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Journal articles on the topic 'English language – Zimbabwe'
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Sibanda, Lovemore. "Zimbabwe Language Policy: Continuity or Radical Change?" Journal of Contemporary Issues in Education 14, no. 2 (December 10, 2019): 2–15. http://dx.doi.org/10.20355/jcie29377.
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The Zimbabwe government introduced a new language policy in education to change the colonial language policy seven years after attaining independence. So much was expected from the postcolonial language. The use of English as the media of instruction during the colonial era was problematic. It denied Africans to describe the world in their languages. Native languages were marginalized and neglected. Africans were robbed of their self-worth and identity. It is against this background that the Zimbabwean government African states after attaining independence and sovereignty pursued an agenda of linguistic decolonization. This paper evaluates the implementation of Zimbabwe's language policy after it gained independence from Britain in 1980. We argue that despite the claim by the Zimbabwe government that it is a revolutionary government which would completely overhaul all colonial structures, institutions, and policies, the implementation of the language policy is a continuity, rather a radical change. Colonial language policy fundamentals are intact and present in the current language policy. English is still the dominant language of instruction. Indigenous languages are considered inferior and on the verge of extinction. The policy failed where it matters most—decolonizing the mind. Zimbabwe needs a sound language policy in education to shake off vestiges of a colonial legacy, and allow children to go to school in their languages to achieve the overall goal of education for all. The language policy must be developed through a broad-based consultative process with specific implementation strategies and commitment by government and non-governmental agencies for funding its implementation.
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Mlambo, Muzi. "A survey of the language situation in Zimbabwe." English Today 25, no. 2 (May 26, 2009): 18–24. http://dx.doi.org/10.1017/s0266078409000145.
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ABSTRACTIs there a Zimbabwean variety of English? If so, who speaks it? Although Zimbabwe is a multilingual speech community, the Shona language, which is composed of dialects and sub-dialects, enjoys numerical dominance because it is spoken by the majority of the Zimbabweans. On the other hand, English, the official language, enjoys status dominance and it occupies a special position in the lives of many Zimbabweans. There is dispute, however, whether English in Zimbabwe is an interlanguage, and its speakers have adopted the native variety as a model, or whether it is better to observe that there are many varieties of English in Zimbabwe which are pragmatically identifiable as Zimbabwean, and that the vast majority of Zimbabweans appear to speak an English which reflects the linguistic characteristics of Shona.
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Jongore, Magret. "An Exploration of Multilingualism and Zimbabwean Language Policy as an Impact to Child's Holistic Development." International Journal of Curriculum Development and Learning Measurement 1, no. 1 (January 2020): 19–34. http://dx.doi.org/10.4018/ijcdlm.2020010103.
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The language policy of Zimbabwe observes all 16 languages as official. However, it is a contradiction of what the Zimbabwean market dictates. The job market dictates that the English language should be passed to either access the higher institution of learning, the higher secondary education and the job market. The move by the Ministry of Higher and Tertiary Education to promote the learning of science, technology, mathematics and engineering (STEM) as paradigm shift is also elevating the English language as the only language to explicate reality in science and the business fraternity. The learning of indigenous languages currently is of no benefit to an individual yet language competence in the second language is guaranteed by a proper bilingualism initiation at the proper linguistic level of the child. This article analyses English language performance at “0” and the University level to uncover if multilingualism is a resource or problem in Zimbabwe. The study observes both the “0” level and first year university student competence through essay writing.
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Kadenge, Maxwell, and Dion Nkomo. "The politics of the English language in Zimbabwe." Language Matters 42, no. 2 (November 2011): 248–63. http://dx.doi.org/10.1080/10228195.2011.581679.
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BERNSTEN, JAN. "English and Shona in Zimbabwe." World Englishes 13, no. 3 (November 1994): 411–18. http://dx.doi.org/10.1111/j.1467-971x.1994.tb00326.x.
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Siziba, Gugulethu, and Lloyd Hill. "Language and the geopolitics of (dis)location: A study of Zimbabwean Shona and Ndebele speakers in Johannesburg." Language in Society 47, no. 1 (February 2018): 115–39. http://dx.doi.org/10.1017/s0047404517000793.
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AbstractThe Zimbabwean diaspora is a well-documented phenomenon. While much research has been done on Zimbabwean migration to South Africa, the role that language plays in this process has not been well researched. This article draws on South African census data and qualitative fieldwork data to explore the manner in which Zimbabwean migrants use languages to appropriate spaces for themselves in the City of Johannesburg. The census data shows that African migrants tend to concentrate in the Johannesburg CBD, and fieldwork in this area reveals that Zimbabwean migrants are particularly well established in two suburbs—Yeoville and Hillbrow. The article explores migrant language repertoires, which include English, Shona, Ndebele, and a variant of Zulu. While many contributions to the migration literature tend to assume a strong association between language and ethnicity, the article shows how this relationship is mediated by geographic location and social positioning within the city. (Language, migration, Johannesburg, South Africa, Zimbabwe)*
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McGINLEY, KEVIN. "The future of English in Zimbabwe." World Englishes 6, no. 2 (July 1987): 159–64. http://dx.doi.org/10.1111/j.1467-971x.1987.tb00190.x.
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Chirume, Silvanos. "How Does Language Influence Performance, Fear and Attitudes towards Mathematics at Primary School Level in Zimbabwe?" International Journal of Educational Studies 2, no. 2 (March 20, 2019): 36–43. http://dx.doi.org/10.53935/2641-533x.v2i2.23.
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This mixed-methods (QUANT-qual) study compares test performances of two classes of 52 (26 in each class) Grade 5 learners in a multiple choice Maths test written in English language (Group A) and the same test but with questions written in Shona language (Group B), respectively. The paper also examines the role of language in the development of attitudes and fear of mathematics by learners at the same primary school in Gokwe district, Zimbabwe. Results showed that there were significant differences (in favour of the English language) between Group A’s performance and Group B’s performance. Other findings were that teachers had mixed feelings towards the use of mother tongue in teaching and learning primary school mathematics, but generally agreed that the language of instruction and/or learning affect performance in mathematics, attitudes towards mathematics and fear of mathematics. The paper concludes that using mother tongue as a medium of instruction in the teaching of mathematics in the Zimbabwean junior primary schools is desirable but the feasibility could not be established. It is recommended, among other things, that there is need for further research and policy formulation on the language of learning/instruction at various school levels in Zimbabwe.
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Mushangwe, Herbert. "Challenges and Strategies in Translating Chinese and English Prepositions into Standard Shona." TranscUlturAl: A Journal of Translation and Cultural Studies 9, no. 1 (June 22, 2017): 157. http://dx.doi.org/10.21992/t9192f.
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The present study focuses on the challenges and strategies in translating Chinese or English prepositions into Shona. These two languages were chosen mainly because Chinese is becoming one of the most influential foreign language in Zimbabwe while, English is also one of the widely spoken foreign language in many countries. As already observed in some previous research, English and Chinese prepositions are captured in Shona phrases as morphemes. Words are the smallest elements that may be uttered in isolation with semantic or pragmatic content. This differs from morphemes which are defined as smallest units of meaning which cannot necessarily stand on their own. Research shows that Chinese and English prepositions do not have direct equivalent prepositions in Shona. We observed that Shona employs substitutes for Chinese and English prepositions, making translation of prepositions from other languages into Shona challenging.
