The politics of the language of medium of instruction in Tanzania

Tanzania has endured unprecedented discussion on which language between English and Kiswahili should be made the Medium of Instruction (MOI) in Tanzania’s education system for more than four decades now. To date, English still maintains its hegemonic position as the MOI at post primary education though the National Cultural Policy (1997) argued strongly for, and recommended in favor of Kiswahili to be the MOI in that levels. This study used theories of imperialism and external dependency to unravel the non implementation of this policy. Documentary review, Interviews and Focused Group Discussion were used as data collection methods. Phenomenological approach was used to analyze primary data while selective textual analysis was done in the secondary data. The global politics of expansionism and domination indicate that imperialism and external dependency have influenced the non adoption of Kiswahili as MOI since imperial nations have managed to make English a global precious product and decisive tool for managing international politics. The establishments of political, economic and cultural institutions capacitated with imperial postures make sure this goal is achieved. The internal political elites’ decisions have always tended to tilt towards initiating, innovating and adopting language policies that invariably placed the shared values of the center’s elite as favoring English as the MOI in Tanzania’s education system. Breaking down the imperial chains and structures that have influenced the continued non adoption of Kiswahili as MOI seems to be key and central to any possibility of change in current MOI policies. African states need to boost their economic performance in order to outsmart imperialism in the continent as a precondition for individual countries like Tanzania to begin thinking differently as far as the choice of MOI is concerned.