Tanzanian policy makers’ reluctance to sanction Kiswahili medium in post-primary education: how do learners and Instructors Cope with or Resist the English Medium Policy?

This dissertation paints a picture of the Tanzanian policy makers' reluctance to allow the use of Kiswahili as the language of instruction (henceforth LOI) in post-primary education. It further reports findings of a study on how the learners and instructors coped with or resisted the English LOI policy. Data were collected through questionnaire, interviews and classroom observations, and the guiding theory of the study was Phillip son’s linguistic imperialism. Findings reveal that, such reasons as lack or absence of vocabulary and terminologies for different subjects to be taught in Kiswahili; shortage of textbooks, well trained and qualified teachers able to teach in Kiswahili; and challenges of globalization, are given to justify the retention of English LOI. Such strategies as code switching and mixing; translation, and "safe talk" are used for coping with English LOI. No direct resistance of the English LOI policy had been put in place. On using Kiswahili LOI, majority of the students and instructors said it would be disadvantageous for Tanzania. "Speak English only", "no English no service’’, and corporal punishment sanctions have been put in place in the majority of secondary schools. Regardless of their presence and external pressure, a lot of Kiswahili is still spoken in the vicinities. Regarding the nature and quality of classroom discourse, the teacher often dominated and assumed to be "Mr. Know All" and the language in use was characterized by pronunciation, spelling and grammatical mistakes. This study recommends serious attempt be made by stakeholders to provide proper information dissemination to the public so as to reverse the myths about English; necessary measures be taken to allow Kiswahili LOI in post-primary education, and well-trained, qualified and motivated teachers together with availability of teaching and learning facilities in every school be put in place; introduction in the curriculum of African and foreign languages other than English so as to unlock the language forts and expand learners' horizon. The study also recommends that policy makers formulate language policies that are informed by research findings, and that the government should ban the regulations that force students to speak English while forbidding the use of Kiswahili in school vicinities.