Keywords: Prepositions; Shona; cross language comparison; Chinese and English, translation
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Chibuwe, Albert, and Abioudun Salawu. "Mainstream English Language Press Journalists’ Perceptions Towards the Indigenous-Language Press in Zimbabwe." African Journalism Studies 41, no. 3 (July 2, 2020): 1–19. http://dx.doi.org/10.1080/23743670.2020.1751227.
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Chibuwe, Albert, and Abioudun Salawu. "Training for English language or indigenous language media journalism: A decolonial critique of Zimbabwean journalism and media training institutions’ training practices." Journal of African Media Studies 12, no. 2 (June 1, 2020): 137–56. http://dx.doi.org/10.1386/jams_00016_1.
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There is growing academic scholarship on indigenous language media in Africa. The scholarship has mostly tended to focus on the content and political economy of indigenous language newspapers. The scholarship also suggests that much needs to be done in inculcating indigenous languages and indigenous language journalism in journalism education. Grounded in decoloniality, this article explores journalism training practices in selected institutions of higher learning in Zimbabwe. The intention is to unravel the absence or existence of training for indigenous journalism and perceptions of lecturers and attitudes of students towards indigenous language media and journalism. The article also seeks to establish whether there are any attempts to de-westernize journalism, media and communication studies. Methodologically, in-depth interviews were used to gather data from lecturers and students of journalism and media studies at colleges and universities in Zimbabwe. Findings show that the colleges surveyed do not offer any indigenous media journalism-specific modules or subjects. The lecturers, who include programme designers in some cases, have a low regard for indigenous language media. This, the article concludes, will have a knock-on effect on journalism students’ and journalists’ misgivings towards a career in indigenous language media.
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Mkwesha, Faith. "INTERVIEW WITH PETINA GAPPAH." Imbizo 7, no. 2 (May 26, 2017): 92–98. http://dx.doi.org/10.25159/2078-9785/1857.
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This interview was conducted on 16 May 2009 at Le Quartier Francais in Franschhoek, Cape Town, South Africa. Petina Gappah is the third generation of Zimbabwean writers writing from the diaspora. She was born in 1971 in Zambia, and grew up in Zimbabwe during the transitional moment from colonial Rhodesia to independence. She has law degrees from the University of Zimbabwe, the University of Cambridge, and the University of Graz. She writes in English and also draws on Shona, her first language. She has published a short story collection An Elegy for Easterly (2009), first novel The Book of Memory (2015), and another collection of short stories, Rotten Row (2016). Gappah’s collection of short stories An Elegy for Easterly (2009) was awarded The Guardian First Book Award in 2009, and was shortlisted for the Frank O’Connor International Short Story Award, the richest prize for the short story form. Gappah was working on her novel The Book of Memory at the time of this interview.
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Mugari, Victor, Laston Mukaro, Lovemore Mutonga, Nhamo W. Samasuwo, and Maxwell Kadenge. "Code-switching among chiShona-English bilinguals in courtroom discourse: Rape cases in Zimbabwe." South African Journal of African Languages 35, no. 2 (July 3, 2015): 207–14. http://dx.doi.org/10.1080/02572117.2015.1113008.
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Mashiri, Pedzisai. "Shona-English code-mixing in the speech of students at the University of Zimbabwe." Southern African Linguistics and Applied Language Studies 20, no. 4 (November 2002): 245–61. http://dx.doi.org/10.2989/16073610209486314.
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Ketsitlile, Lone. "An Integrative Review on the San of Botswana's Indigenous Literacy and Formal Schooling Education." Australian Journal of Indigenous Education 41, no. 2 (December 2012): 218–28. http://dx.doi.org/10.1017/jie.2012.21.
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The San are Southern Africa's first indigenous peoples. They can be found in South Africa, Botswana, Zimbabwe and Namibia. The San peoples in Botswana still face discrimination, especially in the education sector, as their indigenous literacy and way of life are largely ignored. Their languages are not part of the school curriculum in Botswana and it is English (the official language) and Setswana (the national language) that are taught in schools. In theory, this should not be the case. This highly disadvantages San children as they underperform and drop out of school. Hence, very few have made it to the University of Botswana and the Colleges of Education. In order for Botswana to reach its aim of an educated and informed nation by 2016, San peoples need to be catered for in the education system of Botswana. This article is an integrative review about the San of Botswana and (1) explains what has been studied about the San with regard to their indigenous ways of knowing and reading the world; (2) gives a clear picture of their formal schooling experiences; and, (3) provides an overview of their English and Setswana language acquisition.
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Mvundura, Emmaculate, and Paul Svongoro. "The significance of tasks in second language learning: The case of Africa University in Zimbabwe." Journal of Social, Humanity, and Education 1, no. 4 (August 25, 2021): 297–307. http://dx.doi.org/10.35912/jshe.v1i4.779.
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Abstract Purpose: This study utilised the case study approach for an in-depth understanding of the practices of teaching English as a Second Language (ESL) at Africa University (AU), Zimbabwe. The study aimed to provide a description of unique and typical ESL experiences in a particular African context. Research Methodology: The study investigated 60 participants who were prospective undergraduate students enrolled in the ESL programme and were separated into two groups. Each group consisted of 30 participants who received task-based instruction hinged on reading, writing, listening, and speaking. Result: An analysis of the learners' performance revealed that tasks facilitate the learning of ESL by exposing learners to different problem-solving scenarios that required higher-order cognitive skills. Limitations: This study was based on the ESL classroom at AU, which enrols students from African countries. A similar study could be conducted with students from more diverse backgrounds to establish if the results of this study could be corroborated or refuted. Similar studies could also be conducted in other second language contexts where English is not the target language. Contribution: The results of this study are important for the discipline of ESL as they support existing knowledge that tasks allow learners to communicate using the correct grammatical structures in a given relevant context.
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Khesani, Madlome Steyn. "A linguistic gap in translation: A case of English to Xichangana/Xitsonga of Zimbabwe." South African Journal of African Languages 38, no. 3 (September 2, 2018): 255–60. http://dx.doi.org/10.1080/02572117.2018.1518028.
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Charema, Gloria, and John Charema. "The Effects of the Verbal Language (English) on the Performance of Children with Hearing Impairments in Mathematics in Zimbabwe." International Research in Education 1, no. 1 (September 18, 2013): 149. http://dx.doi.org/10.5296/ire.v1i1.4284.
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Ndlovu, Eventhough. "Milestones, challenges and prospects in the implementation of the Language Provisions of the Constitution of Zimbabwe Amendment (No.20) Act." Journal of African Languages and Literary Studies 1, no. 3 (December 1, 2020): 157–78. http://dx.doi.org/10.31920/2633-2116/2020/v1n3a8.
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This article examines the progress made so far in the implementation of the language provisions of the 2013 Constitution of Zimbabwe Amendment (No.20) Act. It is almost seven years since the 2013 Constitution became law. Given this timeframe, this study evaluates the milestones, challenges and prospects in the implementation of Sections 6, 7, 22, 56, 63, 70 and 249 of the 2013 Constitution. The study employs a multi-method approach to data collection and uses Critical Discourse Analysis and the Language Management Approach as its theoretical frameworks to account for the non-implementation dilemmas bedeviling these provisions. The findings of this study show that despite the provisions for functional multilingualism and multilingual service provision enshrined in the said Sections, limited success has been achieved in as far as their implementation is concerned. The State and all institutions and agencies of government at every level still give prominence to English, Shona and Ndebele.
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Mawonedzo, Abigal, Magdaline Tanga, Simon Luggya, and Yvonne Nsubuga. "Implementing strategies of entrepreneurship education in Zimbabwe." Education + Training 63, no. 1 (November 5, 2020): 85–100. http://dx.doi.org/10.1108/et-03-2020-0068.
