Academic literature on the topic 'Ndebele language (Zimbabwe)'
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Journal articles on the topic "Ndebele language (Zimbabwe)"
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Ndlovu, Sambulo. "The toponym Bulawayo and ideologies of Ndebele language purism in Zimbabwe." Naming and Labelling Contexts of Cultural Importance in Africa 10, no. 2 (2023): 209–23. http://dx.doi.org/10.1075/ijolc.00051.ndl.
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Abstract Linguistic and cultural anxieties have characterized the Ndebele language and culture due to the various hegemonies the people have gone through. The Ndebele as a nation were born out of the Mfecane migrations. In their migration up north they encountered various linguo-cultural groups that posed the risk of possible linguistic and cultural attrition. Upon settling in what is known as Zimbabwe today, the speakers of Ndebele were a minority among other language groups which they had conquered militarily. Both colonial conquest and the subsequent Shona triumphalist and nationalist discourses and policies placed Ndebele in a disadvantaged social and political position which threatened its existence. This paper establishes that all these factors fed into the Ndebele linguistic anxiety, which is manifested in various tense encounters, especially on social media platforms. Data for the study were collected through observations and unstructured interviews. Using the prisms of linguistic purism ideologies and linguistic analysis, the paper analyzes the attitudes towards and the grammar of the various renditions of the toponym. The paper establishes that, while political tensions foment the linguistic tensions around the phonology and morphology of the toponym, there are some idiosyncrasies that are influenced by the mother tongues of speakers and this creates some of the transphonological and morphological changes that infuriate Ndebele speakers.
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Maseko, Busani. "Blurring the binaries of home/school in Family Language Policy." Sociolinguistic Studies 18, no. 1-2 (2024): 81–106. http://dx.doi.org/10.1558/sols.24796.
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The persistence of the COVID-19-induced lockdowns resulted in increased parent-child encounters as parents worked from home while children learnt through remote platforms. This blurred the binaries of home/school as parents assumed the role of teachers by participating in children’s schooling more formally. By focusing on the role of parents as teachers in heritage language tasks, this study discusses family language ideologies and how they are infused into the teaching and learning of Ndebele, a historically minoritised and marginalised language in Zimbabwe. Data is drawn from a linguistic ethnography of a Ndebele heritage language family residing in the city of Bulawayo. Data consists of audio-recorded Ndebele language lessons and parental interviews. By drawing on the concepts of Family Language Policy and Bourdieu’s notion of ‘legitimate language’, the study exposes how children’s heritage language tasks became important aspects of family’s language transactions, contestations and negotiations. Parents build on their temporary teacher authority to assert their agency in reinforcing a Ndebele identity by endeavouring to teach Ndebele to their children through a ‘Ndebele lens’. Children’s stances towards parents’ monolingual practices and ideologies reveal their resistant agency. Their appeals for explanations and translations of some Ndebele words and expressions into English reproduce school language practices and ideologies that project English as the legitimate language. Parents’ insistence on monolingual practices and children’s language negotiations also reproduces the tensions that exist between English and indigenous languages at school and in the community at large. The study concludes that despite these tensions, these heritage language tasks present opportunities for productive language concordant parent-child encounters that reinforce children’s linguistic identities.
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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 (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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Charamba, Erasmos, and Omphile Marupi. "Language Contact, Contamination, Containment, and Shift: Lessons From Multilingual Gwanda South, Zimbabwe." Journal of Languages and Language Teaching 11, no. 3 (2023): 515. http://dx.doi.org/10.33394/jollt.v11i3.7598.
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This article seeks to evaluate the level and type of changes in Sesotho as a result of language contact in multilingual Gwanda South, Zimbabwe. It will indicate choices that speech communities have and reasons for specific language preferences. It looks at the multilingual situation in Gwanda South and the language choices that the community is free or forced to make. It seeks to indicate how language contact could result in language shifts in supposed multilingual communities that could be affected by other languages appearing and being used for essential social, political, religious, and administrative purposes. Survey data reveals that Gwanda South has the following languages: Sesotho, Ndebele, Chi-Jahunda, Venda, and English. Sesotho is the home language while Ndebele has come through administrators and its being the original national language for Matabeleland South. Chi-Jahunda is a primary/ indigenous variety for Gwanda South. Attention is centered on the apparent move from the home language to other varieties that have moved into the district over time. The main worry is the apparent demise of the home language due to both internal and external forces. While there might be a high level of retention of the language in the home domain, the use of languages that are spoken by the few combined with English as the official language tends to interfere with the retention and continued use of Sesotho. This suggests that language contact leads to a shift influenced by a speaker’s inability to preserve their mother language by switching to dominant languages as mediums at home and school once such languages have been learned and mastered.
