Academic literature on the topic 'Indigenous Zimbabwean languages'
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Journal articles on the topic "Indigenous Zimbabwean languages"
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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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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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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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Muringa, Tendai Fortune. "The Representation of Minority Languages and Indigenous Cultures in Zimbabwean Museums." International Journal of the Inclusive Museum 5, no. 1 (2013): 37–47. http://dx.doi.org/10.18848/1835-2014/cgp/v05i01/44389.
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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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Magosvongwe, Ruby. "MATHIAS MHERE’S FUNCTIONAL USES OF GOSPEL MUSIC IN THE ZIMBABWEAN POST-2000 MALADIES." Imbizo 6, no. 1 (June 21, 2017): 67–79. http://dx.doi.org/10.25159/2078-9785/2798.
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The article critiques Mathias Mhere’s gospel music from an Afrocentric perspective within the context of complexities and maladies that have impacted negatively on the majority’s livelihoods in Zimbabwe’s post-2000 period. The maladies have seen society marshalling different strategies and oral art forms to keep people’s spirits buoyant. Oral art forms have always been at the centre of African experience, constituting a repository of the philosophy of life as desired, imagined, and treasured among most indigenous families and communities. In the absence of the oral folklore and oral art forms of yesteryear that were used to inculcate communal values and skills to self-define and safeguard cultural spaces, gospel music has made inroads and carved an indelible niche that needs critical attention. This strategy is not novel to Zimbabwe. Music as an oral and performance art has always been deeply ingrained in most social activities to raise and censure conduct across all ages for society’s greater good, including cementing the social fabric, and fostering social cohesion and stability among most indigenous families and communities. In the recalcitrant environment, fraught with a myriad of maladies and many a family in dispersion, gospel music in the indigenous languages becomes critical in exhorting and censuring attitudes, conduct and desires in order to uphold treasured values. Family dispersions disrupted institutions and fractured relationships, further fanning insecurities and imbalances. It is from this angle that this article makes a critical analysis of Mathias Mhere’s gospel lyrics. Mhere is one of the most popular young gospel artists whose albums have been hits on the Zimbabwean music charts. The article therefore examines the forte behind Mhere’s gospel music in the Zimbabwean post-2000 maladies. It also interrogates Mhere’s artistic creativity, sensitivity and commitment to sustainable livelihoods and survival in post-2000 Zimbabwe’s fractious environment.
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Mavesera, M., and D. Magege. "Fostering posterity and socio-economic transformation through the prism of indigenous languages in youth training: A participatory approach." Southern Africa Journal of Education, Science and Technology 5, no. 1 (August 28, 2020): 74–92. http://dx.doi.org/10.4314/sajest.v5i1.39825/sajest.2020.001.
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This paper reviews thee mediating role of indigenous languages in vocational skills and national development in the Zimbabwean context. In the wake of the current outcry for jobs, employment creation and entrepreneurship the need for new strategies to revive industry by focusing on community resources has become imperative. Youths need to turn to themselves as repositories of skills required for operationalising dormant and fledgling industries. In pursuit of this new strategy they need the expertise of local artisans. The initiative, adopted in the spirit of national consciousness, should yield an indigenous brand of technology. It is from this perspective that the paper argues for a fresh, broader approach to youth training, through the identification of a national programme that encourages skilled artisans to use indigenous languages as vehicles for imparting industrial skills to out of school youths. The envisaged formal programme can be implemented through the identification of industrial bases that would tap the industrial skills of out of school youths, under the tutorship of local skilled artisans. For more effective implementation the proposed blueprint argues for the liberalization of instructional media. Trainers and trainees would switch on to their preferred language in skills’ acquisition. Such a flexible project, sustained through collaborative engagement, between skilled artisans and youths, would go a long way towards enhancing the latter’s creative potential, by fostering familiarity with the terminology required by a particular industry. Further, the article envisages learners’ progressive training programmes that motivate vocational training graduates to apply modern technology to productive processes demanded by the respective communities. The study concludes by emphasizing that the achievement of national goals for entrepreneurship and youth empowerment/employment requires the adoption of new strategies encapsulated in the Education 5.0.blueprint.
