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Questionnaire on Language Education Policy and National Identity in Tanzania

Hello! This is an academic survey aimed at understanding your language education experiences during lower secondary school (Form 1–4), your current language attitudes, and your views on national identity and language education policies. The survey is anonymous, and there are no right or wrong answers. Please answer based on your true thoughts and memories. Thank you for your participation!
Part 1: Basic Information
1.Your gender:
2.Your year of study :
3.Your university major category:
4.The location of your lower secondary school (Form 1–4) was mainly:
5.The type of your lower secondary school (Form 1–4) was:
6.The language most often spoken at home is:
7.The first language you learned to speak is:
8.Does your family often communicate using two or more languages?
9.Parents' highest education level (choose the higher one) :
10.How do you perceive your family's economic situation?
Part 2: Recalling Your Lower Secondary School Language Learning Experiences
*Please answer based on your actual experiences during lower secondary school (Form 1–4). .*
Please rate your language proficiency at the end of lower secondary school (1 = very weak, 5 = very strong).
11. Your Swahili proficiency at the end of lower secondary school
12. Your English proficiency at the end of lower secondary school
13. Your ethnic language proficiency at the end of lower secondary school
14. In most non-language subjects (e.g., mathematics, science) during lower secondary school, what language did the teacher mainly use for instruction?
15.When you first entered lower secondary school and the medium of instruction shifted from mainly Swahili in primary school to more English, how did you adapt? 
16.In lower secondary school classes, when you couldn't understand the English explanation, what did you usually do? 
17.When you needed to ask questions or seek help, which language did you mainly use?
18.During lower secondary school, were you ever criticized, stopped, or punished by a teacher for using Swahili or your ethnic language at school? 
19.When learning difficult new knowledge (e.g., mathematics, science), would you like the teacher to appropriately use Swahili to help explain?
20a. Overall, how did the use of English as the main language of instruction in lower secondary school affect your understanding of mathematics? 
20b. Overall, how did the use of English as the main language of instruction in lower secondary school affect your understanding of science?
21.How clear is your memory of your lower secondary school language learning experiences? 
Part 3: Your Reflection on Teaching Support in Lower Secondary School
22. When the class content was difficult, the teacher would explain in a way that was easier for students to understand.
23. The teacher would appropriately use Swahili when necessary to help students understand key content.
24. The examples and content in lower secondary school textbooks were relatively close to my life experiences.
25. During lower secondary school, the school provided good support for English learning (e.g., practice, tutoring, materials).
26. The language used at home influenced my adaptation to English-medium instruction in lower secondary school.

Part 4: Your Current Language Proficiency and Language Attitudes

Please rate your current language proficiency (1 = very weak, 5 = very strong).

27. Your current Swahili proficiency
28. Your current English proficiency
29. Your current ethnic language proficiency
Please select according to your true thoughts (1 = strongly disagree, 5 = strongly agree).
30. I am proud to speak Swahili.
31. I am proud to speak English.
32. I am proud to speak my ethnic language.
33. Swahili helps communication and unity among different ethnic groups.
34. Learning English is very important for entering university, employment, and future development.
35. Learning my ethnic language helps preserve and pass on my ethnic culture.
36. In formal education, appropriately using students' familiar languages helps learning.
37. Different languages each have their own value; no language should be completely excluded.
Part 5: National Identity
Please select according to your true thoughts (1 = strongly disagree, 5 = strongly agree).
38. I am proud to be Tanzanian.
39. Swahili strengthens my sense of belonging as a Tanzanian.
40. When I see Swahili used on national symbols such as the coat of arms, currency, or passport, I feel proud.
41. The national anthem sung in Swahili is meaningful to me.
42. Swahili helps people from different ethnic groups feel they belong to one nation.
43. I am willing to obey the laws and public rules of Tanzania.
44. I am willing to contribute to the development of Tanzania.
45. I care about the development and future of Tanzania.
46. I feel that I belong to the same national community with people from other regions and ethnic groups in Tanzania.
47. I recognise the importance of maintaining social order through national laws and public rules.
48. I believe that national stability, order, and unity are important for everyone.
49. I am proud of the history of Tanzanian people's resistance against colonial rule.
50. I believe that the shared history of independence is important for the unity of Tanzanians.
51. School education about national independence, unity, and shared history strengthens my sense of belonging to Tanzania.
52. Learning about Tanzania's history makes me identify more with my country.
53. I believe that the shared history of different ethnic groups helps strengthen national identity.
54.How familiar are you with Tanzania's language education arrangement of "mainly Swahili in primary school, higher English requirements in lower secondary school"? 
55.Do you support increasing the auxiliary use of Swahili in non-language subjects (e.g., mathematics, science) during lower secondary school? 
Please rate the extent to which you agree with the following statements (1 = strongly disagree, 5 = strongly agree).
56. I believe that the arrangement of "mainly Swahili in primary school, higher English requirements in lower secondary school" is beneficial to most students' learning and development.
57. I believe that this language education arrangement puts rural students at a disadvantage.
58. I believe that this language education arrangement is consistent with students' actual language learning processes.
59. In your opinion, the gap between urban and rural students in opportunities to learn English is:
60.Which of the following do you think the government should prioritise for improvement? (Multiple choices, up to 3) 
61.Do you have any suggestions for Tanzania's language education policies? 
Thank you for your participation! 
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