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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 (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 (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 (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 (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 (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 (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 (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 (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 (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