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Mushore, Washington. "YOUTH AND INDIGENISATION IN THE ZIMBABWEAN PRINT MEDIA." Commonwealth Youth and Development 14, no. 1 (March 7, 2017): 36–53. http://dx.doi.org/10.25159/1727-7140/1383.
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The main purpose of the indigenisation policy in Zimbabwe, according to Masunungure and Koga (2013), was to empower the historically disadvantaged groups in Zimbabwe after the nationalist government had recognised that the inherited colonial systems were unsustainable and a sure recipe for future social and political instability. Although the indigenisation policy was a very noble idea, there was no consensus – especially at the political level – on how empowerment was going to be achieved. The ruling party (ZANU-PF) saw empowerment as being best achieved through the compulsory takeover of foreign-owned businesses in order to benefit the indigenous blacks, and the main opposition party (MDC-T) perceived empowerment as the creation of more jobs for the multitudes of unemployed Zimbabweans, especially the youth. This article, however, argues that the use of nationalistic language, such as ‘the black majority’, in political discourse by politicians in most cases obscures who the real beneficiaries are or will be. In view of the above, the aim of this study is to critically explore, with the aid of framing theory, how the Zimbabwean print media have reported on the issue of youth and indigenisation in stories purposively sampled from The Herald, The Zimbabwean and The Standard newspapers.
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Mpofu, Phillip, and Abiodun Salawu. "Interrogating the Autonomy of Previously Marginalised Languages in Zimbabwe's Indigenous-Language Press." Language Matters 50, no. 1 (January 2, 2019): 25–44. http://dx.doi.org/10.1080/10228195.2018.1541925.
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Marupi, Omphile, Baba Primrose Tshotsho, and Raphael Nhongo. "The Functionality of Sotho as a Previously Marginalised Language in a Multilingual Educational Setting." Academic Journal of Interdisciplinary Studies 10, no. 2 (March 5, 2021): 140. http://dx.doi.org/10.36941/ajis-2021-0045.
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The language policy issues in Zimbabwe are embedded in three documents which are the Education Act of 1987, the Nziramasanga Commission, and the current constitution which was passed into law in 2013. The paper examines the negatives and positives of these policies in education and how they facilitate the inclusion and exclusion of Sotho. The vague policies which are evasive on how indigenous languages should be treated when it comes to their use as media of instruction are problematised. Data used in this paper was supplemented with information that came from interviews with eight teachers from schools in Gwanda. It is argued in this paper that the policies and pieces of legislation are not devoted to the equal advancement of indigenous languages. It is concluded that the functionality of Sotho in the education sector in Zimbabwe is mainly hindered by the government policies that do not recognise the co-existence of languages but rather create a linguistic war zone where they have to fight to dislodge one another. The paper advocates for the recognition of harmonious co-existence of languages in education where all the languages found in a geographical space are not restricted but are made to function equally and simultaneously.
Received: 12 September 2020 / Accepted: 17 December 2020 / Published: 5 March 2021
Dissertations / Theses on the topic "Indigenous Zimbabwean languages"
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Mugore, Masawi Maireva Faustina. "Language learning and teaching in Zimbabwe : English as the sole language of instruction in schools : a study of students' use of English in Zimbabwe, their indigenous languages (Shona and Ndebele), and the schools' methods of instruction in secondary school classrooms." Thesis, McGill University, 1995. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=29090.
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This study focuses on the use of English as the sole medium of instruction in Zimbabwean schools and the effect of such a policy on the educational achievement of students, particularly in secondary schools. The role of Shona and Ndebele, two other Zimbabwean official languages, in schooling is also examined.Some of the findings reveal a learning and teaching environment that prevents strategies from addressing linguistic, social and cultural development with a coherent workable vision in the English classroom.