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PurposeThe aim of this paper is to explore how the strategies of entrepreneurship education in clothing and textile programmes are implemented in selected Technical Colleges in Zimbabwe.Design/methodology/approachA qualitative research approach was adopted for this paper. Purposive sampling technique was used to collect data from 42 participants through in-depth interviews and focus group discussions.FindingsThe findings show that there were two principal strategies that are used by lecturers in technical colleges, where entrepreneurship education is taught. The findings reveal that the implementation of the lecture method in most of these colleges deviates remarkable from each other. Given the socioeconomic and linguistic backgrounds of the learners, lectures are delivered in both English and the dominant local language, and the notes are written on the blackboard. Experiential learning, which is the placement of students in textile and clothing industries, was revealed to be another strategy, which was not achieving the intended results as most of the students were engaged in unrelated activities. The implementation of the two methods fall short of internationally recognised and pedagogically acceptable strategies that ought to instil the necessary skills in students to become future entrepreneurs in the textile and clothing industries in Zimbabwe and in Africa.Research limitations/implicationsOne of the limitations of the paper is that data was not collected from production managers from the clothing manufacturing industry and from the Ministry of Higher and Tertiary Education officials, especially those from the Curriculum Development Unit. However, the core of this paper is on implementing strategies from the perspectives of lecturers and students. Another limitation of the paper is that data was collected only from three technical colleges in Harare, Manicaland and Midland provinces. There are a total of nine such colleges in Zimbabwe. Nonetheless, since this a qualitative paper, its aim is not to generalise its findings but to provide in-depth and rich information about implementing strategies in Clothing and Textile programmes in selected TVET colleges.Originality/valueThe paper presents some pertinent recommendations to enhance a better implementation of the strategies used in entrepreneurship education to ensure that upon graduation, graduates can be self-employed and create jobs. This could help in curbing the high unemployment rate in Zimbabwe as well as in Africa in general.
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Mutekwa, Anias. "The challenges of using the Communicative Approach (CA) in the teaching of English as a Second language (ESL) in Zimbabwe: Implications for ESL teacher education." Africa Education Review 10, no. 3 (September 2013): 539–53. http://dx.doi.org/10.1080/18146627.2013.853547.
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Mguwata, Tsitsi. "Psychosocial challenges and coping strategies of caregivers with family members under palliative care in Mufakose, Zimbabwe." Global Journal of Psychology Research: New Trends and Issues 10, no. 2 (September 30, 2020): 210–20. http://dx.doi.org/10.18844/gjpr.v10i2.4797.
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This study sought to unearth the challenges and coping strategies of caregivers with family members under palliative care. As a high-density suburb, Mufakose is a dwelling place for the most economically marginalised members of the Zimbabwe urban dwellers. Having a family member under palliative care while being from a low social class has its ramifications and this was what the researcher sought to find out by carrying a qualitative research on six care givers (n = 6) sampled by purposive sampling. In-depth interviews guided by a self-constructed interview guide were used to collect data and thematic analysis was used for analysis. The interviews were carried out in Shona, the local language for the participants, and responses were later translated to English. The study indicated that the caregivers encountered a myriad of challenges ranging from social, economic and health problems. Disturbed sleeping patterns, weight loss, stress, inhibited social mobility, strained family relationships, limited health information about the illness, role conflict and increased financial constraints were the major cited challenges. The research established that caregivers are proactive and numerous coping strategies are used in dealing with the challenges. The coping strategies being used can be classified into appraisal-focused, problem-focused and emotion-focused. Although some coping strategies are maladaptive, most of them are quite adaptive, and with effective interventions the fortunes and lifestyle of caregivers can be overturned. Keywords: Palliative care, family caregiver, coping strategy, challenges, home-based care.
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Gijimah, Tevedzerai, and Collen Sabao. "Bi/multilingual Voices and Audiences? Code-Switching in Zimbabwean Popular Drama, Studio 263." International Journal of Linguistics 8, no. 5 (September 29, 2016): 40. http://dx.doi.org/10.5296/ijl.v8i5.10084.
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<p class="1"><span lang="X-NONE">Code-switching is an observed common discourse linguistic behaviour in Zimbabwean popular dramas. The motives and effects of the use of code-switching in such communicative contexts is however an understudied area. This article examines the communicative impact/effects on the audience, of code-switching as a communication strategy in <em>Studio 263</em>, one of Zimbabwe’s popular dramas (soap operas). Observing that code-switching has become part and parcel of Zimbabwean everyday discourses – a situation chiefly resulting from the Zimbabwean linguistic situation characterised by bi/multilingual societies – the analysis explores the rhetorical and communicative potential of code-switching as a communication strategy within the communicative contexts that popular dramas represent and in a bi/multilingual society. The Zimbabwean language situation promotes the use of the English language in all formal communicative events while the ‘indigenous’ languages (Shona and Ndebele) do not enjoy similar privileges. Because English is a second language to the majority of the residents of Zimbabweans, this has resulted in the proliferation of bi/multilingual communities. This article critiques the justification of the use of code-switching in <em>Studio 263</em> as well as its use as a tool for communicating to a ‘larger’ audience.</span></p>
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Gasva, Douglas, and Wisdom Moyo. "The influence of Sex and Gender on English Language and Mathematics Performance: the Case of Grade 6 Pupils at Selected Primary Schools in Hwange District in Matabeleland North Province of Zimbabwe." Greener Journal of Social Sciences 4, no. 4 (April 20, 2014): 123–29. http://dx.doi.org/10.15580/gjss.2014.4.030614132.
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Clemenciana MUKENGE. "Towards the Stabilisation of Zimbabwean English: Progress and Prospects." Issues in Language Studies 10, no. 1 (June 29, 2021): 203–17. http://dx.doi.org/10.33736/ils.2789.2021.
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The systematic description of African Englishes, including Zimbabwean English (ZE) is gradually increasing in the continent’s ongoing sociolinguistic research. The purpose of this contribution is to investigate the progress currently made in stabilising the Zimbabwean variety of English since its emergence in the 1980s using Schneider’s (2007) Dynamic framework for stabilisation of “New Englishes”. ZE is perceived to be at the nativisation stage, encompassing indigenisation of Standard English before a full adoption into a new socio-cultural context. Evidence of nativisation includes phonological innovations and structural indigenisation of English. It is noted that complete nativisation would follow after full adoption and functionalisation by the speech community. Furthermore, the study establishes that the task at hand is to carry out in-depth research that probes deeper into ZE’s evolution process; explaining its key structural features and its sociolinguistic traits. This will uncover its general linguistic behaviour, functional role and possibly strengthen its visibility, use and eventual growth. One major limitation of the study is that its focus is restricted to the Zimbabwean variety of English. Recommended future studies should include comparative studies of the development of “New Englishes” in other outer circle regions, so as to methodologically inform the stabilisation process of ZE.
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Kadenge, Maxwell. "Zimbabwean English: A sociophonological exploration." South African Journal of African Languages 30, no. 1 (January 2010): 35–51. http://dx.doi.org/10.1080/02572117.2010.10587334.
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Lunga, Violet Bridget. "Mapping African Postcoloniality: Linguistic and Cultural Spaces of Hybridity." Perspectives on Global Development and Technology 3, no. 3 (2004): 291–326. http://dx.doi.org/10.1163/1569150042442502.
