Academic literature on the topic 'Zimbabwe – Languages'
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Journal articles on the topic "Zimbabwe – Languages"
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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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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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Dziva, Cowen, and Brian Dube. "Promoting and Protecting Minority Languages in Zimbabwe: Use of the 1992 UN Minorities Declaration." International Journal on Minority and Group Rights 21, no. 3 (August 19, 2014): 395–413. http://dx.doi.org/10.1163/15718115-02103004.
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Zimbabwe in 2012 joined the rest of the world to celebrate the 20th anniversary of the unanimously adopted United Nations Declaration for Minorities in 1992, as the main document granting non-dominant groups protection by states in all spheres of life. For most African states, Zimbabwe included, the Declaration came amidst ubiquitous marginalisation and disavowal of minority languages in favour of foreign and dominant tongues. Unsurprisingly, Article 4(3(4) of the Declaration sought to obviate this status quo through calling on states to ensure that minorities learn and use their mother languages for development. Ever since the Declaration, the use of minority languages in public spheres has become a hotly debated subject in democratic societies, with many linguists deciphering minority languages to be one of the missing links to Africa’s development. The aim of this article is, therefore, to encapsulates the good practices by Zimbabwean stakeholders and prospects in implementing minority languages. After scrutinising national policies and efforts to advance minority languages, it can be seen that though discernible it is still a long way for Zimbabwe to close the gap on the ideals of the 1992 Declaration. As such, Zimbabwe is propelled to move beyond mere ratification and take concrete steps towards implementation through translating national documents into minority tongues, revamping the education curriculum, public awareness campaigns on the Declaration, training lexicographers, minority sensitive budgeting and constitutionalism if they are to fulfil their obligations under the Declaration.
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Siziba, Gugulethu, and Lloyd Hill. "Language and the geopolitics of (dis)location: A study of Zimbabwean Shona and Ndebele speakers in Johannesburg." Language in Society 47, no. 1 (February 2018): 115–39. http://dx.doi.org/10.1017/s0047404517000793.
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AbstractThe Zimbabwean diaspora is a well-documented phenomenon. While much research has been done on Zimbabwean migration to South Africa, the role that language plays in this process has not been well researched. This article draws on South African census data and qualitative fieldwork data to explore the manner in which Zimbabwean migrants use languages to appropriate spaces for themselves in the City of Johannesburg. The census data shows that African migrants tend to concentrate in the Johannesburg CBD, and fieldwork in this area reveals that Zimbabwean migrants are particularly well established in two suburbs—Yeoville and Hillbrow. The article explores migrant language repertoires, which include English, Shona, Ndebele, and a variant of Zulu. While many contributions to the migration literature tend to assume a strong association between language and ethnicity, the article shows how this relationship is mediated by geographic location and social positioning within the city. (Language, migration, Johannesburg, South Africa, Zimbabwe)*
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Kadenge, Maxwell, and Patson Kufakunesu. "The Politics of “Minority” Languages in Zimbabwe." Language Matters 49, no. 1 (January 2, 2018): 65–83. http://dx.doi.org/10.1080/10228195.2018.1439994.
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Kadenge, Maxwell, and Victor Mugari. "The current politics of African languages in Zimbabwe." Per Linguam 31, no. 2 (September 22, 2015): 21. http://dx.doi.org/10.5785/31-2-658.
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Chidarikire, Munyaradzi, Cecilia Muza, and Hessie Beans. "Integration of Gender Equality and Language Diversity in Zimbabwe Teacher Education Curriculum." EAST AFRICAN JOURNAL OF EDUCATION AND SOCIAL SCIENCES, Issue 2 (April to June 2021) (June 27, 2021): 231–38. http://dx.doi.org/10.46606/eajess2021v02i02.0094.
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This article explored the perceptions of lecturers on integration of gender equality and language diversity in Zimbabwe University teacher education curricula through the qualitative phenomenological design. Out of the population of forty lecturers from one State University and one church owned university in Masvingo Province, nine lecturers from the Department s of Educational Psychology, Educational Sociology and Special Needs Education were picked to participate in this study through Focus Group Discussion which was analyzed through the thematic approach. The study concluded that the challenges that face gender equality include lack of qualified lecturers to teach gender studies in universities, gender studies being elective at universities and lack of scholarly materials that deal with gender issues. These challenges negatively affect the goals of gender equality. The use of a variety of languages helps students and lecturers to socialize. However, some of the challenges that affect the effective use of a variety of languages as instruments of teaching and learning include inability of teachers to master and use all students’ languages, the lack of university course textbooks in various languages and lack of reading materials that are in vernacular languages. The study recommends that lecturers should be trained in gender equality issues through staff development programs periodically. The compulsory teaching and learning of gender studies will equip students with relevant knowledge of gender equality. Institutions of higher learning should have clear and deliberate policies of promoting women to positions of authority as a way for women empowerment. Finally, scholars should write literature in vernacular languages to enhance the use of multiple languages in teaching and learning in Zimbabwe.
