Languages of Instruction in Tanzania: Contradictions between Ideology, Policy and Implementation

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dc.creatorSwilla, Imani N.
dc.date2016-08-22T12:18:57Z
dc.date2016-08-22T12:18:57Z
dc.date2009
dc.date.accessioned2018-03-27T08:45:31Z
dc.date.available2018-03-27T08:45:31Z
dc.descriptionContradictions exist among ideologies, language policy statements, and practice regarding the language of instruction (LoI) in primary education in Tanzania. In 1961, independent Tanzania inherited colonial education, using Swahili and English. When socialism was introduced in 1967, Swahili was declared the only LoI. The government legalized private and English-medium schools in the 1990s but maintained Swahili as the LoI. There is an English syllabus for English-medium schools, while the Primary School Leaving Examination is administered in Swahili and English. However, only the elite can afford Englishmedium education. The majority of children attend Swahili-medium government schools. The government needs to firmly establish that both Swahili and English are LoI of primary education, because English is the LoI of secondary and post-secondary education. The government must enable all children to master both languages in order for them to acquire an education that allows them to compete favourably for employment.
dc.identifierSwilla, I.N., 2009. Languages of instruction in Tanzania: Contradictions between ideology, policy and implementation.
dc.identifierhttp://hdl.handle.net/20.500.11810/3543
dc.identifier10.14989/71112
dc.identifier.urihttp://hdl.handle.net/20.500.11810/3543
dc.languageen
dc.subjectIdeology
dc.subjectLanguage policy
dc.subjectImplementation of language policy
dc.titleLanguages of Instruction in Tanzania: Contradictions between Ideology, Policy and Implementation
dc.typeJournal Article, Peer Reviewed

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