Tanzania’s Language of Instruction Policy Dilemma: Is there a Solution?

Abstract

After independence, Tanzania adopted a unique language of instruction model (LoI) in which Elementary school education is taught in Swahili and Secondary and Postsecondary schools are taught in English. This model has provoked contentious public policy debates because of its inherent inefficiency, especially when students are transitioning from Swahili to English as a medium of instruction. The difficulties arising as student transitions between two languages affect their academic performance negatively. The long term effect is creation of a structural dent in producing locally trained graduates who are less competitive in the job market. This paper explores the evolution of Tanzania’s language of instruction model and outlines problems it creates from the learners and society perspectives. Also, it identifies potential policy constraints and proposes a feasible policy compromise.

DOI: 10.5901/mjss.2014.v5n23p1262