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AbstractThis paper discusses hybridity as a strategy of survival for those caught between the languages of their colonization and their indigenous languages and also illustrates how, through hybridization, postcolonial subjects use colonial languages without privileging colonial languages. Drawing on Bakhtinian notions of hybridization, this paper shows colonial and indigenous languages contesting each other's authority, challenging and unmasking the hegemony of English and to some extent Shona. Ndebele and Shona are indigenous languages spoken in Zimbabwe, Africa. However, this paper conceives the relationship of English and Ndebele as not always contestatory but as accomodating. Using Ogunyemi's (1996) notion of palaver, the paper extends our understanding of hybridity as marking both contestation and communion. Of particular significance is the way in which English is criticized even in the using of it in Amakhosi plays. This analysis of hybridity highlights the contradictoriness of colonized identity and establishes and confirms the idea of a hybridized postcolonial cultural and linguistic identity.
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Sunarto, Bambang. "Adangiyah." Dewa Ruci: Jurnal Pengkajian dan Penciptaan Seni 16, no. 1 (May 5, 2021): iii—iv. http://dx.doi.org/10.33153/dewaruci.v16i1.3601.
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This edition is the first issue of Dewa Ruci’s Journal, in which all articles are in English. We deliberately changed the language of publication to English to facilitate information delivery to a wider audience. We realize that English is the official language for many countries rather than other languages in this world. The number of people who have literacy awareness and need scientific information about visual and performing arts regarding the archipelago’s cultural arts is also quite large.The decision to change the language of publication to English does not mean that we do not have nationalism or are not in love with the Indonesian language. This change is necessary to foster the intensity of scientific interaction among writers who are not limited to Indonesia’s territory alone. We desire that the scientific ideas outlined in Dewa Ruci’s Journal are read by intellectual circles of the arts internationally. We also want to express our scientific greetings to art experts from countries in New Zealand, the USA, Australia, Europe, especially Britain, and other English-speaking countries such as the Philippines, India, Pakistan, Zimbabwe, the Caribbean, Hong Kong, South Africa, and Canada. Of course, a change in English will also benefit intellectuals from countries that have acquired English as a second language, such as Malaysia, Brunei, Israel, Malaysia, and Sri Lanka. In essence, Dewa Ruci’s Journal editor wants to invite writers to greet the scientific community at large.We are grateful that six writers can greet the international community through their articles. The first is Tunjung Atmadi and Ika Yuni Purnama, who wrote an article entitled “Material Ergonomics on Application of Wooden Floors in the Interior of the Workspace Office.” This article discusses office interiors that are devoted to workspaces. The purpose of this study is to share knowledge about how to take advantage of space-forming elements in the interior design of a workspace by utilizing wooden floors like parquet. The focus is on choosing the use of wood by paying attention to the elements in its application. This research result has a significant meaning in the aesthetics, comfort, and safety of wooden floors in the workspace’s interior and its advantages and disadvantages.The second writer who had the opportunity to greet the Dewa Ruci Journal audience was intellectuals with diverse expertise, namely Taufiq Akbar, Dendi Pratama, Sarwanto, and Sunardi. Together they wrote an article entitled “Visual Adaptation: From Comics to Superhero Creation of Wayang.” This article discusses the fusion and mixing of wayang as a traditional culture with comics and films as contemporary culture products. This melting and mixing have given birth to new wayang creations with sources adapted from the superhero character “Avenger,” which they now call the Avenger Wayang Kreasi. According to them, Wayang Kreasi Avenger’s making maintains technical knowledge of the art of wayang kulit. It introduces young people who are not familiar with wayang kulit about the technique of carving sungging by displaying the attributes in the purwa skin for Wayang Kreasi Avenger. This creativity is an attempt to stimulate and show people’s love for the potential influence of traditional cultural heritage and its interaction with the potential of contemporary culture.The next authors are Sriyadi and RM Pramutomo, with an article entitled “Presentation Style of Bedhaya Bedhah Madiun Dance in Pura Mangkunegaran.” This article reveals a repertoire of Yogyakarta-style dance in Mangkunegaran, Surakarta, namely the Bedhaya Bedhah Madiun. The presence of this dance in Mangkunegaran occurred during the reign of Mangkunegara VII. However, the basic character of the Mangkunegaran style dance has a significant difference from the Yogyakarta style. This paper aims to examine the Bedhaya Bedhah Madiun dance’s presentation style in Mangkunegaran to determine the formation of its presentation technique. The shape of the Bedhaya Bedhah Madiun dance style in Mangkunegaran did not occur in an event but was a process. The presentation style’s formation is due to a problem in the inheritance system that has undergone significant changes. These problems arise from social, political, cultural, and economic conditions. The responses to these problems have shaped the Bedhaya Bedhah Madiun dance's distinctive features in Mangkunegaran, although not all of them have been positive.Hasbi wrote an article entitled “Sappo: Sulapa Eppa Walasuji as the Ideas of Creation Three Dimensional Painting.” This article reveals Hasbi’s creative process design in creating three-dimensional works of art, named Sappo. He got his inspiration from the ancient manuscripts written in Lontara, namely the manuscripts written in the traditional script of the Bugis-Makassar people on palm leaves, which they still keep until now. Sappo for the Bugis community is a fence that limits (surrounds, isolates) the land and houses. Sappo’s function is to protect herself, her family, and her people. Sulapa Eppa means four sides, is a mystical manifestation, the classical belief of the Bugis-Makassar people, which symbolizes the composition of the universe, wind-fire-water-earth. Walasuji is a kind of bamboo fence in rhombus rituals. Eppa Walasuji’s Sulapa is Hasbi’s concept in creating Sappo in the form of three-dimensional paintings. The idea is a symbolic expression borrowing the Lontara tradition's idiom to create a symbolic effect called Sappo.Mahdi Bahar and his friends wrote an article entitled “Transformation of Krinok to Bungo Krinok Music: The Innovation Certainty and Digital-Virtual Contribution for Cultural Advancement.” Together, they have made innovations to preserve Krinok music, one of Jambi’s traditional music themes, into new music that they call Bungo Krinok. He said that innovation is a necessity for the development of folk music. In innovating, they take advantage of digital technology. They realize this music’s existence as a cultural wealth that has great potential for developing and advancing art. The musical system, melodic contours, musical grammar, and distinctive interval patterns have formed krinok music’s character. This innovation has given birth to new music as a transformation from Jambi folk music called “Bungo Krinok” music.Finally, Luqman Wahyudi and Sri Hesti Heriwati. They both wrote an article entitled “Social Criticism About the 2019 Election Campaign on the Comic Strip Gump n Hell.” They explained that in 2019 there was an interesting phenomenon regarding the use of comic strips as a means of social criticism, especially in the Indonesian Presidential Election Campaign. The title of the comic is Gump n Hell by Errik Irwan Wibowo. The comic strip was published and viral on social media, describing the political events that took place. In this study, they took three samples of the comic strip Gump n Hell related to the moment of the 2019 election to analyze their meaning. From the results of this study, there is an implicit meaning in the comic strip of pop culture icons' use to represent political figures in the form of parodies.That is the essence of the issue of Volume 16 Number 1 (April Edition), 2021. Hopefully, the knowledge that has been present in this publication can spur the growth of visual and performing art science in international networks, both in the science of art creation and in scientific research of art in general. We hope that the development of visual and performing art science can reveal the various meanings behind various facts and phenomena of art life. Therefore, the growth of international networks is an indispensable need.Thank you.
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Vikhrieva, I. V. "THE ROLE OF “FEMALE LITERATURE” IN THE WORKS OF ENGLISH-SPEAKING ZIMBABWEAN WRITERS." Bulletin of Udmurt University. Series History and Philology 31, no. 2 (May 11, 2021): 382–91. http://dx.doi.org/10.35634/2412-9534-2021-31-2-382-391.
