A Comparative Analysis of Language-Based and Non-Language-Based Instructors in Tanzanian Universities: Exploring Perceptions Towards a Shift to Kiswahili as a Medium of Instruction

Abstract

This study examines Tanzanian university instructors’ views on the shift from English to Kiswahili as the medium of instruction (MoI), comparing language-based and non-language-based instructors. Drawing on Language Planning and Policy Theory and Sociolinguistic Theory, the research examines how social, structural, and personal attitudes shape instructors’ views on language use in higher education. Through a survey of 74 university instructors, we investigated their opinions on the feasibility, benefits, and challenges of adopting Kiswahili as a MoI. The results show that language-based instructors (LBIs) are generally supportive, highlighting how Kiswahili can improve understanding, boost student engagement, and promote cultural identity. In contrast, non-language-based instructors (NLBIs), particularly in technical and scientific fields, expressed cautious support, raising concerns about resources, specialised vocabulary, and alignment with international standards. The study suggests that successfully introducing Kiswahili requires practical steps, such as developing teaching materials, training instructors, and aligning with national education policies. These findings reveal the diverse perspectives across disciplines and the complex realities of implementing language policy in higher education. By understanding these challenges and opportunities, policymakers, university administrators, and educators can make more informed decisions to support effective and culturally relevant language practices in Tanzanian universities.