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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
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Ndlovu, Eventhough. "Mother tongue education in the official minority languages in Zimbabwe." South African Journal of African Languages 31, no. 2 (January 2011): 229–42. http://dx.doi.org/10.1080/02572117.2011.10587367.
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Nyika, Nicholus. "'Our languages are equally important': struggles for the revitalisation of the minority languages in Zimbabwe." Southern African Linguistics and Applied Language Studies 26, no. 4 (December 2008): 457–70. http://dx.doi.org/10.2989/salals.2008.26.4.4.676.
Full textDissertations / Theses on the topic "Zimbabwe – Languages"
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Jakaza, Ernest. "Appraisal and evaluation in Zimbabwean parliamentary discourse and its representation in newspaper articles." Thesis, Stellenbosch : Stellenbosch University, 2013. http://hdl.handle.net/10019.1/79951.
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Thesis (PhD)--Stellenbosch University, 2013.ENGLISH ABSTRACT: “Unofananidza Jesu naKombayi here? (Lit. Are you comparing Jesus with Kombayi?) (Condolences on the death of Senator Patrick Kombayi, 28th July 2009, Appendix B4, line 350) This Shona interjection during the debate on the motion on condolences on the death of Senator Patrick Kombayi (MDC- T) in the Zimbabwean parliament presents the speaker stance taking, appraising and strategically manoeuvering advancing certain argumentative positions. Considering the impact of the outcome of these debates on governance, discourse- analytic researches have to be carried out in order to explore the sorts of appraisal and argumentation principles that are realised. This study makes a multifaceted theoretical approach to a comprehensive exploration of debates and speeches in the Zimbabwean parliament and their representation in newspaper articles. The appraisal theory, the extended pragma- dialectic theory of argumentation and controversy analysis have been integrated to uncover important linguistic insights on parliamentary discourse and news reporting. The analysis is based on a corpus of debates and speeches in the Zimbabwean parliament within the period 2009 and 2010. Another corpus consists of newspaper reports on these debates and speeches in this period. A thematic approach informed by theoretical principles is utilised in the selection of reports, debates and speeches. Firstly, I examined parliamentary discourse. Focus have been on the critical discussion model, argumentative strategies- forms of strategic manoeuvering, how the dialectic- rhetoric relation can be understood, how appraisal resources are realised in the argumentation process and on examining how appraisal resources employed reflect the type of a debate or speech. Secondly, I explored newspaper articles from four Zimbabwean newspapers reporting on the same themes on debates and speeches. Focus has been to make comparative analysis of news reporting examining how appraisal resources are utilised in the representation of parliamentary discourse in different newspapers (independent versus government or state owned newspapers and English versus Shona newspapers) and to examine the nature of argumentation and strategic manoeuvering principles that are utilised in news reporting and how controversial (divergent) debates or issues are represented. This multifaceted analysis offered varied dimensions in the exploration of parliamentary discourse and news reporting and expansions of the appraisal and argumentation theories.
