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In this paper I argue that language policies for education have effects on pupils' educational possibilities. With the case of the Karagwe district in Tanzania the research suggests that the policy of ‘Swahili only’ in primary school education favours the small minority of the children that live in a context where Swahili is used. This appears to lead to inequality in pupils' chances in education and to a low level of achievement of academic content in schools. This also promotes the development and use of safety strategies among teachers and pupils that hide failure and prevent pupils' learning.
