Abstract
The purpose of this study was to explore how education stakeholders in Tanzania express their perceptions and concerns regarding the use of English or Kiswahili as language of instruction in Tanzanian schools. The qualitative study was conducted in Tanzania between November 2011 and March 2012. 27 education stakeholders (13 females and 14 males) in five districts across Tanzania were interviewed. It was found out in the study that while educational stakeholders differ in their perspectives regarding the use of English or Kiswahili as the language of instruction in Tanzanian schools, the cost of education reforms in terms of both human and financial resources greatly influences policy decision making on the language of instruction in Tanzanian schools. Further, stakeholders differ greatly in their opinions regarding the use of either English or Kiswahili as the language of instruction in Tanzanian schools. Nevertheless, proficiency in English language, regardless of whether it is used as a language of instruction or not is very important for Tanzanian students within the globalized world.
Keywords: Education stakeholders, languages, English or Kiswahili.
