Emphasizing Kiswahili as a Medium of Instruction for Effective Education Output in Tanzania

Abstract

The use of mother tongue as a medium of instruction is usually encouraged by scholars and educationists for its many benefits that include intellectual growth of students, and promoting national development, amongst others. In some cases, however, it can lead to problems when not properly implemented. In preparing this policy brief, we built on our intimate knowledge of Tanzania and its language situation as both are teachers and citizens of the country. We also relied on internet research using search engines, particularly Google scholar using key terms like ‘Education Policy in Tanzania’, ‘Kiswahili in Tanzanian Education’, ‘Mother Tongue Influence in Schools’, ‘Language Policy in Tanzania’ and the like. In addition to this, we made extensive use of the University of Sussex library services. This is the case of Tanzania where Kiswahili is primarily used as the medium of instruction in primary schools with English as a subject of study. However, at the secondary school level, there is usually an abrupt change as students are formerly taught in English, with informal use of Kiswahili. This policy brief reviews the language of instruction in Tanzania highlighting problems of secondary school students due to the switch to English in secondary schools. It advocates for continuous use of Kiswahili formally up to university level without neglecting English but allowing it to be offered as a subject. The study concluded that there is an obvious problem of the language of instruction in Tanzania that is leading to several issues in the educational sector. A determined and deliberate step in adopting either English or Kiswahili as a continuous language of instruction with proper implementation will lead to overcoming most of these obstacles. The study recommended that Kiswahili should be used as a medium of instruction throughout the educational process of students, right up to tertiary institution.