Because English is the working language of government, business, and industry in Zimbabwe, an English-only policy seems to be a practical means to prepare students for higher education and the workforce. The growing status of English as an international lingua franca provides additional support for such a policy.
This study reveals the need to rethink the imposition of an English-only policy. The findings indicate that current teaching approaches/methods and materials do not entirely support language development in English, largely because they do not take into account the economic, social, and linguistic situations of the students.
The study supports and calls for a multifaceted approach to the way language is currently taught in Zimbabwe, and sees this as one way secondary schools can produce, through the medium of English instruction, students and teachers who can adapt to rapid change, and relate to people from diverse socio-cultural and linguistic backgrounds.
The study emphasizes the integration and expectations of people's views on language and education, as heard and expressed by many respondents. This is considered central to any meaningful effort towards linguistic competence, a challenging but stimulating learning environment, and better communication among students and teachers.
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Chivhanga, Ester. "The diglossic relationship between Shona and English languages in Zimbabwean secondary schools." Diss., 2008. http://hdl.handle.net/10500/1943.
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The research highlights the problems of the diglossic relationship between Shona and English in the teaching-learning situation in Zimbabwe secondary schools. It focuses on how English as a high variety language adversely affects the performance of learners writing 'O' level Shona examinations in secondary schools. The research also confirms that teachers and learners of Shona in Zimbabwean secondary schools have a negative attitude towards Shona.
Finally, the use of English in the teaching of Shona, the less hours allocated to Shona, the low esteem of Shona vis-à-vis the dominance of English and the association of English with social mobility impact on the attitude of students towards Shona as a subject. This linguistic attitude coupled with orthographic problems causes low passes in Shona at 'O' level. Hence, one proposes, language awareness campaigns and the use of Shona in the teaching of practical criticism and grammar.African Languages
M.A. (African Languages)
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Gora, Ruth Babra. "Perception and attitude towards the study of African languages in Zimbabwean high schools : implications for human resources development and management." Thesis, 2014. http://hdl.handle.net/10500/14412.
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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)
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Siwela, Tembinkosi Dunmore. "English as a second language in learning environmental science in Zimbabwean primary schools." Thesis, 2018. http://hdl.handle.net/10500/25820.
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The Zimbabwean Education Act of 1987 stated that English was the official language of learning and teaching (LoLT) from grade four upwards. From grade three downwards, the mother tongue was to be used. That Education Act was later amended in 2006, to extend the use of the mother tongue up to grade seven. As a college lecturer, I have observed that there is tension between policy and practice. English and indigenous languages are vying for supremacy as the LoLT from as early as the Early Childhood Development (ECD) level. For the majority of these learners, English is a second language. This research aims to investigate problems emanating from the use of English as a second language (ESL) in learning and teaching Environmental Science (ES) at primary school level. Its objectives are to investigate the usefulness of the language policy currently in use in Zimbabwe as well as to investigate empirically, how grades four to seven teachers and their pupils communicate in class during ES lessons; and identify problems resulting from the use of ESL during ES lessons at primary school level and suggest solutions to these problems. I purposively chose ES because I developed interest in that subject when I taught it at college level where I observed many students teaching it for almost three decades. Most of the pupils these students taught struggled to communicate in ESL.
My research was not intended to test existing theory. Therefore I chose an inductive (qualitative) approach. I adopted the phenomenological case study in which I collected data from the natural setting, namely: three purposively selected primary schools. I did my pilot study at the fourth school. I used four methods of data collection, namely: direct observation, in-depth interviews, focus group discussions and document analysis. The participants were grades four to seven teachers and their pupils.