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Downing, Laura J. "Satisfying minimality in Ndebele." ZAS Papers in Linguistics 19 (January 1, 2000): 23–39. http://dx.doi.org/10.21248/zaspil.19.2000.67.
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In this paper, I discuss four different verb forms in Ndebele (a Nguni Bantu language spoken mainly in Zimbabwe) - the imperative, reduplicated, future and participial. I show that while all four are subject to minimality restrictions, minimality is satisfied differently in each of these morphological contexts. To account for this, I argue that in Ndebele (as in other Bantu languages) Word and RED are not the only constituents which must satisfy minimality: the Stem is also subject to minimality conditions in some morphological contexts. This paper, then, provides additional arguments for the proposal that Phonological Word is not the only sub-lexical morpho-prosodic constituent. Further, I argue that, although Word, RED and Stern are all subject to the same minimality constraint – they must all be minimally bisyllabic - this does not follow from a single 'generalized' constraint. Instead, I argue, contra recent work within Generalized Template Theory (see, e.g., McCarthy & Prince 1994, 1995a, 1999; Urbanezyk 1995, 1996; and Walker 2000; etc.) that a distinct minimality constraint must be formalized for each of these morpho-prosodic constituents.
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Phiri, Admire, and Innocent Dande. "Surviving on the margins." Hunter Gatherer Research 7, no. 3-4 (2021): 309–40. http://dx.doi.org/10.3828/hgr.2021.3.
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This article examines the history of the Tjwa (San) community of Zimbabwe from the prisms of food, marginality and Zimbabwean politics. It traces the marginal position of the Tjwa people to the Bantu migrations and the coming of the Ndebele state in the 1830s. These two migrations pushed the San people into the marginal and driest south-western parts of Zimbabwe. We examine how this affected the Tjwa people’s choice of food as they responded to capricious weather conditions. We also argue that the colonial state furthered the marginalisation of the Tjwa by setting up the Hwange National Park and removing the Tjwa from their traditional foodways and livelihood strategies. Their marginalisation in the colonial economy got worse because the colonial state did not prioritise their education or induction in the colonial economy, as it did for other ethnic groups. Resultantly, the Tjwa found themselves as ‘rural serfs’ working for their Ndebele and Kalanga neighbours who underpaid them. We show that the Ndebele and Kalanga rural cattle economies were themselves periodically plagued by recurrent droughts and that they responded to these variable weather conditions by underpaying their Tjwa workers. We also show that the government’s preference of settled agriculture also worsened the marginalisation of the Tjwa. We conclude by pointing out that the Tjwa’s marginal position in the successive epochs affected their eating habits and access to food. The paper is based on published sources produced by European literate observers, as well as data collected during multiple fieldworks between 2013 and 2023. The fieldworks aimed at documenting the language and its speech community through interviews, questionnaires and narratives.
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Ndhlovu, Finex. "Gramsci, Doke and the Marginalisation of the Ndebele Language in Zimbabwe." Journal of Multilingual and Multicultural Development 27, no. 4 (2006): 305–18. http://dx.doi.org/10.2167/jmmd445.1.
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Ndebele, Lickel. "Negotiating marital challenges through classic wedding songs: a case of the Ndebele in Zimbabwe." South African Journal of African Languages 42, no. 3 (2022): 272–82. http://dx.doi.org/10.1080/02572117.2022.2132692.
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Ahmimed, Charaf, and Sofia Quesada-Montano. "Intercultural dialogue A tool for young people to address exclusion in southern Africa." Journal of Intercultural Communication 19, no. 2 (2019): 1–13. http://dx.doi.org/10.36923/jicc.v19i2.779.
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This article aims to develop understanding about how intercultural dialogue can pave the way for more inclusive societies. Four intercultural dialogues were held, one in each of the following countries: Malawi, Namibia, Zambia and Zimbabwe. They addressed important topics such as cultural identity, gender inequality, and power imbalances in access to education or employment, with young people from diverse ethnic origins (e.g. Tonga, Shona and Ndebele). The dialogues provided participants with an opportunity to discuss the social dynamics of exclusion. In addition, they allowed for the study of the usefulness of intercultural dialogue to motivate personal transformation as a cornerstone for social justice.
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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 (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.
