The Zambezi Region (formerly Caprivi) of Namibia presents a fascinating case study in multilingualism. While home to several indigenous languages, Silozi holds a prominent position, particularly within the education system and public administration, yet contested, position. This paper examines the complex “Silozi language question” within the Zambezi Region, exploring the tensions between its historical dominance and current status in a national multilingual context. Understanding the Silozi language question requires acknowledging its complex intersection with historical power dynamics, contemporary socio-political realities, and the ongoing struggle for linguistic equality within Namibia. The paper, therefore, analyses the arguments for and against the elevated status of Silozi, considering the linguistic rights of other language communities, the role of standardization and codification, and the enduring challenges of multilingualism in a developing nation. Drawing upon existing literature and anecdotal evidence, the paper argues that Silozi is not a foreign language in the region. However, while it has played a crucial role in regional cohesion, its exclusive use as a language of teaching and learning in a multilingual context is detrimental. Therefore, a more equitable language policy, incorporating translanguaging pedagogy, is needed to acknowledge and support the diverse linguistic heritage of the Zambezi Region, ultimately promoting inclusive development, cultural preservation and adequate literacy development.