawala Tanganyika kama koloni.
Wajerumani walipofika Tanganyika walikuta lugha ya
Kiswahili ndio lugha kuu katika sehemu kuu ya nchii
nzima. Misingi hii ilikuwa imejengwa na mwarabu katika
kipindi chake chote cha utawala wa Afrika Mashariki.
Pamoja na vikwazo kadhaa kutoka Ujerumani lakini
hawakuwa na budi kuendelea kukitumia Kiswahili katika
nyanja mbalimbali za kiutawala na kiuchumi.
Kwa nafasi yao, wajerumani walichangia kukua na kuenea
kwa Kiswahili kama ifuatavyo:
17. Utawala
Shughuli za ki-utawala katika kipindi
hiki cha ukoloni wa mjerumani
Kiswahili kilitumika kama lugha ya
mawasiliano.
Kila akida alilazimika kufahamu
kiswahili ili aweze kupewa jukumu la
kusimamia shughuli mbalimbali za
kiserikali.
Kwa kuwa utawala wa Kijerumani
ulienea kila sehemu katika nchi ya
Tanganyika hivyo kiswahili kilienea
pia.
Hivyo utawala umesaidia kuenea kwa
kiswahili.
18. Elimu
Wajerumani walitoa elimu kwa
waafrika ili kuandaa wasaidizi
katika utawala wao.
Shule hizi zilifundisha masomo
mbalimbali. Masomo yote
yalitolewa kwa lugha ya kiswahili.
Wajerumani walijenga shule
sehemu kama; Tabora, Ujiji,
Kasangu, Tukuyu , Moshi n.k
Kiswahili kilipata nafasi ya
kufahamika vyema katika sehemu
mbalimbali za Tanganyika kutokana
na elimu iliyokuwa ikitolewa.
19. Mahakama
Ili kuweza kuwatawala waafrika
iliwapasa wajerumani kuweka
sharia mbalimbali na mahakama
yakusimamia sharia hizo.
Mahakama zote nchini Tanganyika
ziliendeshwa kwa kutumia lugha ya
kiswahili.
Hivyo lugha ya kiswahili ilitumika
katika sehemu kubwa ya
Tanganyika.
Hivyo, kiswahili kilikuwa na kuenea
kwa kasi.
20. Mashamba na shughuli za Kiuchumi
Wajerumani walianzisha mashamba
mengi na makubwa.
Walilazimisha watu kutoka bara na
pwani kufanyakazi katika
mashamba hayo.
Kwa kuwa watu walikuwa
wanatoka kwenye makabila
mbalimbali hivyo walizungumza
lugha tofauti tofauti.
Wajerumani walilazimisha Kiswahili
kiwe lugha ya mawasiliano
miongoni mwa wafanyakazi hao.
Hivyo Kiswahili kiliendelea kukua.
21. Shughuli za Kidini (Wamishenari)
Wajerumani walisambaza dini ya
kikristo.
Walitumia Kiswahili kufanya
mahubiri.
Kwa kuwa makanisa yalisambaa
kila sehemu katika Tanganyika
hivyo Kiswahili nacho kilisambaa.
Mashirika ya kimishenari ya
kijerumani yaliandika sarufi ya
Kiswahili ya kwanza.
Hivyo Kiswahili kilikua.
23. Baada ya vita vya kwanza vya dunia, koloni la Tanganyika liliwekwa chini ya
utawala wa Waingereza.
Waingereza walikuta mifumo ya kiutawala iliyowekwa na mjerumani, hivyo
wao nao waliiendeleza katika utawala wao.
Kiswahili nacho kilienedelea kutumiwa na watawala hawa katika nyanja
mbalimbali za kiutawala, kielimu na kiuchumi kama njia ya mawasiliano baina
yao na wenyeji wa Tanganyika.
matumizi haya ya Kiswahili yalipelea kuendelea kukua na kuenea kwa lugha
hii yenye asili ya pwani ya Afrika Mashariki.
Sababu zilizosaidia kukua na kuenea kwa Kiswahili katika enzi za Waingereza
ni kama zifuatazo:
24. Kusanifisha Kiswahili
Kusanifisha lugha ni kulinganisha
lugha na kuifanya ikubalike na
wazungumzaji wake.
Waingereza walikisanifisha
Kiswahili kwa kuchagua kiunguja
kuwa Kiswahili fasaha kutoka
katika lahaja nyingi za Kiswahili.
Kiunguja kilitumiwa katika nyaraka
za serikali, kufundishia mashuleni,
mahakamani na katika huduma
zote za kijamii.
Kwa kufanya hivyo Kiswahili kilikua
na kuenea kwa kasi zaidi.
25. Elimu
Waingereza nao pia walitoa elimu
kwa waafrika (watanganyika).
Katika elimu hiyo Kiswahili
kilitumika kama lugha ya
kufundishia kuanzia darasa la
kwanza mpaka darasa la nne.
Kuanzia darasa la tano hadi la kumi
na mbili Kiswahili kilifundishwa
kama somo.
Kwa mfumo huu wa elimu Kiswahili
kilipata nafasi ya kukua na kuenea
katika sehemu kubwa ya
Tanganyika.
26. Shughuli za Kidini
Madhehebu ya Kikristo yenye asili
ya Uingereza yalitambulishwa
nchini Tanganyika.
Mfano dhehebu la Ki-Angrikana.
Mbali na hayo, madhehebu
mengine ya kikristo yaliruhusiwa
kuendeleza shughuli zao za
kimishenari nchini Tanganyika.
Mahubiri yalifanywa kwa Kiswahili.
Walitafsiri biblia kutoka kingereza
kwenda lugha ya Kiswahili.
Pia, walianzisha shule za ki-
seminari zilizotoa elimu kwa
Kiswahili.
Hivyo Kiswahili kilikua na kuenea
kwa kasi
27. Vyombo vya Habari
Waingereza walianzisha vyombo
mbalimbali vya habari kama redio
na magazeti.
Madhumini makuu ya vyombo hivi
ilikuwa ni kuwapasha habari
wananchi katika masuala
mbalimbali.
Kiswahili kilitumika katika kurusha
matangazo na kuandika habari
hizo.
Mfano Redio Tanganyika ilianzishwa
na Gazeti la Mwangaza.
Kupitia vyombo vya habari
Kiswahili kilikua na kuenea kwa
kasi nchini Tanganyika.
28. Jeshi na Vikosi vya Usalama
Katika vikosi vya usalama kama
majeshi la KAR na jeshi la Polisi
Kiswahili kilitumika kama lugha ya
mawasiliano.
Maofisa wa jeshi na askari wote
walikitumia Kiswahili katika
masuala yao ya kijeshi.
Kwa kufanya hivyo Kiswahili
kilienea na kukua kwa kasi Zaidi.
29. Suala la Utawala
Kama ilivyokuwa kwa wajerumani,
waingereza nao walilazimisha kila
chifu afahamu Kiswahili ili atumike
katika shughuli za kiutawala.
Wafanyakazi wote katika ngazi ya
chini ya ajira serikalini iliwapasa
wafahamu Kiswahili.
Vigezo hivi vilikuwa chachu ya
kukua na kuenea kwa Kiswahili
nchini Tanganyika wakati wa
utawala wa mkoloni.
30. Kwa kuhitimisha…
Watawala hawa; waarabu, wajerumani na waingereza wamechangika
kwa kiasi kikubwa katika kukua na kuenea kwa lugha ya Kiswahili.
Hoja kadhaa zilizojadiliwa katika uwasilishaji huu zinaonesha
mchango wao katika kukuza na kueneza Kiswahili.