Language Planning In Zimbabwe: The Use of Indigenous Languages (Shona) As a Medium of Instruction in Primary Schools

Abstract

The purpose of this study was to explore the effect of using indigenous languages in formal education in Zimbabwe. The study also investigated the opinions and attitudes of primary school teachers toward teaching science using an indigenous language. Qualitative data was collected using twenty classroom observations and interviews with ten purposely selected primary school teachers. Data were analysed using a thematic analysis. The findings revealed institutional and attitudinal barriers to using Shona as a language of instruction in Mathematics teaching and learning. The results also showed that some teachers frustrate and silence students' voices by preferring to use the English-only discourse in their teaching. When it came to using an indigenous language (Shona) as the only medium of instruction in teaching and learning, lack of learning materials, education language policies, attitudes of teachers and administrators were found to be barriers to the proposition. Changes in language policy, production of indigenous learning resources and transformation of teacher education curriculum were some of the recommended solutions required to promote indigenous languages as media of instruction for science education and schooling in general.

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