Authors: Elirehema Daniel Nnko (Institute of Accountancy Arusha, Tanzania) and Nasibu Musa Kalokola (St. Augustine University of Tanzania)
Abstract: This qualitative study, conducted in Nyamagana District, Tanzania, aimed to comprehensively explore the impact of linguistic diversity on the learning process within secondary education. Employing interviews, classroom observations and a literature review, the study investigated the multifaceted nature of linguistic diversity, revealing communication barriers that hindered students’ comprehension and participation. Teachers employed diverse strategies, including bilingual instruction and visual aids, to address these challenges. Recommendations included the development of language support programs and investments in teacher development for the effective management of linguistic diversity, fostering equitable and inclusive learning environments. The study contributed crucial insights for stakeholders committed to creating culturally rich and inclusive educational settings in Nyamagana District’s secondary schools.