Zimbabwe Colonial and Post-Colonial Language Policy and Planning Practices

Competing Purposes: Mother Tongue Education Benefits Versus Economic Interests in Rural Zimbabwe

“…However, despite their assumed high hopes for becoming a part of the international community, relatively few would enter the mainly white-collar jobs for which English is useful (Matsinhe, 2013). Learners in the current study were likely to get sub-standard varieties of English (Blommaert, 2006) since, as Makoni et al (2006) reported, some Zimbabwean primary school teachers in their study were found not to be competent enough to teach in English.…”

“…9-10). It can be argued that when teachers are aware of parents and pupils' expectations on the instrumental role of English, they may find it difficult to implement a policy that recommends the use of Indigenous languages in primary schools (Benson, 2005;Brock-Utne & Skattum, 2009;Makoni et al, 2006;Ndamba, 2008Ndamba, , 2014Orman, 2008;Peresuh & Masuku, 2002;Setati, 2005;UNESCO Bangkok, 2008). In order for parents and their children to appreciate the use of Indigenous African languages in education, it may be necessary to enlighten African communities on the role of mother tongue education in learning, which leads to clear benefits by empowering people economically, socially, and academically (Ferguson, 2013;Foley, 2008;Qorro, 2009;Ssentanda, 2013).…”

“…African languages are thus viewed as being of no "market" value (Kamwangamalu, 2004(Kamwangamalu, , 2009Matsinhe, 2013) for the reason that they do not empower individuals to access high paying jobs, power, wealth, and further academic opportunities. Hence, the positive attitudes towards English, which appear to be driven by the instrumental value of this language, tend to contribute as a barrier towards implementation of a mother tongue policy in education (Coetzee-van Rooy, 2009;Foley, 2008;Hungwe, 2007;Makoni et al, 2006;Prinsloo, 2011;Ridge, 2004).…”

“…According to Hungwe (2007), the demand for English appears to be "an essentially rational choice outcome" (p. 146). In order to enrol in tertiary institutions in Zimbabwe, learners have to obtain a pass in English language at "O" Level 4 (Makoni, Dube & Mashiri, 2006). Dominguez (1998) entertained the notion of the economic value of language by declaring that, at a personal level, access to or promotion in certain jobs requires a language qualification, which means language has very tangible economic benefits.…”

‘Echoing Silences\': Ethnicity in post-colonial Zimbabwe, 1980-2007

“…It promoted Ndebele and Shona, alongside English, as official national languages and introduced them in the curricula in formerly white-only schools. The other minority languages, such as Kalanga, Shangani, Chewa (Nyanja), Venda, Tonga and Nambya, were also officially recognised for use in education and on radio (Makoni, Dube & Mashiri 2006).…”