如果将英语作为二级教学的媒介来保存，那么它可以在几年前开始并扩展，这将使英语更容易接触到认知优势。然而，除了农村儿童的问题，教师，教材和师资短缺的成本往往是缓慢发展的写作技巧将不利这种做法（SA 2007）。替代的是一个密集的方法，英语是集中到总曝光时间少，导致金融储蓄在师资和教材方面，提供学生的时间已经掌握了阅读和写作在Swahili。然而，这种方法将时间压力的其他科目，是认知上的可取（SA 2007）。以英语为母语的问题，以哪种方式是可以浸入工作？当然，从加拿大的研究表明浸泡可以工作（SA 2007）。小学英语第二语言核心学习在坦桑尼亚很可能会失败。可能需要一个特殊的预备课程前一两年的开关（弗格森2006，SA 2007）。有延迟切换到外语一年或两年的一个很好的教育案例，如果改变了发生过早的危险是鹦鹉学习，但不再使用英语的真实的东西而不是人为学作为一门学科的更好的将学生的知识.
If English is going to be kept as the medium of instruction at secondary level then it could be commenced earlier and extended over several years, which would result in greater exposure to English enabling a cognitive advantage. However the cost of teachers, materials, and the shortage of qualified teachers in addition to the problem of rural children still often being slower in developing writing skills would disadvantage this approach (Sa 2007). The alternative is an intensive approach where English is concentrated into fewer years of total exposure, resulting in a financial saving in terms of teachers and materials and providing students the time to have already mastered reading and writing in Swahili. However this approach would put time pressure on other subjects and is less cognitively desirable (Sa 2007). The question with moving to English at secondary by whichever approach is can immersion work? Certainly studies from Canada show immersion can work (Sa 2007). The core second language learning of English in primary schools may well be failing in Tanzania. There may well be a need for special preparatory courses one or two years before the switch over (Ferguson 2006, Sa 2007). There is a good educational case for delaying the switch over to a foreign language for one or two years, as if the change over occurs too early the danger is parrot learning, but the longer English is used for something real rather than just artificially learnt as a subject the better would be pupils’ knowledge