AFRIKAANSE OPSOMMING: “Unofananidza Jesu naKombayi here? (Letterlik: Vergelyk jy Jesus met Kombayi?) (Medelye ten tye van die dood van senator Patrick Kombayi, 28 Julie 2009, Bylaag B4, reël 350) Hierdie Shona-uitroep gedurende die debat oor die mosie van medelye ten tye van die dood van senator Patrick Kombayi (MDC-T) in die Zimbabwiese parlement wys hoe die spreker standpunt inneem, en sekere beredenerende posisies opper, beoordeel en op strategiese wyse manipuleer. Met die uitkomste van hierdie debatte oor bestuur in gedagte, moes diskoers-analitiese navorsing gedoen word om die soorte waardebepalende en beredenerende beginsels wat gerealiseer is, te verken. Hierdie studie het ʼn veelvlakkige teoretiese benadering tot ʼn omvattende verkenning van debatte en toesprake in die Zimbabwiese parlement en hulle uitbeelding in koerantartikels ingeneem. Die teorie van waardebepaling, die uitgebreide pragma-dialektiese teorie van beredenering- en geskilsanalise is geïntegreer om belangrike linguistiese insigte oor parlementêre diskoers en nuusrapportering bloot te lê. Die analise is gebaseer op ʼn korpus debatte en toesprake in die Zimbabwiese parlement uit die tydperk 2009 tot 2010. ʼn Verdere korpus bestaan uit koerantberigte oor hierdie debatte en toesprake uit hierdie tydperk. ʼn Tematiese benadering wat deur teoretiese beginsels geïnspireer is, is gebruik by die keuse van berigte, debatte en toesprake. Eerstens het ek parlementêre diskoers nagegaan. Die fokus was op die kritiese besprekingsmodel, beredenerende strategieë, vorme van strategiese manipulering, die wyse waarop die dialekties-retoriese verhouding verstaan kan word, die wyse waarop hulpbronne vir waardebepaling tydens die beredeneringsproses verwesenlik word en op ʼn ondersoek na hoe hulpbronne wat vir waardebepaling gebruik word, die soort debat of toespraak uitbeeld. Tweedens het ek koerantartikels uit vier Zimbabwiese koerante verken wat oor dieselfde temas oor debatte en toesprake verslag gedoen het. Die fokus was op die maak van ʼn vergelykende analise van beriggewing om na te gaan hoe hulpbronne vir waardebepaling gebruik word by die uitbeelding van parlementêre diskoers in verskillende koerante (onafhanklik teenoor koerante in besit van die regering of die staat en koerante in Engels teenoor ander in Shona) en om die aard van beredenering en strategiese manipulerings-beginsels wat by beriggewing gebruik word en die wyse waarop kontroversiële (uiteenlopende) debatte of kwessies uitgebeeld word, te ondersoek. Hierdie veelvlakkige analise het wisselende dimensies by die verkenning van parlementêre diskoers en beriggewing en uitbreidings van die waardebepaling- en beredeneringsteorieë gebied.
This project is a reality because of the generous scholarship I received from the African Doctoral Academy
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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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Sabao, Collen. "The reporter voice and objectivity in cross-linguistic reporting of controversial news in Zimbabwean newspapers : an appraisal approach." Thesis, Stellenbosch : Stellenbosch University, 2013. http://hdl.handle.net/10019.1/79939.
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Thesis (PhD)--Stellenbosch University, 2013.ENGLISH ABSTRACT: The dissertation is a comparative analysis of the structural (generic/cognitive) and ideological properties of Zimbabwean news reports in English, Shona and Ndebele, focusing specifically on the examination of the proliferation of authorial attitudinal subjectivities in ‘controversial’ ‘hard news’ reports and the ‘objectivity’ ideal. The study, thus, compares the textuality of Zimbabwean printed news reports from the English newspapers (The Herald, Zimbabwe Independent and Newsday), the Shona newspaper (Kwayedza) and the Ndebele newspaper (Umthunywa) during the period from January 2010 to August 2012. The period represents an interesting epoch in the country’s political landscape. It is a period characterized by a power-sharing government, a political situation that has highly polarized the media and as such, media stances in relation to either of the two major parties to the unity government, the Zimbabwe African National Union Patriotic Front (ZANU PF) and the Movement for Democratic Change (MDC-T). Couched in the theoretical explications of Appraisal Theory, specifically the ‘reporter voice’ configuration, the study sought to investigate the proliferation of journalistic ideological subjectivities in ‘hard news’ reports – a genre of news reporting that is largely characterised by claims of ‘objectivity’ and/or ‘neutrality’ and dispassionate journalistic reporting positions. The study, also assuming the orbital structure model developed by Iedema, Feez and White (1994) and White (1997, 1998) in the analysis of ‘hard news’ report in English broadsheet reporting, furthermore sought to investigate whether the textuality and cognitive/rhetorical structure of ‘hard news’ reports in news reports from the three Zimbabwean language journalistic cultures are organised around the same structure. The corpus of news reports analysed in this study were examined for the proliferation of instances of observable authorial ideological positionings by focusing how the choices made in terms of lexical, lexicogrammatical and syntagmatic resources signal evaluative keys that betray authorial ideological subjectivities. The texts were, thus, subjected to close textual analyses in terms of generic structure and journalistic voices. The study shows that Zimbabwean news reports in English, Shona and Ndebele generally share the same structure as expressed by the orbital model, in which authorial subjective evaluations are curtailed through a variety of strategic impersonalisations – largely ‘attribution’. However, despite these similarities, significant differences were observed with regards to the textuality of news reports as well as the uses made of attributed materials.