Findings of this study show that pupils were not willing to participate in class oral discourse. When teachers asked questions, pupils usually gave one-word answers. Teachers and pupils spoke the same first language (L1). So, when they failed to express themselves coherently in English, they code-switched to their L1. When that happened, most of the pupils were eager to talk. They gave correct responses in their L1. Group discussions were very lively when they were held in the pupils’ L1. But when teachers instructed the pupils to discuss in English, many pupils were silenced because of their limited English proficiency (LEP). It was very evident that ESL was a barrier to the learning of ES for many learners. Pupils faced conceptual and communication problems because most of them were not yet proficient enough to use ESL effectively to learn ES. Participants welcomed code-switching to L1 as a solution to their limited English proficiency.Educational Studies
D. Phil. (Education)
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Sibanda, Ethelia. "The linguistic impact of the symbiotic relationship between amaNdebele and amaXhosa on the isiXhosa language and the amaXhosa culture in the Mbembesi area of Zimbabwe." Thesis, 2019. http://hdl.handle.net/10500/26533.
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The study sought to investigate how the symbiotic relationship between amaXhosa and amaNdebele impacted on IsiXhosa language and amaXhosa culture in Mbembesi area in Zimbabwe. The study was conducted where two ethnic groups of amaXhosa and amaNdebele coexist. Language policies in the past have disadvantaged amaXhosa by treating the language as a minority language which led to its marginalisation at school and in public life. Dynamic Social Impact Theory was used to explain the concept of the evolution of language. Language contact, language change, and bilingualism are the main terms that were discussed in relation to what happened to the two languages of study. The case study was descriptive in nature. The participants were purposefully selected according to what the researcher desired to achieve. The data were collected through interviews with heads of schools in Mbembesi, teachers, elders and youths of the community. Document analysis was also employed when the Indigenous Languages syllabus and teachers’ schemes were observed. The pupils were given a topic on which to write a short composition in IsiXhosa and IsiNdebele to ascertain if indeed IsiNdebele had impacted on IsiXhosa. A comparison between IsiXhosa of Mbembesi and that of South Africa was made as a way of verifying if there has been a change from the original IsiXhosa that is spoken in South Africa. The two ethnic groups’ cultural activities were also studied as a way of investigating the level of impact in their way of life. After administering the research instruments, the findings revealed that there is a level of impact on IsiXhosa language and amaXhosa culture through their contact with amaNdebele. The terminology in the two languages has overlapped as well as their cultural lives. The Zimbabwean 2013 Constitution has tried to raise the status of IsiXhosa by making it officially recognised but it seems to be still functioning at community level as before. IsiXhosa is still not learned at school although it was introduced in 2013 in the two pilot schools but which discontinued in 2016 reverting to IsiNdebele citing lack of teaching and learning materials. The recommendations from the study include: that the teachers should be trained in IsiXhosa at institutions of higher learning; that amaXhosa educated personnel should spear-head the writing of teaching and learning materials and that the language should be used in public life so that its speakers maintain their identity.Linguistics and Modern Languages
Ph. D. (Languages, Linguistics and Literature)
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Magwa, Wiseman. "Planning for the future : exploring possibilities of using indigenous languages as language of instruction in education, the Zimbabwe experience." Thesis, 2008. http://hdl.handle.net/10500/2628.
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The study sought to explore possibilities of using indigenous African languages of Zimbabwe as official media of instruction in the education system. The aim was to find out the extent to which indigenous African languages could be used as languages of instruction in primary, secondary and tertiary levels of the education system. The other objective of the study was to examine the attitudes of Zimbabweans towards the use of the mother tongue as medium of instruction in schools.
A total of 1000 participants took part in this study, which included 200 teachers, 300 parents/guardians and 500 learners. Questionnaires and interviews were the main techniques used to collect data and the processing of the collected data was both qualitative and quantitative. Information collected from the questionnaires was mainly presented in tables and information from interviews was presented qualitatively in words.
The study revealed that Zimbabwe inherited from colonial Rhodesia a language policy that marginalizes the use of indigenous African languages in the education system. English continues to be the prestige-laden language enjoying high status while indigenous languages enjoy relatively low status. Study findings clearly show that the majority of the participants prefer English to be the medium of instruction in both secondary and tertiary education because it is a language that gives power and prestige.
