Somalia’s turn toward Kiswahili: a classroom move with regional reach
MOGADISHU — Somalia’s federal government has announced a policy shift that could reshape how the country talks to its neighbours: Kiswahili, the East African lingua franca, is to be introduced into the national school curriculum and promoted in Somali universities.
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President Hassan Sheikh Mohamud framed the decision as part of a broader push toward regional integration. “The Somali National University, along with all Somali universities, must take the lead in promoting Swahili — the common language of the East African region,” he said, urging institutions to invite instructors from Kenya and Tanzania to help build capacity.
The move comes as Somalia deepens ties with the East African Community (EAC), an economic bloc that already uses Kiswahili widely across its member states. In Somalia, where Somali has long been the primary medium of instruction alongside English and Arabic, the embrace of Kiswahili is more than a classroom change: it is a statement about trade, diplomacy and identity.
Why Kiswahili now?
Kiswahili serves as a bridge across a diverse region. Spoken natively by millions and used as a second language by many more across Kenya, Tanzania and Uganda — and increasingly in parts of the Democratic Republic of Congo, Rwanda and Burundi — it facilitates commerce, politics and popular culture. The language also features in regional institutions and has gained traction in continental forums.
For Somalia, which has historically oriented culturally and economically toward the Arab world, the shift signals a tilt westward at a time when regional ties could bring tangible benefits: easier cross-border trade, access to labour markets, and quicker diplomatic engagement with EAC partners. “We want to see Swahili become a language of communication, trade, and learning — even replacing English during our next conference,” Education Minister Farah Sheikh Abdulkadir told reporters.
Voices on the ground
In the port city of Kismayo, where markets bustle with goods moving between southern Somalia and Kenya, traders say a common tongue matters. “When I cross the border, I already hear Kiswahili everywhere. If my children learn it, they will not be left behind,” said a shopkeeper who travels frequently to Mombasa.
At Somali National University in Mogadishu, faculty members say the idea is ambitious but promising. “Universities can incubate this change — teacher training, curriculum design, and local research will be needed,” said a senior lecturer who asked not to be named. “But we must be careful to preserve Somali in schools while opening doors to new regional languages.”
Among parents and students, reactions are mixed. Younger Somalis, who consume East African music, TV and social media, are often receptive. Older generations worry about the logistics: who will teach Kiswahili, and which subjects will switch language of instruction?
Opportunities and headwinds
Potential gains
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Trade and labour mobility: Fluency in Kiswahili could smooth commerce and help Somali workers access jobs in neighbouring countries without language barriers.
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Diplomacy and soft power: Speaking a regional language can strengthen Somalia’s voice within the EAC and across East Africa.
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Academic exchange: Universities that teach Kiswahili may find it easier to collaborate with counterparts in Nairobi, Dar es Salaam and Kampala.
Practical hurdles
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Teacher training and materials: Somalia will need textbooks, standardised curricula and qualified instructors — a tall order after decades of conflict that eroded education systems.
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Language politics: Introducing Kiswahili raises questions about the roles of Somali, English and Arabic in national life. Language is tightly bound to identity, and any perceived downgrade of Somali could provoke backlash.
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Regional realities: Kiswahili usage varies across East Africa — a standardised approach will have to account for dialects and the difference between urban media Kiswahili and local variants.
Broader currents: language, integration and identity
Somalia’s move is part of a wider global pattern where language education is harnessed as a tool of integration. From francophone West Africa’s debates about French and indigenous languages to the European Union’s multilingualism rules, governments are balancing the practical benefits of shared tongues with pressures to protect local tongues and cultures.
For Somalia, the calculus is particularly delicate. Somali has been the anchor of national identity since independence. English and Arabic have been gateways to global education and religious scholarship. Adding Kiswahili does not neatly replace any of these; instead, it layers a regional option onto an already complex linguistic landscape.
It also raises questions about the direction of Somalia’s foreign policy and economic strategy. Is the country pivoting toward deeper East African integration in goods, labour and institutions? Or is the move primarily symbolic — a signal to neighbours and donors that Somalia is serious about joining regional mechanisms?
What comes next?
The government has said it will work with regional institutions to develop a national framework for Kiswahili education. That road map will need to tackle teacher recruitment, curriculum standards, assessment, and the interplay between Kiswahili and existing languages of instruction.
Critical pilot programmes in border regions such as Jubaland — where Kiswahili already circulates in everyday life — could provide a testing ground. If successful, those pilots could be scaled nationally. But success will depend on investment and political consensus.
Ultimately, the question is not whether Somalia can teach Kiswahili, but what kind of Somalia this language shift imagines. A country that speaks more of its neighbours’ tongues may find new markets and friendships. It may also face hard debates about identity, equity and educational priorities.
As classrooms begin to change, Somalis and their partners will discover whether language can become a bridge — and what is required to build it.
By Ali Musa
Axadle Times international–Monitoring.