AFRIKAANSE OPSOMMING: Die verhandeling behels ʼn vergelykende analise van die strukturele (generiese/kognitiewe) en ideologiese eienskappe van Zimbabwiese nuusberigte in Engels, Shona en Ndebele, wat veral op die ondersoek van die proliferasie van subjektiwiteite in die houdings van outeurs by ‘kontroversiële’ ‘hardenuusberigte’ en die ideaal van ‘objektiwiteit’ fokus. Die studie het dus die tekstualiteit van Zimbabwiese gedrukte nuusberigte uit die Engels koerante The Herald, Zimbabwe Independent en Newsday, die Shona-koerant Kwayedza en die Ndebele-koerant Umthunywa uit die tydperk Januarie 2010 tot Augustus 2012 vergelyk. Dié tydperk verteenwoordig ʼn interessante tydvak in die land se politieke landskap. Dit is ʼn tydperk gekenmerk deur ʼn magsdelende regering, ʼn politieke situasie wat die media tot ʼn groot mate gepolariseer het en as sodanig mediastandpunte in verband met enige van die twee belangrikste partye in die eenheidsregering, die Zimbabwe Africa National Union Patriotic Front (ZANU PF) en die Movement for Democratic Change (MDC-T). Uitgedruk in die teoretiese uiteensettings van teorie van waardebepaling, in die besonder die ‘stem van die verslaggewer’-konfigurasie, het die studie gepoog om die uitbreiding van joernalistieke ideologiese subjektiwiteite in ‘hardenuusberigte’ – ʼn beriggewingsgenre wat grootliks deur aansprake van ‘objektiwiteit’ en/of ‘neutraliteit’ en posisies van emosielose joernalistieke beriggewing gekenmerk word – te ondersoek. Die studie, wat ook die orbitale struktuur-model ontwikkel deur Iedema, Feez en White (1994) en White (1997, 1998) by die analise van ‘hardenuusberigte’ in Engelstalige breëbladberiggewing gebruik het, het verder daarna gestreef om ondersoek in te stel daarna of die tekstualiteit en kognitiewe/retoriese struktuur van ‘hardenuusberigte’ in drie joernalistieke kulture in Zimbabwe om dieselfde struktuur heen georganiseer is. Die korpus nuusberigte wat in hierdie studie ontleed is, is nagegaan vir die proliferasie van gevalle van waarneembare ideologiese posisionerings van die skrywers deur te fokus op hoe die keuses wat gemaak is ten opsigte van leksikale, leksiko-grammatikale en sintagmatiese hulpbronne bewys lewer van waardebepalende sleutels wat ideologiese subjektiwiteite van die outeurs verklap. Die tekste was dus onderworpe aan noukeurige tekstuele analises ten opsigte van generiese struktuur en joernalistieke stemme. Die studie het aangetoon dat Zimbabwiese nuusberigte in Engels, Shona en Ndebele in die reël dieselfde struktuur deel as wat deur die orbitale model uitgedruk word, waarin subjektiewe evaluerings deur die outeur beperk word deur ʼn verskeidenheid strategiese onpersoonlikhede – hoofsaaklik ‘toeskrywing’. Ondanks hierdie ooreenkomste is beduidende verskille waargeneem met betrekking tot die tekstualiteit van nuusberigte asook die gebruik wat van toegeskryfde materiaal gemaak word.
Deep gratitude goes to the Graduate School (Faculty of Arts and Social Sciences – University of Stellenbosch) for the funding/scholarship extended to me through the African Doctoral Academy (ADA), which has made this work see the light of day
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Siyavora, Anna. "Toward a Grounded Theory on the Management of Orphanages in South Africa and Zimbabwe." ScholarWorks, 2010. https://scholarworks.waldenu.edu/dissertations/830.
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The number of orphaned children in many parts of Africa is increasing as their parents die from human immunodeficiency virus (HIV) or acquired immune deficiency syndrome (AIDS). The research problem addressed in this qualitative study was lack of understanding by others about how the managers of orphanages in 2 African countries -- South Africa and Zimbabwe - were responding to the emotional and social needs of these orphans. The purpose of this study was to develop an orphanage management theory or model that could replicate the African kinship environment in the orphanages under study. Nurturing leadership theory provided the conceptual backdrop for this study. The research design was informed by Glaser's grounded theory (GT) approach. Data collection involved a qualitative survey of 20 administrators in 2 orphanages in South Africa and Zimbabwe. Open coding, memoing, and selective coding of this data yielded a nurturing model for orphanage management in the cultural context of the African kinship system. From the viewpoint of social change, this research suggests development of a family-oriented orphanage management system to help the orphans live healthy and productive lives without the stigma of HIV and AIDS.
