Tanzaniahasbeen rightlyknownasoneofthemostsuccessfulinstancesofhavingpursued an active endoglossic language policy as well as of promoting an indigenous African language, namely Swahili, as the medium of instruction.Since the early years of independence Swahili has been adopted as the medium ofinstruction forprimary education.Currently, students atsecondary and tertiary levels have to use English as the medium ofinstruction.Thesuddentransitionfrom SwahilitoEnglishhas beenblamedasoneoftherootcausesofthecurrentcrisisofeducational standards. Many scholars both from Tanzania and abroad have consistently pointed outthatthe problem ofthe medium ofinstruction resultsineducationalfailure,buttheTanzaniangovernmenthascontinued to be half-hearted in this matterbased on an exaggerated beliefthat Englishplaysapivotalroleintheageofglobalization.Englishintoday's Tanzania is almostsynonymous with upward socialmobility,and even English-medium primaryschoolshavebeenmushroominginrecentyears. Theconflictbetweenindividualsandofficiallanguagepolicyisinevitable, because the former prefers English as a medium ofinstruction atall levelsandthelattertriestomaintainSwahiliatleastatprimary levels. Foralanguage-in-educationpolicytobeviable,multi-facetedapproaches need to beintroduced and applied to reflectchanging socialrealities in Tanzanian society.The language-in-education policy also needs to be considered in the contextofsocialinequalities and the distribution of limitedresourcesamongmembersofthesociety.

I.들어가는 글
 II.탄자니아의 언어상황
 III.시기별 언어정책 개관
  1.식민지 통치 시기의 언어정책
  2.독립 이후의 언어정책
 IV.탄자니아의 교육체계와 언어
  1.교육과정과 교육 매체
  2.교육 매체에 관한 문제 제기와 논쟁
  3.탄자니아 사회의 변화과정에서 교육과 교육 매체
  4.수용 가능한 해결방안
 V.맺음말
 참고문헌

• 양철준(한국외국어대학교)