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The article introduces the study of “female literature” in Zimbabwe’s English language literary creative writing, which has undergone accelerated development. In the material presented, the methods of language selection and plot-compositional organization of literary text, the main categories of textuality are examined. The specialization of literature is shown, as an indicator of its growth. The author compares the traditional attitude towards women in African society, which is characterized by inequality, and the appearance in the XX-XXI centuries women writers, signifying a revolutionary change in their socio-cultural role. A typical problematic of works created in different historical periods is revealed. A comparison on the creativity of women writers of three generations is made, an interpretation of problems related to women's destinies is given, tendencies in the formation, disclosure, and establishment of new roles of women in society are revealed. The typology of plots is shown from the point of view of subject matter and completeness of the text. Particular attention is paid to the complexity of semantic structures of the text of small and large genres; its cognitive potential, adherence to the regional English language standard is revealed.
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Matiure, Rungamirai, and Erick Nyoni. "Creating autonomous learners in the teaching of English as a second language (ESL) in Zimbabwean secondary schools : a reality or a myth?" Journal of African Languages and Literary Studies 1, no. 3 (December 1, 2020): 103–32. http://dx.doi.org/10.31920/2633-2116/2020/v1n3a6.
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This study explored the utility of the learner autonomy concept in the Zimbabwean O Level English as a Second Language (ESL) classroom focusing on three Gweru urban high schools of the Midlands Province. The researchers intended to establish whether learner autonomy was a reality or just a myth in Zimbabwean classrooms. A qualitative multiple case study design was applied focusing on teaching strategies, availability of resources, challenges faced and ways of optimising it. Questionnaires and document analysis were used for data collection. The findings revealed that the concept did not manifest in explicit terms, the learners did not participate in decision making, and the teachers were not adequately prepared to administer autonomous processes with students. For it to be a reality, the Education Ministry is recommended to establish a comprehensive framework of how autonomous learning should be implemented. Teacher training should explicitly focus on how to develop autonomous learners. Teachers ought to be flexible enough to accommodate learners' contributions towards their learning.
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Sylod, Chimhenga. "The Diglossic Relationship between Shona and English Languages in the Teaching and Learning Situation in Zimbabwe Secondary Schools." IOSR Journal Of Humanities And Social Science 12, no. 5 (2013): 43–50. http://dx.doi.org/10.9790/0837-1254350.
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Onduru, Onduru G., Rajhab S. Mkakosya, Said Aboud, and Susan F. Rumisha. "Genetic Determinants of Resistance among ESBL-Producing Enterobacteriaceae in Community and Hospital Settings in East, Central, and Southern Africa: A Systematic Review and Meta-Analysis of Prevalence." Canadian Journal of Infectious Diseases and Medical Microbiology 2021 (June 2, 2021): 1–9. http://dx.doi.org/10.1155/2021/5153237.
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Background. The world prevalence of community and hospital-acquired extended-spectrum β-lactamase (ESBL)-producing Enterobacteriaceae is increasing tremendously. Bacteria harboring ESBLs are currently the number one critical pathogens posing a major threat to human health. Objective. To provide a summary of molecular evidence on the prevalence of ESBL-producing Enterobacteriaceae (ESBL-E) and associated genes at community and hospital settings in East, Central, and Southern African countries. Methods. We conducted a systematic literature search on PubMed and Google Scholar databases for the available molecular studies on ESBL-E in hospitals and community settings in East, Central, and Sothern Africa (ECSA). Published studies in English language involving gene characterization of ESBLs from human samples in hospital and community settings were included in the review, inception to November 2019. A random effect meta-analysis was performed to estimate the prevalence of ESBL-E. Results. A total of 27 studies involving molecular characterization of resistance genes from 20,225 ESBL-E isolates were included in the analysis. Seventy-four percent of all studies were hospital based, 15% were based in community settings, and others were done in both hospital and community settings. Of all the studies, 63% reported E. coli as the dominant isolate among ESBL-E recovered from clinical samples and Klebsiella pneumoniae was reported dominant isolates in 33% of all studies. A random pooled prevalence of ESBL-E was 38% (95% CI = 24–53%), highest in Congo, 92% (95% CI = 90–94%), and lowest in Zimbabwe, 14% (95% CI = 9–20%). Prevalence was higher in hospital settings 41% (95% CI = 23–58%) compared to community settings 34% (95% CI = 8–60%). ESBL genes detected from clinical isolates with ESBL-E phenotypes in ECSA were those of Ambler molecular class A [1] that belongs to both functional groups 2be and 2d of Bush and Jacob classification of 2010 [2]. Majority of studies (n = 22, 81.5%) reported predominance of blaCTX-M gene among isolates, particularly CTX-M-15. Predictors of ESBL-E included increased age, hospital admissions, previous use of antibiotics, and paramedical use of herbs. Conclusion. Few studies have been conducted at a molecular level to understand the genetic basis of increased resistance among members of ESBL-E in ECSA. Limited molecular studies in the ECSA region leave a gap in estimating the burden and risk posed by the carriage of ESBL genes in these countries. We found a high prevalence of ESBL-E most carrying CTX-M enzyme in ECSA with a greater variation between countries. This could be an important call for combined (regional or global) efforts to combat the problem of antimicrobial resistance (AMR) in the region. Antibiotic use and hospital admission increased the carriage of ESBL-E, while poor people contributed little to the increase of AMR due to lack of access and failure to meet the cost of healthcare compared to high income individuals.
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Mufanechiya, Tafara, and Albert Mufanechiya. "The Implementation of ‘A’ Level English Language and Communication Skills in Zimbabwean Secondary Schools: The Relevance Issue." Greener Journal of Educational Research 3, no. 7 (September 20, 2013): 332–35. http://dx.doi.org/10.15580/gjer.2013.7.072313744.
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Nyoni, Erick. "A Geography Teacher's Responsiveness to the Cognitive Academic Language Proficiency (CALP) Needs of Zimbabwean English Second Language (ESL) Learners in Syllabus Interpretation and Instructional Design." Journal of African Education 2, no. 1 (April 30, 2021): 149–77. http://dx.doi.org/10.31920/2633-2930/2021/v2n1a7.
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Schmitt, David P. "Sociosexuality from Argentina to Zimbabwe: A 48-nation study of sex, culture, and strategies of human mating." Behavioral and Brain Sciences 28, no. 2 (April 2005): 247–75. http://dx.doi.org/10.1017/s0140525x05000051.
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The Sociosexual Orientation Inventory (SOI; Simpson & Gangestad 1991) is a self-report measure of individual differences in human mating strategies. Low SOI scores signify that a person is sociosexually restricted, or follows a more monogamous mating strategy. High SOI scores indicate that an individual is unrestricted, or has a more promiscuous mating strategy. As part of the International Sexuality Description Project (ISDP), the SOI was translated from English into 25 additional languages and administered to a total sample of 14,059 people across 48 nations. Responses to the SOI were used to address four main issues. First, the psychometric properties of the SOI were examined in cross-cultural perspective. The SOI possessed adequate reliability and validity both within and across a diverse range of modern cultures. Second, theories concerning the systematic distribution of sociosexuality across cultures were evaluated. Both operational sex ratios and reproductively demanding environments related in evolutionary-predicted ways to national levels of sociosexuality. Third, sex differences in sociosexuality were generally large and demonstrated cross-cultural universality across the 48 nations of the ISDP, confirming several evolutionary theories of human mating. Fourth, sex differences in sociosexuality were significantly larger when reproductive environments were demanding but were reduced to more moderate levels in cultures with more political and economic gender equality. Implications for evolutionary and social role theories of human sexuality are discussed.
