The study explores the feasibility of using Shona as a medium of instruction in teaching Science in Zimbabwe. Although English has been the language of instruction since the advent of colonialism it has not been able to deliver for no tangible scientific and /or technological development has been seen in Zimbabwe. The research assumes that it is possible to achieve technical and scientific development in Zimbabwe using indigenous languages like Shona. It therefore seeks to find out if Shona can be effectively used to replace English as a language of instruction in the teaching of Science, achieving sound mastery of the subject in the process. In this research two grade four classes at Denzva School are studied. The classes are of the same size and academic potential. Their composition was systematical established after consulting the classes performance in the end of year grade three examinations. One group (the experimental class) is taught Science in Shona while the other group is taught Science in English. The two classes receive instruction in their usual classrooms and from one teacher, the researcher. In order to check mastery of content, the subjects write lessons and the researcher reviews tests in which individual pupil performance in the tests was recorded. The results of the two classes’ performance are compared and commented upon. It is then deduced if Shona is effective and better than English as a language of instruction. Further the prevailing language policy in schools and government departments as well as the attitudes of parents and teachers are investigated through the use of questionnaires and interviews. Views gathered are commented upon and general recommendations made. / African Languages / D.Litt.et. Phil. (African Languages)

The study explores the feasibility of using Shona as a medium of instruction in teaching Science in Zimbabwe. Although English has been the language of instruction since the advent of colonialism it has not been able to deliver for no tangible scientific and /or technological development has been seen in Zimbabwe. The research assumes that it is possible to achieve technical and scientific development in Zimbabwe using indigenous languages like Shona. It therefore seeks to find out if Shona can be effectively used to replace English as a language of instruction in the teaching of Science, achieving sound mastery of the subject in the process. In this research two grade four classes at Denzva School are studied. The classes are of the same size and academic potential. Their composition was systematical established after consulting the classes performance in the end of year grade three examinations. One group (the experimental class) is taught Science in Shona while the other group is taught Science in English. The two classes receive instruction in their usual classrooms and from one teacher, the researcher. In order to check mastery of content, the subjects write lessons and the researcher reviews tests in which individual pupil performance in the tests was recorded. The results of the two classes’ performance are compared and commented upon. It is then deduced if Shona is effective and better than English as a language of instruction. Further the prevailing language policy in schools and government departments as well as the attitudes of parents and teachers are investigated through the use of questionnaires and interviews. Views gathered are commented upon and general recommendations made. / African Languages / D.Litt.et. Phil. (African Languages)