Dissertations / Theses on the topic "Ndebele language (Zimbabwe)"
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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.<br>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.<br>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.<br>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.<br>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.<br>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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Gambahaya, Zifikile. "An analysis of the social vision of post-independence Zimbabwean writers with special reference to Shona and Ndebele poetry." Doctoral thesis, University of Cape Town, 1998. http://hdl.handle.net/11427/9678.
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Includes bibliographical references.<br>This dissertation analyses creative trends in Shona and Ndebele poetry published after the attainment of political independence in 1980. The research tries to establish the close link between poems in the two national languages and post-independence Zimbabwean history in order to examine the link between creative writing and nationalism, which is the context in which creativity takes place, an attempt is made to outline major trends in nationalist history vis-a-vis colonialism. Having set the background for analysis, the research focuses on texts that are published in the context of the apparent cultural renaissance that is ushered by the apparent victory of African nationalism over colonialism. The texts are analysed in the context of the dialectic of nationalism and colonialism.
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Siziba, Gugulethu. "Language and the politics of identity in South Africa : the case of Zimbabwean (Shona and Ndebele speaking) migrants in Johannesburg." Thesis, Stellenbosch : Stellenbosch University, 2013. http://hdl.handle.net/10019.1/95464.
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Thesis (PhD)--Stellenbosch University, 2013.<br>ENGLISH ABSTRACT: Discourses about identity framed in terms of questions about autochthons and the Other are on the ascendance in the contemporary socio-political and cultural milieu. Migration, by virtue of its transgression of national boundaries and bounded communities, stands as a contentious site with respect to the politics of identity. South Africa is one case in point, where migrants – particularly those of African origin – have been at the centre of a storm of Otherization, which climaxed in the May 2008 attacks (now widely termed ‗xenophobic attacks‘). ―Amakwerekwere”, as African migrants in South Africa are derogatively referred to, face exclusionary tendencies from various fronts in South Africa. Using language as an entry point, this thesis investigates how Zimbabwean migrants – who by virtue of a multifaceted crisis in their country have a marked presence in South Africa – experience and navigate the politics of identity in Johannesburg. Through a multi-sited ethnography, relying on the triangulation of participant observation and interviews, the thesis focuses on Ndebele and Shona speaking migrants in five neighbourhoods. Framing the analysis within an eclectic theoretical apparatus that hinges on Bourdieu‘s economy of social practice, it is argued that each neighbourhood is a social universe of struggle that is inscribed with its own internal logic and relational matrix of recognition, and each ascertains what constitutes a legitimate language and by extension legitimate identity. This relational matrix is undergirded by a specific distributional and evaluative structure with corresponding symbolic, economic and socio-cultural capitals (embodied practices) that constitute the requisite entry fees and currency for belonging, as well as the negative capitals that attract designations of the strange and the Other. Zimbabwean migrants‘ experiences as the Other in South Africa take on diverse and differentiated forms. It was observed how experiences of Otherness and being the Other are neither homogenous nor static across the different social universes that make up Johannesburg; rather they are fluid and shifting and occur along an elastic continuum. Consequently the responses of migrants are also based on a reading of – and response to – the various scripts of existence in these different social universes.<br>AFRIKAANSE OPSOMMING: Diskoerse oor identiteit, uitgedruk in terme van vrae oor autochthons en die Ander, is aan die toeneem in die huidige sosio-politieke en kulturele milieu. Migrasie, wat met die oortreding van nasionale grense en begrensde gemeenskappe geassosieer word, is 'n omstrede terrein met betrekking tot die politiek van identiteit. Suid-Afrika is 'n goeie voorbeeld hiervan, waar migrante – veral dié van Afrika-oorsprong – in die middel van 'n storm van Anderisering beland het. Hierdie situasie het 'n hoogtepunt bereik in die Mei 2008-aanvalle – nou algemeen bekend as "xenofobiese geweld." "Amakwerekwere", soos Afrika-migrante in Suid-Afrika neerhalend beskryf word, word vanuit verskeie oorde in Suid-Afrika gekonfronteer met uitsluitingstendense. Die tesis gebruik taal as beginpunt vir 'n ondersoek oor hoe Zimbabwiese migrante – wat as 'n gevolg van 'n veelsydige