The study concludes that Zimbabwe can never regain its dignity and cultural identity unless the education system is African oriented. The continued use of English as medium of instruction means that no scientific ideas can be formulated using African languages in the present schooling system leading to perpetual scientific bankruptcy. The study finally recommends the need for a linguistic revolution and calls for a change in the country’s language policy so as to avoid the exclusion of the majority from public and national developmental discourse.African Languages
D.Litt et Phil. (African Languages)
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Chirimuuta, Chipo. "Empowering Zimbabweans through the use of Indigenous languages in the media : a case of selected newspapers." Thesis, 2017. http://hdl.handle.net/10500/22478.
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This study explores the extent to which the use of indigenous languages in the publications of Kwayedza and uMthunywa has contributed to the empowerment of the indigenous people. It is informed by the idea that language is an important instrument of development which can either facilitate participation or engender exclusion, bringing about agency thereby inspiring a transformational and participative agenda. Given that the media plays a major role in informationdissemination, this study engages an important subject which has often been given cursory attention. The study is guided by the post-colonial theoretical framework. It employs the mixed methods approach which is premised on the assumption that life is characterised by complex realities which can be understood using multiple approaches. As such, elements of both quantitative and qualitative research are used. Findings revealed that the use of indigenous languages empower readers through making information accessible in a language that makes sense to them. The collected data also show that the newspapers are pivotal in resuscitating the indigenous languages that have been overshadowed by the hegemonic English. They promote the values, norms and general cultural features of indigenous people. Above all, the papers provide curriculum-specific columns for school going children. However, these newspapers are found wanting with regards to the scope of their coverage. Their coverage tends to concentrate on the socio-cultural lives of people at the expense of scientific, technological, political and economic issues. Furthermore, the papers‟ handling of the history of the nation is simplistic and lacks depth. In addition, issues of spirituality also tend to be concerned with the negative (witchcraft, bogus prophets and traditional healers) than the positive aspects. The study recommends a conversion of the papers from tabloid to a genre that accommodates politico-economic, scientific and technological news the social interest stories already being covered in these indigenous language papers; the development of orthographies of other local languages to avoid having Shona and Ndebele being the only indigenous languages that are used in these papers and that the papers present the best of all aspects of the Zimbabwean cultural heritage to restore the indigenous people‟s belief and respect in themselves. The study also suggests that the two papers and many more that are to come in indigenous languages, must showcase, develop, promote and institutionalise the positive aspect of the Zimbabwean cultural heritageand the infusion of all dimensions of indigenous knowledge systems into the current set-up.African Languages
D. Litt. et Phil. (African Languages)
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Matiza, Vimbai Moreblessing. "Language for development through drama and theatre in Zimbabwe : an African perspective." Thesis, 2014. http://hdl.handle.net/10500/18671.
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This study discusses the African perspective of the role of language in explaining development issues through the medium of drama and theatre in Zimbabwe. The problem of the study is centred on the idea that development was hardly measured through art. The researcher argues that language used in drama and theatre as a form of art can also contribute to development in Zimbabwe. This development can be witnessed through people’s changing lifestyles, acknowledging the importance of their mother tongue in communication and restoring hope in situations characterised by hopelessness and despair. Descriptive research design was used in the study because it allowed the researcher to dig much deeper into the subject. Data from respondents was gathered through the use of questionnaires, interviews and content/textual analysis of some scripts. In interrogating the issues of development through language in drama and theatre, the research was guided by the African Renaissance theory, Theatre for development and Hymes’ SPEAKING model. As a result, the study observes that language, a people’s indigenous language should be placed at the centre of a performance if that message being conveyed is to change or develop them. The key respondents to the study bring out the idea that there is no language which is superior to the other and the choice of language to be used in a work of art should be determined by the circumstances that prevail. Even the language which is used by the smallest population of people should be given space to flourish and be used by its people. Another major finding of the research is that language itself cannot change people but people change themselves through the use of a language that they understand. This calls for the initiative by the indigenous people and the powers that be to make sure that they use their language at different levels so that all facets of development can be witnessed within their lives. In the final analysis, the researcher recommends that policies that allow the total usage of all declared official languages in Zimbabwe.African Languages
D. Litt. et Phil. (African languages)
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Mavesera, Miidzo. "Empowerment through language : exploring possibilities of using African languages and literature to promote socio-cultural and economic development in Zimbabwe." Thesis, 2009. http://hdl.handle.net/10500/2692.
