The debate about languages of instruction is not new in Africa. However, as we move towards the 21st century it assumes an even greater importance. Over twenty-five years after the first African country regained its political independence, virtually all African countries continue to educate its youth through the languages of the former colonisers. This is particularly noticeable with countries that have regained their independence within the last fifteen years. Since all of these newly independent countries use foreign languages as instructional languages, it would appear that a lesson they have learnt from the older independent countries is that the language of instruction does not really matter. Focusing on the Tanzanian experience, this paper seeks to critique the notion that the language through which students learn is not a key issue. It traces some of the efforts of Tanzanian educators to change the medium of instruction for secondary schools from English to Kiswahili. Difficulties students encounter in the continued use of a foreign language are also considered in the effort to elucidate contradictions between privileging political over pedagogical concerns. The Tanzanian experience provides a lens for viewing the educational language issues in other African countries.
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