Received December 5, 2018; Revised December 14, 2018; Accepted December 16, 2018

Abstract: Creating learning approaches on classroom interaction for sustainable learning development among secondary students requires an understanding of proper language to use. This study explored the use of Kiswahili language in line with Education Policy imposes a greater role for Kiswahili in teaching and learning, particularly in classroom interaction in Dodoma, Tanzania. The study was guided by three objectives: to examine the intervention strategies in classroom interaction that are better for students’ learning, to analyze the use of Kiswahili in classroom activities and to show the usefulness of changing instructional language. The research employed a sample size of 30 respondents and was done qualitatively with the use of simple statistics. The data were collected through interviews, observations and focus group discussion. The findings revealed that most students are currently being instructed in the language which they are not confident and this impact on both their learning outcomes and experiences. Kiswahili seems to be a favourable language in Tanzania although the medium of instruction in secondary education is in English after primary education where teachers and students use Kiswahili as familiar and national language. Kiswahili was declared in classroom-based approaches centred on teaching and learning as well as a socio-cultural language. In additional, the study recommends East African countries to make use of Kiswahili in their national curriculum.