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Nhongo, Raphael, and Baba Primrose Tshotsho. "The Problematics of Language-in-Education Policies in Post-Independence in Zimbabwe." Journal of Asian and African Studies, September 30, 2020, 002190962096252. http://dx.doi.org/10.1177/0021909620962529.
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Language policies that are designed in African countries fail to solve communication problems because they are only there to fight the hegemony of English instead of addressing real linguistic problems. The paper analyses the language-in-education policies that were put in place after independence in Zimbabwe. A qualitative approach is used to analyse documents that include the Education Act of 1987, the Nziramasanga Commission, Ministry of Primary and Secondary Education circulars and the Constitution of Zimbabwe. It is argued in this paper that there is a need for the country to come up with policies that are in sync with the linguistic realities that acknowledge the coexistence of languages.
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Zengeni, Knocks Tapiwa. "ZIMBABWE : A Country Profile." Journal of International Studies, January 6, 2020. http://dx.doi.org/10.32890/jis.7.2011.7922.
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Zimbabwe is a relatively small country situated in the southern part of Africa between South Africa and Zambia. It is also bounded by Mozambique in the east and Botswana in the West. This land-locked country occupies about 390,757 sq km of land and its population is about 12.4 million (CIA World Fact Book, 2011). Zimbabwe was a British colony for almost a century and was one of a few countries which belatedly achieved independence after waging a protracted liberation war. Several racial and ethnic groups reside in the county. English is the official language with two dominating native languages, that is, Shona and Sindebele being accorded national language status. Since 2000, Zimbabwe has been embroiled in the worst political and socio-economic crisis of its thirty-one year history as an independent state. Unfortunately, this unprecedented crisis has negatively affected every aspect of the country and every segment of the population. However, in February, 2009, after almost a year of uncertainty following controversial elections in 2008, a semblance of normality seems to have emerged after the main political actors agreed to set up an inclusive government. Despite these promising signs the country is still not out of the woods yet.
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Mareva, Rugare, Phyllis K. Kaburise, and Ernest K. Klu. "Teaching ‘Standard English’ or local, code-switched New Englishes in schools in ‘Outer Circle’ countries? Insights from selected secondary school teachers of English in Zimbabwe." IRA International Journal of Education and Multidisciplinary Studies (ISSN 2455–2526) 4, no. 1 (July 30, 2016). http://dx.doi.org/10.21013/jems.v4.n1.p13.
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<div><p><em>The study investigated the English as a Second Language (ESL) teachers’ perceptions on the relationship between code-switching and emerging varieties of English called New Englishes, as well as the teachers’ perceptions on the teaching of such local varieties of English. The inquiry adopted a qualitative research paradigm and focused on two purposively sampled secondary schools comprising one rural day, and one urban boarding school. Four ESL teachers were interviewed (two teachers per school). The inquiry revealed that there was unanimous agreement among the four teachers that there is a relationship between code-switching and New Englishes. In addition, two of the teachers expressed the view that there is nothing wrong with teaching the local variety of English in the schools, while the other two said they preferred the teaching of Standard English.The study recommends that language policy planners in Zimbabwe consider adopting a balance of the endo-normative and the exo-normative models of English for the education system. Such a model, while acknowledging the importance of Standard English, would not undermine the importance of the local variety of English. In addition, the inquiry recommends that the Zimbabwe School Examinations Council (ZIMSEC) be sensitive to aspects of the local variety of English rather than set exo-normative models. Finally, the study recommends that further research be done on the perceptions of ESL teachers on the teaching of Standard English and New Englishes in school types which were not included in the sample for the present study.</em></p></div>
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Ndamba, Gamuchirai Tsitsi, Micheal M. Van Wyk, and Josiah C. Sithole. "Competing Purposes: Mother Tongue Education Benefits Versus Economic Interests in Rural Zimbabwe." International Indigenous Policy Journal 8, no. 1 (January 16, 2017). http://dx.doi.org/10.18584/iipj.2017.8.1.1.
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The purpose of this qualitative study was to explore the perceptions of educators on the barriers to the implementation of the Zimbabwean language-in-education policy, which recommends use of Indigenous languages up to the end of the primary school level. Postcolonial theory informed this case study. Individual interviews and focus group discussions were conducted with 15 rural primary school teachers, 3 school heads, and 2 school's inspectors who were purposefully selected from Masvingo district. Data were analysed using the constant comparative method for thematic coding. The findings revealed that participants strongly believed that the English language offers socio-economic opportunities, a factor which may negatively influence teachers in the implementation of the mother tongue-based policy. Recommendations that inform policy-makers are made.
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"Sociolinguistics." Language Teaching 40, no. 1 (January 2007): 79–80. http://dx.doi.org/10.1017/s0261444806274111.
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07–139Leki, Ilona (U Tennessee, USA), Negotiating socioacademic relations: English learners’ reception by and reaction to college faculty. Journal of English for Academic Purposes (Elsevier) 5.2 (2006), 136–152.07–140Ndhlovu, Finex (Monash U, Melbourne, Australia), Gramsci, Doke and the marginalisation of the Ndebele language in Zimbabwe. Journal of Multilingual and Multicultural Development (Multilingual Matters) 27.4 (2006), 305–318.07–141Sunderland, Jane (Lancaster U, UK; j.sunderland@lancs.ac.uk), ‘Parenting’ or ‘mothering’? The case of modern childcare magazines. Discourse & Society (Sage) 17.4 (2006), 503–528.
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NDLOVU, SIBONOKUHLE NIL. ""To think so as to speak" The developmental consequences of languages use in teaching and learning in a primary school in Zimbabwe." African Journal of Teacher Education 2, no. 2 (October 3, 2012). http://dx.doi.org/10.21083/ajote.v2i2.1698.
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This article is based upon research that was carried in a rural school in Zimbabwe during the period 2010. The research problem in this study was the relationship in teaching, learning and cognitive development as elaborated by Vygotsky’s socio-cultural framework. Vygotsky argues that the socio-cultural context impacts significantly on the learner’s cognitive development. This study investigated specifically the aspect of the use of the Language of Teaching and Learning (LOTL) as an aspect that significantly influences teaching, learning and consequently cognitive development. This study was a response to Vygotsky’s (1978) cautioning against neglecting to consider the underlying causes that can be influential factors in the socio-cultural context and considering only surface and obvious ones. Thus, the study particularly examined the impact of the use of language in teaching and learning on learners’ cognitive development, using the Vygotskian theoretical conception of language and thought, in a cultural context of rural Zimbabwe schooling. A case study of one rural primary school has been used and data collection involved observation of classroom teaching and learning to find out how language is used and how learners respond during the learning process. The findings of the study were that teachers simultaneously use two language codes of English and native language of Ndebele as the mixed language code. Use of language this way is so as to help learners who are not the first speakers of English to understand concepts being taught in different subjects. However this has been found to have limitations in the development of both languages consequently impacting negatively on concept development and failure by learners to participate fully in learning activities. The article contributes to an understanding of the effects of the use of language on learners learning and cognitive development specifically and suggests ways in which teachers could effectively use language to assist their learners’ learning, cognitive development and understanding of concepts during learning.
