The study sought to explore possibilities of using indigenous African languages of Zimbabwe as official media of instruction in the education system. The aim was to find out the extent to which indigenous African languages could be used as languages of instruction in primary, secondary and tertiary levels of the education system. The other objective of the study was to examine the attitudes of Zimbabweans towards the use of the mother tongue as medium of instruction in schools. A total of 1000 participants took part in this study, which included 200 teachers, 300 parents/guardians and 500 learners. Questionnaires and interviews were the main techniques used to collect data and the processing of the collected data was both qualitative and quantitative. Information collected from the questionnaires was mainly presented in tables and information from interviews was presented qualitatively in words. The study revealed that Zimbabwe inherited from colonial Rhodesia a language policy that marginalizes the use of indigenous African languages in the education system. English continues to be the prestige-laden language enjoying high status while indigenous languages enjoy relatively low status. Study findings clearly show that the majority of the participants prefer English to be the medium of instruction in both secondary and tertiary education because it is a language that gives power and prestige. The study concludes that Zimbabwe can never regain its dignity and cultural identity unless the education system is African oriented. The continued use of English as medium of instruction means that no scientific ideas can be formulated using African languages in the present schooling system leading to perpetual scientific bankruptcy. The study finally recommends the need for a linguistic revolution and calls for a change in the country’s language policy so as to avoid the exclusion of the majority from public and national developmental discourse. / African Languages / D.Litt et Phil. (African Languages)

The study sought to explore possibilities of using indigenous African languages of Zimbabwe as official media of instruction in the education system. The aim was to find out the extent to which indigenous African languages could be used as languages of instruction in primary, secondary and tertiary levels of the education system. The other objective of the study was to examine the attitudes of Zimbabweans towards the use of the mother tongue as medium of instruction in schools. A total of 1000 participants took part in this study, which included 200 teachers, 300 parents/guardians and 500 learners. Questionnaires and interviews were the main techniques used to collect data and the processing of the collected data was both qualitative and quantitative. Information collected from the questionnaires was mainly presented in tables and information from interviews was presented qualitatively in words. The study revealed that Zimbabwe inherited from colonial Rhodesia a language policy that marginalizes the use of indigenous African languages in the education system. English continues to be the prestige-laden language enjoying high status while indigenous languages enjoy relatively low status. Study findings clearly show that the majority of the participants prefer English to be the medium of instruction in both secondary and tertiary education because it is a language that gives power and prestige. The study concludes that Zimbabwe can never regain its dignity and cultural identity unless the education system is African oriented. The continued use of English as medium of instruction means that no scientific ideas can be formulated using African languages in the present schooling system leading to perpetual scientific bankruptcy. The study finally recommends the need for a linguistic revolution and calls for a change in the country’s language policy so as to avoid the exclusion of the majority from public and national developmental discourse. / African Languages / D.Litt et Phil. (African Languages)

This study discusses the African perspective of the role of language in explaining development issues through the medium of drama and theatre in Zimbabwe. The problem of the study is centred on the idea that development was hardly measured through art. The researcher argues that language used in drama and theatre as a form of art can also contribute to development in Zimbabwe. This development can be witnessed through people’s changing lifestyles, acknowledging the importance of their mother tongue in communication and restoring hope in situations characterised by hopelessness and despair. Descriptive research design was used in the study because it allowed the researcher to dig much deeper into the subject. Data from respondents was gathered through the use of questionnaires, interviews and content/textual analysis of some scripts. In interrogating the issues of development through language in drama and theatre, the research was guided by the African Renaissance theory, Theatre for development and Hymes’ SPEAKING model. As a result, the study observes that language, a people’s indigenous language should be placed at the centre of a performance if that message being conveyed is to change or develop them. The key respondents to the study bring out the idea that there is no language which is superior to the other and the choice of language to be used in a work of art should be determined by the circumstances that prevail. Even the language which is used by the smallest population of people should be given space to flourish and be used by its people. Another major finding of the research is that language itself cannot change people but people change themselves through the use of a language that they understand. This calls for the initiative by the indigenous people and the powers that be to make sure that they use their language at different levels so that all facets of development can be witnessed within their lives. In the final analysis, the researcher recommends that policies that allow the total usage of all declared official languages in Zimbabwe. / African Languages / D. Litt. et Phil. (African languages)

This study discusses the African perspective of the role of language in explaining development issues through the medium of drama and theatre in Zimbabwe. The problem of the study is centred on the idea that development was hardly measured through art. The researcher argues that language used in drama and theatre as a form of art can also contribute to development in Zimbabwe. This development can be witnessed through people’s changing lifestyles, acknowledging the importance of their mother tongue in communication and restoring hope in situations characterised by hopelessness and despair. Descriptive research design was used in the study because it allowed the researcher to dig much deeper into the subject. Data from respondents was gathered through the use of questionnaires, interviews and content/textual analysis of some scripts. In interrogating the issues of development through language in drama and theatre, the research was guided by the African Renaissance theory, Theatre for development and Hymes’ SPEAKING model. As a result, the study observes that language, a people’s indigenous language should be placed at the centre of a performance if that message being conveyed is to change or develop them. The key respondents to the study bring out the idea that there is no language which is superior to the other and the choice of language to be used in a work of art should be determined by the circumstances that prevail. Even the language which is used by the smallest population of people should be given space to flourish and be used by its people. Another major finding of the research is that language itself cannot change people but people change themselves through the use of a language that they understand. This calls for the initiative by the indigenous people and the powers that be to make sure that they use their language at different levels so that all facets of development can be witnessed within their lives. In the final analysis, the researcher recommends that policies that allow the total usage of all declared official languages in Zimbabwe. / African Languages / D. Litt. et Phil. (African languages)

The study interrogates the marginalisation of the Tonga language in the school curriculum of Zimbabwe. It explores the causes of marginalisation and what can be done by the Zimbabwean government to promote the Tonga language in the school curriculum at all levels in the education domain in Zimbabwe. In the study, the researcher uses a mixed method approach where qualitative and quantitative research techniques are used to corroborate data from different data gathering sources. The postmodernist theory is used in this research because of its encouragement of pluralism in society so as to enhance social cohesion. This is so because all languages are equal and they share the same functions and characteristics. There is no superior or inferior language in the eyes of the postmodernists. Participants for this study were drawn from district officials, selected primary and secondary school educators, primary and secondary school heads, all from Binga district of Zimbabwe and three university Tonga language lecturers, all purposefully selected. Focus group discussions, interviews, questionnaires, documents analysis and observations were used to collect data for this study. The data collected was then analysed using qualitative and quantitative analysis for triangulation purposes. The research established that the marginalisation of the Tonga language in Zimbabwe is caused by both exogenous and endogenous factors. The major factor is Zimbabwe‘s lack of a clear language policy exacerbated by attitudes of the different stakeholders which has also facilitated and enhanced the peripherisation of the Tonga language in Zimbabwe. The government of Zimbabwe has a tendency of declaring policies and not implementing them. Consequently, the government reacts to language problems as they arise. The study also reveals the importance of the Tonga language in the school curriculum in Zimbabwe. It also establishes that, for the Tonga language to be promoted there is need for the expeditious training of educators by the Ministry of Higher and Tertiary Education, Science and Technology Development. There is need for the government of Zimbabwe to strengthen their language policy so that the status of Tonga is enhanced and uplifted. A strong language policy will compel different stakeholders to stick to their mandate thereby improving the place of the Tonga language in the school curriculum at all levels of the curriculum in Zimbabwe. / African Languages / D. Litt. et Phil. (African Languages)