The study sought to explore perception and attitude towards the study of African
languages in high schools and the resultant implications on human resources
development and management. The research basically explored the diverse perception
and attitude that prevail towards African languages in African countries in general and
Zimbabwe in particular.
The descriptive survey research design was used mainly for its effectiveness in
exploratory research. Participants were drawn from selected high schools and
universities in Zimbabwe. Questionnaires, interviews, focus group discussions and
documentary analyses were used to collect data. Data gathered were then subjected to
both qualitative and quantitative analyses for triangulation purposes.
Major findings indicated that the perception and attitude towards the study of African
languages in Zimbabwean high schools is generally negative. English language is
preferred to and valued more than African languages. Such perception and attitude
determine choices of programmes of study at tertiary level and the selective channeling
of people into specific professional fields. Consequently, that impact on the
development and management of potential human resources in professions related to
African languages.
The current language policy in Zimbabwe has no clear instrument that defines the place
of African languages in the curriculum and work place as is the case with English. The
choice of language to study at high school is thus determined by fossilised perception
and attitude towards languages in general, coupled with lack of career guidance on the link between African languages and related career opportunities, in the belief that
English is the gateway to success. The study clearly reveals that it is the Zimbabwean
education system that should realize the potential of schools as agents of change in
improving the status of African languages. Hence the study advocates restructuring of
the curriculum.
Proposals and recommendations to re-engineer the Zimbabwean curriculum so that
indigenous African languages are made compulsory up to ‘A’ level were made. Such a
bold move would uplift the status of African languages and at the same time improve
perception and attitude towards their study as well as indirectly, but positively, impacting
on human resources development and management in related disciplines. / African Languages / D. Litt. et Phil. (African Languages)
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:unisa/oai:umkn-dsp01.int.unisa.ac.za:10500/14412 |
| Date | 21 November 2014 |
| Creators | Gora, Ruth Babra |
| Contributors | Mutasa, Davie E. |
| Source Sets | South African National ETD Portal |
| Language | English |
| Detected Language | English |
| Type | Thesis |
| Format | 1 online resource (xvii, 340 leaves) : illustrations |
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