Classroom Discourse and Discursive Practices in Higher Education in Tanzania

Abstract

The paper problematises student writing as social practice from the perspective of lecturers’ discursive practices. The paper uses data from a major study at a higher learning institution in Tanzania to explore lecturers’ discursive practices and familiarity with the university orders of discourse including English medium of instruction, in unequal power relations with students, for whom English is a foreign language. The lecturers’ practices are scrutinised in terms of how they work against facilitating students’ access to the privileged literacy practices of the academia and how they serve to enact and sustain dominance in Tanzania's education system, with its monolingual orientation, which privileges Kiswahili in primary school and English in secondary and higher education.

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