JOURNAL ARTICLE
Abstract: This autoethnographic study delves into the personal experiences of both a student and a teacher navigating the dual-language educational framework of Swahili and English in Tanzania. The research investigates how these individual narratives enhance our understanding of the broader impacts of language policies. By integrating personal reflections with theoretical analysis and a comprehensive literature review, the study explores the profound effects of these policies on both students and teachers. The findings reveal significant advantages of using Swahili, the native language for the majority of learners, in fostering not only academic success but also emotional and psychological well-being. Conversely, the use of English as a medium of instruction is shown to exacerbate educational disparities and hinder the emotional health of students. Based on these insights, the study advocates for substantial revisions to the current language policies, suggesting a shift towards prioritizing Swahili to better meet the needs of the majority, thus promoting greater educational equity and inclusivity.
Keywords: Autoethnography, Linguistic Imperialism, Tanzanian Education, Language Policy, Educational Inequality
Article Info: Received: 14 Aug 2024, Received in revised form: 11 Sep 2024, Accepted: 18 Sep 2024, Available online: 26 Sep 2024
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