krisis in hul land 'n merkbare teenwoordigheid in Suid-Afrika het – die politiek van identiteit in Johannesburg ervaar en navigeer. Deur middel van 'n multi-terrein etnografie, wat staatmaak op die triangulering van etnografiese waarneming en onderhoude, word Ndebele- en Sjonasprekende migrante in vyf woonbuurte ondersoek. Gebaseer op 'n eklektiese teoretiese apparaat, hoofsaaklik gewortel in Bourdieu se ekonomie van sosiale praktyk, word voorgestel dat elke woonbuurt 'n sosiale universum van stryd is waarop 'n eie interne logika en verhoudingsmatriks van herkenning ingeskryf is, en dat elkeen sy eie legitieme taal en by implikasie, eie legitieme identiteit het. Hierdie verhoudingsmatriks word ondervang deur 'n spesifieke verspreidings- en evalueringstruktuur met ooreenstemmende simboliese-, ekonomiese-, en kulturele-kapitaal (beliggaamde praktyke), wat dien as 'n soort inskrywingsfooi of geldeenheid vir insluiting, sowel as die negatiewe kapitaal wat toeskrywings van andersheid en die Ander aantrek. Zimbabwiese migrante se ervarings as die Ander in Suid-Afrika neem verskillende vorme aan. Daar is waargeneem hoedat ervarings van Andersheid in die verskillende sosiale kontekste van Johannesburg nie homogeen of staties is nie, maar eerder vloeibaar en skuiwend op 'n elastiese kontinuum. As 'n gevolg is die gedrag van migrante ook gebaseer op 'n lesing van – en reaksie op – die verskeie spelreëls van hierdie verskillende sosiale omgewings.
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Nyika, Nicholus. "A case study of civil society organisations' initiatives for the development and promotion of linguistic human rights in Zimbabwe (1980-2004)." Thesis, 2008. http://hdl.handle.net/10539/5797.
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This thesis considers the initiatives of civil society organizations involved in efforts to
revitalize the endoglossic minority languages in Zimbabwe in the period following the
attainment of political independence in 1980. The study sought to understand how
particular organs of civil society in Zimbabwe, such as the Catholic Commission for
Justice and Peace in Zimbabwe, Silveira House, Save the Children Fund (United
Kingdom), and the African Languages Research Institute, have contributed to the
development and promotion of linguistic human rights in Zimbabwe. These civil society
organizations have worked with grassroots organizations formed by speakers of the
endoglossic minority languages, such as the Tonga Language and Cultural Organization
and the Zimbabwe Indigenous Languages Promotion Association. This thesis traces the
initiatives undertaken by these organs of civil society through the formation of
collaborative networks involving the various actors who collectively mobilized for the
linguistic human rights of minority language groups in Zimbabwe.
A qualitative approach to research was adopted for this study. Data was collected through
qualitative interviews with key informants as well as through documentary materials that
were collected from the identified organizations involved in the minority language
revitalization project in Zimbabwe. Drawing on analytic frameworks of language
revitalization efforts advanced by Fishman (1991, 2001), Crystal (2000), Skutnabb-
Kangas (2000) and Adegbija (1997), I argue that the minority language revitalization
efforts in Zimbabwe targeted two main domains of language use; education and the
media. I further identify three main strategies that were adopted in advocating for an
increased presence of the minority languages in these domains.
The first strategy involved what Fishman calls the search for “ideological consensus” and
“prior value consensus”. This strategy involved efforts by the language activists to
mobilize the grassroots members of the minority language-speaking community to
assume an ideological orientation whereby the minority languages were viewed as a
resource and a right, and to actively participate in developing and promoting their
languages. The second strategy arose from the focus on the state’s language ideology as
constituting the basis on which the marginalization of their languages was legitimated.
This second strategy, identified as an ideological or politically-oriented language
revitalization strategy, involved instituting measures that challenged the state’s language
policy as the manifestation of an exclusionary and linguicist state language ideology. The
third strategy, identified as a language-based and technically-oriented language
revitalization strategy involved initiatives geared towards corpus development of the
minority endoglossic languages.
This thesis concludes that these language revitalization initiatives were successful
because as a result of these initiatives, the Government of Zimbabwe made concessions
that gave the minority language groups a bigger stake in their targeted domains: the
Ministry of Information and Publicity set up a radio station broadcasting exclusively in
the minority languages, and the Ministry of Education, Sport and Culture put in place
new provisions on the learning and teaching of minority languages which allowed for the
teaching of minority languages up to Grade 7 by 2005, with room for annual progression
to secondary school level.
