Language planning in the Tanzanian educational system: Problems and prospects

Abstract

The use of African languages as media of instruction in African Schools (especially in higher education) has always been a controversial issue in most countries on the continent. The aim of this paper is to attempt a modest contribution to the on‐going debate by looking at the present language situation in the Tanzanian educational system. Specifically, the paper looks at the tug‐of‐war between English on the one hand, and Kiswahili (the national language) on the other, each trying to assert itself as the medium of instruction in higher education.

The paper first describes briefly language use in Tanzania today and the prevailing language attitudes. After this background, language policy in the Tanzanian educational system is looked at in some detail. The arguments of those who favour the use of English as the medium of instruction are analysed within the framework of the prevailing Sociolinguistic environment, and counter‐arguments in favour of Kiswahili are offered. It is argued that the use of English as the medium of instruction in Secondary Schools has adversely affected the learning/ teaching process. It is further argued that contrary to prevailing belief, the use of Kiswahili as the medium of instruction will not necessarily lead to falling standards in English language proficiency.

Although there is no ‘magic’ solution to the problems of language planning, the paper suggests some steps that might be taken to change over gradually to Kiswahili as the medium of instruction at secondary school level with minimum pedagogical disorientation that the transition period is bound to cause. The paper also considers briefly the implications of this proposed change for English language teaching curriculum.