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Mareva, Rugare. "Teachers’ code-switching in English as a Second Language (ESL) instruction: Perceptions of selected secondary school learners in Zimbabwe." IRA-International Journal of Management & Social Sciences (ISSN 2455-2267) 4, no. 1 (July 30, 2016). http://dx.doi.org/10.21013/jmss.v4.n1.p11.
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<div><p><em>The study explored perceptions of secondary school learners of English on code-switching by teachers in the teaching of English. The qualitative inquiry focused on one rural day, and one urban boarding school. The study employed focus group discussions with groups of ten Form One and ten Form Three English learners per school. Results show that from the perspective of the learners, their ESL teachers code-switched from English to the learners’ L1 as a teaching and learning tool, mainly to foster understanding among learners and between the learners and their teachers, and for other communicative functions. The majority of the learners expressed an appreciation of their teachers’ code-switching but there were also negative sentiments. The study recommends that language policy planners revisit the English-only policy in the school and consider adopting the endo-normative rather than the exo-normative model of English for the education system. The study also recommends that the Ministry Education should hold workshops to sensitise teachers on how code-switching may best be employed as an instructional tool. Furthermore, the study recommends that ESL teachers be guided by the Postmethod pedagogy, a sense of plausibility as well as the notion of relativism in their decisions on code-switching. In addition, the inquiry recommends that the Zimbabwe Schools Examinations Council be sensitive to aspects of the local variety of English rather than set exo-normative models. Finally, the study recommends that further research be done on code-switching in school types which were not included in the sample for the present study.</em></p></div>
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Mareva, Rugare. "Learners’ code-switching in English as a Second Language (ESL) lessons: perspectives of four secondary school teachers in Zimbabwe." IRA International Journal of Education and Multidisciplinary Studies (ISSN 2455–2526) 4, no. 1 (July 30, 2016). http://dx.doi.org/10.21013/jems.v4.n1.p10.
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<div><p><em>The study investigated the perceptions of secondary school teachers of English on code-switching by learners in the learning of English. The qualitative inquiry focused on one rural day, and one urban boarding school. The study employed interviews with four teachers from the two schools. Results show that from the perspective of the teachers, their ESL learners code-switched from English to the learners’ L1 as a learning tool, mainly to foster understanding among learners and between the learners and their teachers, and for other communicative and social functions. The teachers expressed an appreciation of their learners’ code-switching but there were also negative sentiments. The study recommends that language policy planners revisit the English-only policy in schools and consider adopting the endo-normative rather than the exo-normative model of English for the education system. The study also recommends that the responsible Ministry should hold workshops to sensitise teachers on how code-switching may be tolerated and exploited as a language learning tool. Furthermore, the study recommends that ESL teachers be guided by the Postmethod pedagogy, a sense of plausibility as well as the notion of relativism in their decisions on whether or not to allow their learners to code-switch. In addition, the inquiry recommends that the Zimbabwe Schools Examinations Council be sensitive to aspects of the local variety of English rather than set exo-normative models. Finally, the study recommends that further research be done on code-switching in school types which were not included in the sample for the present study.</em></p></div>
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Muchemwa, Stella, Catherine Amimo, and Vencie Allida. "Analysis of Teacher-written Corrective Feedback in Second Language Writing Pedagogy in Secondary Schools, Bulilima, Zimbabwe." Journal of Education, Society and Behavioural Science, July 18, 2019, 1–13. http://dx.doi.org/10.9734/jesbs/2019/v31i330150.
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This study investigated the teachers’ practice on written corrective feedback as well as the students’ response to it in a bid to find practical solutions to the problem of low performance in English composition writing at “O” Level in Zimbabwe. The study sought to find out the nature of corrective feedback that “O” Level students get from their composition teachers and how these students respond to it. In this qualitative research, seven informants (“O” Level students) were interviewed; the researchers used a semi-structured interview schedule to address them and their English exercise books were also analyzed using a document analysis guide designed by the researchers. The study concluded that the composition teacher marked the compositions thoroughly highlighting most of the errors for students’ benefit. The teacher’s focus on feedback was in line with the syllabus demands. The teacher also satisfied the Feed Up, Feed Back and the Feed Forward types of effective feedback. She had strength on mark allocation which acted as student guide to their stance in composition writing. However, although the students largely benefited from the teacher’s corrective written feedback as well as the oral feedback, some of them failed to get the maximum benefit because they could not understand the correction codes. It is therefore imperative for composition teachers to provide students with a correction code elaboration whenever using a marking correction code.
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Rugoho, Tafadzwa, and France Maphosa. "Challenges faced by women with disabilities in accessing sexual and reproductive health in Zimbabwe: The case of Chitungwiza town." African Journal of Disability 6 (May 26, 2017). http://dx.doi.org/10.4102/ajod.v6i0.252.
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Background: Women with disabilities in Zimbabwe face numerous challenges in accessing sexual and reproductive health. Cultural belief still regards them as not sexually active. The government has also failed to promote policies that facilitate access to sexual and reproductive services by women with disabilities.Objectives: The reseach objectives were to explore the challenges faced by women with disabilities in accessing sexual and reproductive health in Zimbabwe.Method: The data were gathered using in-depth interviews with 23 purposively selected respondents. Thirteen women had physical disabilities, five were visually impaired, three were deaf and two were stammering. The respondents with physical disabilities were using wheelchairs, walking frames, prosthesis, crutches and caliper shoes. The participants’ ages ranged from 18 to 45 years. All interviews were transcribed and translated verbatim into English, and passages were extracted from the transcripts. Key themes and concepts were identified and coded to offer a rich framework for analysis, comparisons and presentation of the data.Results: Negative perceptions of health personnel towards people with disabilities, disability-unfriendly infrastructure at health facilities and absence of trained personnel for people with disabilities (sign language) are some of the challenges involved.Conclusion: The government, in partnership with other stakeholders, should address challenges faced by women with disabilities when accessing sexual and reproductive health services. Non-government, private hospitals and profit-making organisations should join hands with government in funding health requirements for women with disabilities.
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Godonoo, Prosper. "Peter Gibbon, editor. Structural Adjustment and the Working Poor in Zimbabwe, and Meena Khorana. Africa in Literature for Children and Young Adults: An Annotated Bibliography of English Language Books." Ufahamu: A Journal of African Studies 23, no. 2 (1995). http://dx.doi.org/10.5070/f7232016694.
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Jelsma, J. M. "The validity of the Shona version of the EQ-5D, of life measure." South African Journal of Physiotherapy 58, no. 3 (February 16, 2002). http://dx.doi.org/10.4102/sajp.v58i3.215.
