A National Language Policy for Zimbabwe in the Twenty-first Century: Myth or Reality?

Abstract

Abstract-The thrust of the paper is on the activities that have taken place in Zimbabwe concerning the formulation of a plausible national language policy. The paper looks at how the current Zimbabwe's language situation affects its social, economic, political and educational development. The paper begins by tracing the history of language activities in Zimbabwe from the pre-colonial era and linking such activities with those that are taking place currently and how such activities have had an influence in development. The paper problematizes the idea of language policy and planning activities taking place in Zimbabwe through focusing on the suggestions, declarations, recommendations and acts that have so far been put in place concerning the language issues. The paper concludes by scrutinizing the link between multilingualism, politics of the day and meaningful development.

Zimbabwe Language Policy: Continuity or Radical Change?

“…Zimbabwe had four colonial governments between 1890-1979: the BSAC (British South African Company) (1890-1922); White settler self-government ; the Federation of Rhodesia andNyasaland (1953-1963); and Rhodesian Front government (1965)(1966)(1967)(1968)(1969)(1970)(1971)(1972)(1973)(1974)(1975)(1976)(1977)(1978)(1979), which had slightly different language policies (Nhongo, 2013;Nkomo, 2008;Thondlana, 2002). The language policies of these colonial governments were contingent upon the politics and economics of the day.…”

“…Researchers, policy analysts, and educationists posit that the 1987 Act with regards to language policy and practices is not put into practice by teachers. Teachers, parents, and educational leaders prefer the use of English as medium of instruction from grade one as speaking English is equated to higher social and economic power and status (Nhongo, 2013, Thondhlana, 2000. Supporters of English as the sole medium of instruction contend that English is a global language and crucial for Zimbabwe's participation in the global economy (Nhongo, 2013).…”

“…Teachers, parents, and educational leaders prefer the use of English as medium of instruction from grade one as speaking English is equated to higher social and economic power and status (Nhongo, 2013, Thondhlana, 2000. Supporters of English as the sole medium of instruction contend that English is a global language and crucial for Zimbabwe's participation in the global economy (Nhongo, 2013). More importantly, English is considered a unifying force that builds national consciousness and identity and ensures communication between diverse linguistic groups (Nhongo, 2013;Muchenje, Goronga, & Bondai, 2013).…”

“…Supporters of English as the sole medium of instruction contend that English is a global language and crucial for Zimbabwe's participation in the global economy (Nhongo, 2013). More importantly, English is considered a unifying force that builds national consciousness and identity and ensures communication between diverse linguistic groups (Nhongo, 2013;Muchenje, Goronga, & Bondai, 2013). Native languages in comparison to English are considered of no value because they do "not render a person employable" (Ndamba, 2008).…”

The current politics of African languages in Zimbabwe

“…We review the postindependence language policy in Zimbabwe, bearing in mind that general characteristics of African language policies are notorious for 'avoidance, vagueness, arbitrariness, fluctuation and declaration without implementation' (Bamgbose, 1991: 11). In any case, most of the recommendations that are made to solve language problems are never implemented for the benefit and advancement of indigenous languages (Nhongo, 2013(Nhongo, : 1210. One result is that policies remain as declarations of intent that have little functional use beyond political symbolism.…”