This paper argues that there are key issues associated with language teaching and literacy learning in Tanzania primary education which are not yet adequately addressed in the curriculum. Using theoretical and empirical evidence drawn from studies in Tanzania and beyond on language and literacy learning in primary education, the discussion revealed that the key issues hampering effective literacy teaching and learning in Tanzania primary education, are factors such as question of teachers’ pedagogical competence on literacy teaching; choice of language for literacy teaching and learning, especially in rural: ethnic community language or Kiswahili?; language teacher education ; and, home - school disconnection. The discussion also found that Tanzania primary education curriculum does not accommodate multi-literacy competencies such as the emerging digital and media literacies. Thus, the paper recommends the use and teaching of languages that a school-beginning child speaks and understands well in early childhood education, and the inclusion of multi-literacy competencies.