以及政府正在犹豫用斯瓦希里处于中等水平，许多坦桑尼亚也持怀疑态度，甚至竭力反对。在坦桑尼亚的中产阶级中，有一种强烈的反感将英语从教育中移除。富裕的坦桑尼亚进入他们的孩子进入私立中英文学校蓬勃发展的坦桑尼亚，甚至派遣他们去邻近国家的政府和私人学校在英语得到初等教育（弗格森2006，SA 2007）。事实上，英语有着很强的地位，家长和学生都宁愿不成功，而不是被剥夺了所有的英语教育被认为是死胡同教育（弗格森2006）。许多坦桑尼亚实际上拒绝英语非洲的环境和看到的概念，在教育的非洲语言的东西上面强加给非洲和西方学者都不可或缺的不当（SA 2007）。坦桑尼亚采访感到斯瓦希里小学使用的是严重的和严重的错误（SA 2007）。普通人对语言的态度是语言规划过程的主要障碍之一（辛格2000）。通过改善英语教育，穷人似乎更愿意为中学做准备，这将导致社会平等的改善（SA 2007）。然而，前殖民语言，虽然种族中立，是不是中立的社会经济和现行制度往往把宝贵的人力资本在那些已经特权.
As well as the government being hesitant with Swahili at secondary level, many Tanzanians were also skeptical or even avidly opposed. Amongst the middle class in Tanzania there is a strong aversion to the removal of English from education. Wealthier Tanzanians enter their children into the private medium English schools that are booming in Tanzania, and even dispatch them off to private and government schools in neighbouring countries to get their primary education in English (Ferguson 2006, Sa 2007). In fact English holds such a strong position that parents and pupils would prefer to be unsuccessful in English than be deprived of it all together and local language education is seen as dead end education (Ferguson 2006). Many Tanzanians in fact reject that English is unsuitable for an African environment and see the notion that an African language in education is indispensable as something imposed from above by African and western academics alike (Sa 2007). Tanzanians interviewed felt the use of Swahili in primary schools was a severe and grave mistake (Sa 2007). The attitudes of ordinary people to a language is one of the main hindrances to the processes of language planning (Singh 2000). By improving English education it does seem the poor would be more prepared for secondary school and this would consequently lead to an improvement in social equality (Sa 2007). However the former colonial language, although ethnically neutral, is not neutral socio-economically and the current system often places valuable human capital in those already privileged