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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.<br>Linguistics and Modern Languages<br>Ph. D. (Languages, Linguistics and Literature)
Books on the topic "Ndebele language (Zimbabwe)"
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Chiwome, Emmanuel. Zimbabwean literature in African languages: Crossing language boundaries. Booklove Publishers, 2012.
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Pamela, Pelling, ed. Lessons in Ndebele. Published in association with the Literature Bureau [by] Longman Zimbabwe, 1987.
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Ndlovu, Lovemore. Pass your grade 7 Ndebele: Ubungcitshi bokuphendula imihloliso. Priority Projects Publishing, 2009.
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Bhebhe, Thembani. Ndebele practice book: New grade seven examination format. Lleemon Publishers, 2006.
Find full textBook chapters on the topic "Ndebele language (Zimbabwe)"
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Myers-Scotton, Carol. "The African Setting." In Social Motivations For Codeswitching. Oxford University PressOxford, 1993. http://dx.doi.org/10.1093/oso/9780198239055.003.0002.
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Abstract THE main data sources of this volume are two African nations where English is the main official language, with one or more indigenous languages also sharing official status. In Kenya, Swahili is a co-ordinate official language, and in Zimbabwe, Shona and Ndebele also have official status. In both cases, English has more of the roles in domains of socio-economic consequence. For example, English is the medium of instruction of education at all levels, or at least beyond the first few years of primary school. It is also the language of written work, whether in government or business. The CS to be studied largely involves English; however, two examples come from francophone Africa (Wolof/French and Lingala/French).
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Charamba, Erasmos. "No Student Left Behind." In Handbook of Research on Inequities in Online Education During Global Crises. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-6533-9.ch026.
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The end of 2019 was punctuated by the emergence of an infectious disease spread through human-to-human transmission. This resulted in the suspension of contact classes as countries tried to contain the widespread virus. institutions were thus left with only one option: e-learning. E-learning entails the electronic delivery of learning experiences through the use of electronic mail and can either be synchronous or asynchronous. Through sociolinguistic lens embedded in the funds of knowledge and Paulo Freire's critical pedagogy, this chapter reports on a qualitative study that sought to delve into the pivotal role language play in the e-learning of multilingual undergraduate science students at a university in Zimbabwe. The students received e-learning lessons in the form of videos and narrated slides in English with subtitles in Shona and Ndebele languages. Data was collected through focus group interviews held via Microsoft Teams. This study suggests commendatory cognitive and socio-cultural benefits of multilingual e-learning pedagogy and espouses its use in higher education.
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Dube, Vusumuzi, and Bhekinkosi Jakobe Ncube. "Majaivana and Protest Music in Zimbabwe." In Advances in Religious and Cultural Studies. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7295-4.ch008.
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This chapter interrogates the appropriation of music by a marginalized minority tribe to challenge political authority in Zimbabwe. It examines how music is used to arouse the people's nationalistic feelings; exploit their grievances through memory, collective identity, and emotions; and spur them to action against their local colonialists. Using cultural memory and subaltern public sphere theories, it examines how Majaivana's music is utilized by the Ndebeles in post-colonial Zimbabwe to challenge authority and assert their minority, collective identity. Although this chapter does a critical discourse analysis of the IsiNdebele language protest music as a socio-political commentary and “weapon of the weak” for the Ndebeles in Zimbabwe, lessons drawn therefrom can be extrapolated to other countries in Africa where minority groups face the authoritarian force of the majority tribe in power.
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Dube, Precious, Moreen Mugomba, and Lettiah Gumbo. "Challenges in Multilingual High-Density Government Secondary School Classrooms in the Midlands Province in Zimbabwe." In Handbook of Research on Teaching in Multicultural and Multilingual Contexts. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-6684-5034-5.ch012.
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Midlands is multi-linguistic and multicultural province situated at the heart of Zimbabwe, and Gweru is its major city where people from different parts of the country converge. Many languages including Shona, Ndebele¸ Zim English, Chewa¸ Zulu, and Venda are spoken. This study aimed to explore challenges in multi-lingual high density government secondary school classrooms in the Midlands province in Zimbabwe. The study used a qualitative approach involving document analysis, semi-structured interviews, and classroom observations. A purposive sampling was used, and three high density government secondary schools were selected. Nine teachers and 30 learners participated in the study. Data were analyzed by using thematic analysis. Findings have shown a number of challenges, which include lack of confidence among learners, resource constraints, and lack of trained teachers. The study suggests that school management committees should obtain adequate learning materials for learners. Governments should organize professional development courses to train teachers on how to handle multilingual classes.