چکیده (انگلیسی):

This article looks at how language policies for equal access to education in Tanzania and South Africa are
implemented in practice as regards the language of learning and teaching (LOLT). Using interview and classroom
observation data from primary and secondary schools in the two countries, it examines teachers’ and learners’
experiences of the shift from the home language to English (L2) and argues that this shift constrains learning. It
observes that there are many language related challenges which do not support educational priorities in these
countries. It concludes that the transition to English as LOLT has linguistic, cognitive and affective implications for the
quality of teaching and learning and learners’ epistemological access to education in the two countries.