Shona Speaking Teachers' Experiences on Mother Tongue Education Policy Implementation in Minority Language Schools in Zimbabwe
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| Title: | Shona Speaking Teachers' Experiences on Mother Tongue Education Policy Implementation in Minority Language Schools in Zimbabwe |
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| Language: | English |
| Authors: | Admire Mhindu (ORCID |
| Source: | Eurasian Journal of Applied Linguistics. 2025 11(1):56-67. |
| Availability: | Eurasian Journal of Applied Linguistics. Canakkale Onsekiz Mart University, Anafartalar Campus Faculty of Education Department of Foreign Language Education, Canakkale 07100, Turkey. e-mail: editor@ejal.info; Website: https://ejal.info/ |
| Peer Reviewed: | Y |
| Page Count: | 12 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education |
| Descriptors: | Foreign Countries, African Languages, Native Language Instruction, Language Minorities, Native Language, Language of Instruction, Educational Policy, Language Attitudes, Teacher Attitudes, Language Proficiency, Classroom Communication, Language Usage, Elementary School Students, Second Languages |
| Geographic Terms: | Zimbabwe |
| ISSN: | 2149-1135 |
| Abstract: | Mother Tongue Education (MTE), despite being the most reliable method of learning, is a challenge for the African countries that fail to implement MTE policies due to lack of resources, stakeholders' attitudes towards mother tongues, and lack of political will. Keeping in view the plight of the primary implementers of such policies, hence, this study examines how early childhood Shona-speaking teachers' experiences impact on the implementation of Shangani as the medium of instruction in three schools in Zimbabwe's Chiredzi District. A multiple case study design employing observations and semi-structured interviews with ten purposively sampled Shona-speaking teachers were used to collect data. A thematic approach was involved in analyzing the data which indicated that Shona speaking teachers lack proficiency in the Shangani Language, resulting in untold suffering while they try to impart knowledge to learners. There is also communication breakdown in their classrooms as they cannot speak the learners' language. When they try to use the few Shangani terms that they know, they make mistakes and are laughed at by learners. As a result of these experiences, the implementation of Shangani as the language of instruction in three schools is adversely affected. It is recommended that the government makes an effort to ensure that early childhood learners in this minority section are taught by teachers who can speak their language for meaningful learning to occur. A major limitation of this study was that it only focused on one minority language in Zimbabwe. Further research can focus on the experience of teachers teaching in minority language schools to ascertain how it impacts MTE policy implementation. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1465143 |
| Database: | ERIC |
| Abstract: | Mother Tongue Education (MTE), despite being the most reliable method of learning, is a challenge for the African countries that fail to implement MTE policies due to lack of resources, stakeholders' attitudes towards mother tongues, and lack of political will. Keeping in view the plight of the primary implementers of such policies, hence, this study examines how early childhood Shona-speaking teachers' experiences impact on the implementation of Shangani as the medium of instruction in three schools in Zimbabwe's Chiredzi District. A multiple case study design employing observations and semi-structured interviews with ten purposively sampled Shona-speaking teachers were used to collect data. A thematic approach was involved in analyzing the data which indicated that Shona speaking teachers lack proficiency in the Shangani Language, resulting in untold suffering while they try to impart knowledge to learners. There is also communication breakdown in their classrooms as they cannot speak the learners' language. When they try to use the few Shangani terms that they know, they make mistakes and are laughed at by learners. As a result of these experiences, the implementation of Shangani as the language of instruction in three schools is adversely affected. It is recommended that the government makes an effort to ensure that early childhood learners in this minority section are taught by teachers who can speak their language for meaningful learning to occur. A major limitation of this study was that it only focused on one minority language in Zimbabwe. Further research can focus on the experience of teachers teaching in minority language schools to ascertain how it impacts MTE policy implementation. |
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| ISSN: | 2149-1135 |