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The study sought to explore possibilities of using African languages and their literature to enhance socio-cultural and economic development in Zimbabwe. In broad terms the study considered empowerment through language. Basically the research was an exploration of the different linguistic patterns and attitudes that prevail in the African continent in general and Zimbabwe in particular.
The descriptive survey research design was employed for its usefulness in exploratory studies. A total of 600 people participated in the research. Respondents were from across the breath of linguistic divides in the country. Questionnaires, interviews, observations and documentary reviews were used to gather data. Data gathered was subjected to both quantitative and qualitative analysis resulting in data triangulation for validation.
Major findings of the research indicated a disparity in the roles and functions allocated to languages in Zimbabwe. English is preferred and over valued in administration, education and wider communication as a carrier of modern knowledge in science and technology Zimbabwe’s dependence on English provides selective access to socio-cultural and economic services that results in the exclusion of a majority of indigenous people. Zimbabwe’s dependence on English therefore limits adequate exploitation of potential in socio-cultural and economic development.
The linguistic landscape of Zimbabwe is not adequately exploited. Zimbabwe is a multi-lingual and multi-cultural country without a clear defining instrument for the status and use of indigenous languages, (Gatawa, 1998; NLPAP, 1998 and Nziramasanga et al, 1999). A clear language policy that recognises that language is a resource is likely to be linguistically all-inclusive and facilitate socio-cultural and economic participation by all Zimbabweans Implementation of proposals for inclusion of African languages is retarded by centuries of linguistic marginalisation and fossilised attitudes in the belief that English carries modern knowledge, coupled with the lack of resources theory. Zimbabwe’s pursuance in the use of English is mainly for nationistic reasons.Proposals and recommendations to avoid reverse discrimination and come up with an all-inclusive multi-lingual policy that uplifts the status of indigenous languages and their literature without annihilating English were made. The level of development for English should illuminate and challenge the heights to which African languages can be developed.African languages
D.Litt. et Phil.
10
Makanda, Arthur Pascal Takawira. "The language question in Africa : Zimbabwe case study." Thesis, 2009. http://hdl.handle.net/10500/2683.
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Language planning and policy formulation is a complex exercise. The purpose of this research was to explore and expose the challenges of language planning and policy formulation in Africa, with specific reference to Zimbabwe as the case study. To carry out the study, critical stages, approaches, theories and models of language planning were used. This analysis further established the attitudes of indigenous communities towards the use of indigenous languages in major domains of life. The study revealed the dilemma African Governments face in ‘officializing’ indigenous languages. The study proposes that in a multilingual nation like Zimbabwe, there is strong need to provide legal recognition to African languages as both official and national languages within Zimbabwe’s constitution. The research comprises six chapters. The conclusion restates the problem identified at the beginning and summarizes the findings.African Languages
M.A. (African Languages)
Books on the topic "Indigenous Zimbabwean languages"
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House, Silveira, ed. Silent voices: Indigenous languages in Zimbabwe : a report. Avondale, Harare: Weaver Press, 2006.
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Silent Voices: Indigenous Languages in Zimbabwe. Harare, Zimbabwe: Weaver Press, 2006.
Find full textBook chapters on the topic "Indigenous Zimbabwean languages"
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Hikwa, Lawton, and Esabel Maisiri. "Preservation of Indigenous Knowledge through Indigenous Languages in Zimbabwe." In Indigenous Studies, 642–62. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-0423-9.ch033.