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Introduction: The EQ-5D, a generic health related quality of life measure developed in Europe, has been recently translated into Shona, the language of the majority of Zimbabweans. Although the reliability of the Shona version of the EQ-5D has been established within a community setting, the reliability and validity of the measure within a group of Shona speaking people with disabilities has not been examined.Aim: The aim of the study was to examine the reliability and concurrent validity of the Shona version of the EQ-5D, within the context of a house-to-house survey of disability in a high-density area of Harare, Zimbabwe.Methods: As part of a house-to-house survey of disability in a high-density area in Zimbabwe, 588 Shona speaking subjects with disability/morbidity or their proxies were asked to respond to the Shona version of the EQ-5D questionnaire. Those who were able to understand the concept filled in the visual analogue scale. A testretest was done to determine the reliability of the EQ-5D. Timed walking was used to investigate the validity of thedomain of mobility and the International Classification of Impairment, Disability and Handicap Beta Draft (ICIDH2) was used as the gold standard for usual activities and self care. The concurrent validity of the anxiety/depression domain was determined against the Shona Symptom Questionnaire, which is a validated screen for depression in the Zimbabwe population. No measure of pain could be found which had been validated in Zimbabwe.Data analysis: The Intraclass-correlation (ICC) and Pearson’s correlation co-efficient were used to determine the test re-test reliability of the descriptor section and visual analogue scale of the EQ-5D respectively. The t-test, ANOVA, and post-hoc Scheffe test were used to compare the EQ-5D with the measures of function.Results:Each domain of the Shona EQ-5D demonstrated reliability on the test re-test (ICC ranging from .58 for self care to .85 for mobility, p<.01). The first and second scores on the visual analogue scale were significantly correlated ( Pearson’s r=.79, p<.001). Those who reported no problems with mobility walked significantly faster than those who reported some problems with mobility (t=-6.2, p<.001). The mean number of activity limitations using the International Classification of Functioning was significantly different between those who reported no, some or severe limitations inusual activities (F=39.9 p<.001). Of those reporting no, some and severe problems with self-care .6%, 13.6% and 62.5% respectively were found to have functional limitation in dressing on the ICIDH2 (the numbers were too small to apply statistical analysis). There was a significant difference between the mean number of affirmative answers in the Shona Symptom Questionnaire in respondents who reported no, moderate and severe problems with anxiety/depression (F=70.7, p<.001).Discussion and conclusion: It is concluded that the EQ-5D is a robust indicator of health related quality of life across different cultures. It is suggested that the Shona version of the EQ-5D can be used with confidence in a sample of Shona speaking subjects. Physiotherapists in the region are encouraged to translate and validate questionnaires to ensure that research with non-English speaking members of the Southern African population is performed with appropriate instrumentation
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Bretag, Tracey. "Editorial Volume 4(1)." International Journal for Educational Integrity 4, no. 1 (May 4, 2008). http://dx.doi.org/10.21913/ijei.v4i1.195.
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Welcome to Volume 4(1) of the International Journal for Educational Integrity.
Last year finished in a frenzy of activity at the 3rd Asia-Pacific Conference on Educational Integrity: Creating a Culture of Integrity, held at the University of South Australia, 7-8 December 2007. Professor Cathy Small from Northern Arizona University opened the conference with her thought-provoking presentation, 'The culture of the university: Challenges and implications for academic integrity', based on her undercover year as a college freshman. This was followed by thirty-five papers and workshops, including excellent keynote addresses by Professor Brian Martin from the University of Wollongong, Professor Bob Birrell from Monash University, and Emeritus Professor Robert Crotty from the Ethics Centre of South Australia. The full proceedings are available in CD-Rom by contacting tracey.bretag@unisa.edu.au. The next conference, scheduled for late 2009, will be held at the University of Wollongong in New South Wales, Australia. Further details will be provided in the coming months via this journal and the Asia-Pacific Forum on
Educational Integrity.
I would like to take this opportunity to welcome members of a newly established Editorial Board of the IJEI: Robert Crotty, Ethics Centre of South Australia; Fiona Duggan, Higher Education Academy JISC Academic Integrity Service, UK; Rebecca Moore Howard, Syracuse University; Brian Martin, University of Wollongong; Helen Marsden, University of Canberra; Don McCabe, Rutgers University; Miguel Roig, St. John's College, New York; and Daniel Wueste, Center for Academic Integrity, Clemson University.
The current issue of the journal offers an eclectic mix of international and interdisciplinary insights. Kate Chanock, an Academic Language and Learning (ALL) adviser from La Trobe University in Melbourne, explores survey data which sought to provide an explanation for why many students unwittingly plagiarise. Chanock then shares her own teaching practice as a means of "mediating the gap between students' and lecturers' understandings of the purposes of attribution in scholarly writing".
Sue McGowan from the University of South Australia, and Margaret Lightbody from the University of Adelaide, provide insights from Commerce as they make the case for ongoing plagiarism education for English as an additional language (EAL) students. McGowan and Lightbody outline an assignment "specifically developed to assist EAL students in a second-year financial accounting course delivered in Hong Kong, to develop an understanding of plagiarism issues within the context of their study discipline".
The final two papers come from African nations, and inevitably overshadow some of the integrity issues confronting Western academics. While this is not the first time that African scholars have submitted work for consideration to the journal, this is the first time that authors, reviewers and editors have worked hand-in-hand, over multiple revisions and submissions, and an extended time period, to ensure that the final work meets international academic publishing standards. We trust that readers will agree that the message being told in both papers is important, and that academics in more privileged institutions have a responsibility to collaborate with our colleagues to ensure that these stories reach a wide audience.
Anthony Nwaopara, Anthony Ifebhor and Frank Ohiwerei from Ambrose Alli University Ekpoma in Nigeria, dare to speak out about the shocking breaches of academic integrity occurring everyday in Nigeria. 'Proliferating illiteracy in the universities: A Nigerian perspective' argues that the current crisis in the Nigerian educational system is "contributing to a downward spiral in academic standards, and in particular... to decreasing literacy among Nigerian students". The authors provide a rare inside view of the underfunded Nigerian education system which exists in a broad culture of corruption, and is dominated by examination fraud, violence on campus, sexual harassment and a range of entrenched social problems. One recommendation, among others offered by the authors to ameliorate this situation, is for university authorities, administrators, lecturers, students and parents to maintain a strict code of personal ethics in all educational endeavours.
By fortuitous coincidence, this suggestion is taken up by Blessing Chapfika from Masvingo State University, Zimbabwe, in his paper, 'The role of integrity in higher education'. Chapfika maintains that 'virtue ethics' as opposed to rules-based approaches to ethics, plays a crucial role in higher education. Without referring to specific behaviours or cases, Chapfika makes a strong case for the centrality of the key virtue - integrity - for both teachers and learners.
I do hope you enjoy the current issue of the International Journal for Educational Integrity, and encourage you to consider submitting a paper for review. The December issue of the journal will be a special issue, guest edited by Dr Fiona Duggan, from the Higher Education Academy JISC Academic Integrity Service in the United Kingdom. Dr Duggan is seeking papers focusing on supporting and promoting academic integrity in European Higher Education Institutions. Please send your submissions directly to her at fhduggan@gmail.com. The submission deadline is 8 September 2008.
Other papers not related to the Special Issue, can be submitted to the journal via the automatic tracking system, or directly to me at tracey.bretag@unisa.edu.au.
Tracey Bretag, IJEI Editor
April 2008
List of reviewers 2007-2008
Bambaccus, Mary. University of South Australia
Barthels, Alex. University of Technology, Sydney
Cadman, Kate. University of Adelaide
Di Matteo, Don. University of South Australia
Dick, Martin. RMIT, Melbourne
Duggan, Fiona. JISC Advisory Service, U.K.
East, Julianne. La Trobe University
Foster, Gigi. University of South Australia
Harris, Howard. University of South Australia
Hastie, Brianne. University of South Australia
Higgins-Desbiolles, Freya. University of South Australia
Hinton, Leone. Central Queensland University
Kennelly, Robert. University of Canberra
Li, Laubi. University of South Australia
Marsden, Helen. University of Canberra
Matthews, Brian. Flinders University
Morrow, Margaret. SUNY Plattsburgh, New York, U.S.A.
Muller, Robert. Flinders University
O’Callaghan, Terry. University of South Australia
Palmer, Carolyn. Flinders University
Sharman, Jason. Griffith University
Smith, Erica. Charles Sturt University
Van Hooft, Stan. Deakin University
Wache, Dale. University of South Australia
Winefield, Tony. University of South Australia.