Role of Orientation Program on Instructional Language Proficiency Among Form One Students in Moshi Rural District, Tanzania

The purpose of the current study was to explore the role of the Orientation Program in instructional language proficiency among Form One Students in secondary schools in Tanzania, with a specific focus on Moshi - Kilimanjaro. The present study employed a qualitative approach and case study design. Data were collected through semi-structured interviews, unstructured observations, and closed-ended questionnaires. The study reveals that the Orientation Program has superimposed functions of harmonising the language gap and enhancing a smooth transition of students to secondary school English medium instruction. These functions were added to the primary function of the Orientation Program to improve Instructional Language proficiency. Furthermore, observations revealed that Schools X and Y dedicated more learning activities, which suggests their students potentially receive a more comprehensive exposure to the Orientation Program's intended aim than students in other schools. The study recommends that the Form One subjects' syllabi be reviewed to ensure the Orientation Program is embedded as the first topic for consistency and standardised implementation across schools