Full textAbstract:
The chapter seeks to demonstrate the need to preserve indigenous knowledge through the preservation of indigenous languages in Zimbabwe. This is premised on linguistic determinism which states that language precedes thought and determines one's worldview. Therefore, by preserving indigenous languages, which in Zimbabwe have continued to be marginalized, the country would be preserving its intangible heritage and maintaining the diversity of its knowledge base. Activities undertaken to preserve indigenous languages are assessed and suggestions put forward on how library and information science professionals could also take part in preserving the knowledge resources. The chapter is based on a literature review.
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Hikwa, Lawton, and Esabel Maisiri. "Preservation of Indigenous Knowledge through Indigenous Languages in Zimbabwe." In Handbook of Research on Theoretical Perspectives on Indigenous Knowledge Systems in Developing Countries, 289–309. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-0833-5.ch013.
Full textAbstract:
The chapter seeks to demonstrate the need to preserve indigenous knowledge through the preservation of indigenous languages in Zimbabwe. This is premised on linguistic determinism which states that language precedes thought and determines one's worldview. Therefore, by preserving indigenous languages, which in Zimbabwe have continued to be marginalized, the country would be preserving its intangible heritage and maintaining the diversity of its knowledge base. Activities undertaken to preserve indigenous languages are assessed and suggestions put forward on how library and information science professionals could also take part in preserving the knowledge resources. The chapter is based on a literature review.
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Dube, Thembani. "Politics of Belonging." In Handbook of Research on Social, Cultural, and Educational Considerations of Indigenous Knowledge in Developing Countries, 383–98. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-0838-0.ch021.
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The Kalanga occupy the south-western parts of Zimbabwe, their larger concentration is in modern-day Bulilimamangwe district although some clusters of Kalanga people are distributed throughout Kezi, Gwanda and Tsholotsho districts, among other areas, west of Zimbabwe. The chapter acknowledges that Kalanga identities in pre-colonial Zimbabwean society were multiple, however, it mainly focusses on Kalanga religion (the Mwali/Ngwali Cult) and Kalanga language and demonstrates how these pre-colonial Kalanga forms of identities were later politicised and (re) interpreted and manipulated by colonialists, missionaries and Africans in an endeavour to construct Kalanga ethnic identity. The main purpose of the chapter is to present and reflect on selected Kalanga precolonial forms of identities and show how these were used to (re) construct the Kalanga ethnic identity in colonial Zimbabwe. The chapter further argues that identities are not fixed primordial phenomenon but are constructed and reconstructed over the longee durree using precolonial forms of identities such as language and religion.
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Chibuwe, Albert. "Indigenous language newspapers in Zimbabwe." In African Language Media, 105–19. Routledge, 2020. http://dx.doi.org/10.4324/9781003004738-9.
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Mpofu, Phillip, and Abiodun Salawu. "Handling of Sexually Offensive Expressions on Zimbabwe's Selected Radio Stations." In Emerging Trends in Indigenous Language Media, Communication, Gender, and Health, 166–87. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-2091-8.ch009.
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Sexual and reproductive health-related communication in Africa is culturally regulated. This chapter analyses the handling of sexually offensive expressions on Zimbabwe's African language radio stations. The conceptual lens for this study is grounded in the indigenous knowledge systems perspective, which underscores indigenous communication systems as indispensable assets for African cultural communities. The chapter shows that African language radio stations are expedient channels for sexual and reproductive health-related communication in the contemporary society. However, this study shows the widespread use of inconceivable sexually explicit language and ineffective euphemisms in a manner that diminishes the relevance of the radio programmes. Therefore, the chapter maintains that it is imperative to remodel African language radio's language use conventions in programmes that relate to sexual and reproductive health issues in ways that match the cultural traditions of the respective audience.
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Mabweazara, Hayes Mawindi. "‘It’s Our Paper!’ Ethnic Identity Politics and Indigenous Language Newspaper Readers in Zimbabwe: The Case Of Umthunywa." In Racism, Ethnicity and the Media in Africa. I.B. Tauris, 2015. http://dx.doi.org/10.5040/9780755619030.ch-005.
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