There is overwhelming evidence the world over on the pedagogical benefits of learning in the mother language. Zimbabwe recognized this significant role played by the mother tongue in education when a policy enshrined in the 1987 Education Act was enunciated. The language-in-education policy, which was amended in 2006, allows mother tongue usage up to Grade Seven. Contrary to the stated policy, primary school teachers continue to use English as the medium of instruction in primary schools. The purpose of this study was thus to explore the barriers that rural primary school teachers face in implementing the proposed policy in Masvingo District of Zimbabwe. Literature suggests that factors that inhibit implementation of a mother tongue education policy in ex-colonial African countries include state-related factors, uninformed language myths and language attitudes which support the dominant role of English. The postcolonial theory paradigm guided this study since the intention was to conduct the research as well as to contribute to how to generate teachers’ participation in mother tongue policy implementation in a postcolonial context. A qualitative case study was employed where semi-structured open ended questionnaires, focus group discussions and individual interviews were used to collect data. Fifteen rural primary school teachers, three school heads and two District Schools Inspectors were purposefully selected to participate in the study. It emerged from the study that all the participants were not knowledgeable about the stipulations of the 2006 language-in-education policy. The major barriers identified include inadequate policy dialogue, unavailability of educational material resources in the mother tongue, language attitudes and individual teacher concerns which contribute to low self-efficacy. A critical analysis of the barriers to implementation success indicates that they are mainly related to postcolonial mentality where language attitudes are deeply entrenched in people’s minds. Participants believed that the challenges they faced could be resolved and they proposed some intervention strategies. The study recommends that teacher education institutions should spearhead the designing of professional development modules that impart knowledge and skills on the implementation of additive bilingual education in primary schools. / Curriculum and Instructional Studies / D. Ed. (Didactics)

There is overwhelming evidence the world over on the pedagogical benefits of learning in the mother language. Zimbabwe recognized this significant role played by the mother tongue in education when a policy enshrined in the 1987 Education Act was enunciated. The language-in-education policy, which was amended in 2006, allows mother tongue usage up to Grade Seven. Contrary to the stated policy, primary school teachers continue to use English as the medium of instruction in primary schools. The purpose of this study was thus to explore the barriers that rural primary school teachers face in implementing the proposed policy in Masvingo District of Zimbabwe. Literature suggests that factors that inhibit implementation of a mother tongue education policy in ex-colonial African countries include state-related factors, uninformed language myths and language attitudes which support the dominant role of English. The postcolonial theory paradigm guided this study since the intention was to conduct the research as well as to contribute to how to generate teachers’ participation in mother tongue policy implementation in a postcolonial context. A qualitative case study was employed where semi-structured open ended questionnaires, focus group discussions and individual interviews were used to collect data. Fifteen rural primary school teachers, three school heads and two District Schools Inspectors were purposefully selected to participate in the study. It emerged from the study that all the participants were not knowledgeable about the stipulations of the 2006 language-in-education policy. The major barriers identified include inadequate policy dialogue, unavailability of educational material resources in the mother tongue, language attitudes and individual teacher concerns which contribute to low self-efficacy. A critical analysis of the barriers to implementation success indicates that they are mainly related to postcolonial mentality where language attitudes are deeply entrenched in people’s minds. Participants believed that the challenges they faced could be resolved and they proposed some intervention strategies. The study recommends that teacher education institutions should spearhead the designing of professional development modules that impart knowledge and skills on the implementation of additive bilingual education in primary schools. / Curriculum and Instructional Studies / D. Ed. (Didactics)