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Åkemark, Elisabet. "Music in Butterfly Burning." Thesis, Växjö universitet, Institutionen för humaniora, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-8356.
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This thesis discusses the role of music and musical sounds in Butterfly Burning by Yvonne Vera. It analyses the way that Vera has used music interlinked with the action of the novel. This thesis analyses a few areas where music is represented and is important such as: music as an element of healing/forgiveness; music as an element of hope; music as an element of despair; music as an element of working life and the absence of music. This thesis also briefly discusses who the narrator of the novel is and Vera’s writing technique that incorporates images with hypothetical sounds. The conclusion shows that music and musical sounds are important to the novel. It also shows that the music in Butterfly Burning can be compared to the music in a film. Vera has managed to combine the story of the novel and the description of music so that it becomes one inseparable unit.
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Chihota-Charamba, Audrey. "An analysis of how Zimbabwean female audiences decode meaning from the Shona-language radio programme Nguva Yevanhukadzi (Time for Women) against the background of their lived experiences." Thesis, Rhodes University, 2014. http://hdl.handle.net/10962/d1011750.
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This study investigates the Zimbabwean women listeners of a gender-focused radio programme Nguva yevanhukadzi (Time for Women) to find out what meanings they take from the programme. Located within the broad theoretical framework of cultural studies and drawing on audience reception theories, the study focuses on the ways in which Shona-speaking women bring their understandings of their social roles, derived from their lived socio-cultural experiences of patriarchy, to their decoding of the text. The study was set in Harare’s high-density suburb of Mbare and used the qualitative research methods of individual and focus group interviews. The study was conducted against the backdrop of the signing of the Global Political Agreement (GPA) of September 2008, which ended the impasse among the warring political parties, ZANU PF, MDC-T and MDC and introduced a new era of collectively tackling socio-economic development, including redressing gender disparities through women’s empowerment. This study examines the factors shaping the audiences’ readings of the programme and seeks to establish whether the mass media has determining power on its audience in the reception of messages or if the audiences (women) have interpretive freedom. Using Hall’s (1980) Encoding/ Decoding model, the study examines the factors that influence the audiences’ choice in making preferred, negotiated or oppositional readings and the arguments they advance in line with those readings. While the interviews revealed that most of the female listeners “negotiated” the dominant encoded meanings, seeking their relevance to their varied situations and contexts (O’ Sullivan et al. 1994:152; Ang 1990: 159), of interest is the manner in which the women dealt with the discourse of patriarchy within the context of promoting women empowerment. The contestation between women empowerment and addressing patriarchy reflected the subverted notions of maintaining the status quo, while applauding the women’s commitment and ability to interrogate the practicality of issues under discussion and drawing lessons relevant to their day to day lives prior to making the preferred reading. As such, the study revealed that preferred readings are not always automated, but can be a result of intense interrogation among media audiences.
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Sithole, Emmanuel. "From dialect to ‘official’ language: towards the intellectualisation of Ndau in Zimbabwe." Thesis, Rhodes University, 2017. http://hdl.handle.net/10962/6086.
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Hasler, Arthur Richard Patrick. ""Us" and "them": disagreement over the meanings of terms, ambiguity, contestability and strategy in the Zimbabwean House of Assembly." Thesis, Rhodes University, 1989. http://hdl.handle.net/10962/d1001600.
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This is a study of how certain value loaded political terms are used in Zimbabwean Parliamentary debate. Before 1980 it is argued that aspects of lexical choice and an individual's sociopolitical position were extremely closely related, especially in the case of "white Rhodesians". There was also a marked lack of ambiguity in the use of value loaded terms at this time. In contemporary Zimbabwean House of Assembly, however, terms which became popularized when the new government came to power in 1980 are used with considerable ambiguity and contestability in order to further specific strategies. Though correlations between the choice of lexical units and individuals' positions in the social structure have been identified as "sociolinguistic variables" (Downes 1984, 75), it is argued that an analysis of this type of correlation should lead us to an analysis of how these lexical units or "terms" are used by individual speakers in a micro-political process. I hypothesize that the ambiguity and contestability which encompass certain key terms used in the Zimbabwean House contribute to their being used as strategies to achieve individual or party goals. I show that the terms are manipulated by individuals in various contexts, and that the normative connotations of terms, that is what the terms "ought" to mean, is not consistent with the ways in which they are used. This, in turn, has an effect on how people think the terms should be used. This process of language change exposes the interface between language usage and social life. Though not reducible to a single "correct" interpretation, it does provide rich material for the analysis of culture.
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Ngwaru, Cathrine. "Improving Pre-Service Teacher Development Practices in English as a Second Language: A case of Secondary School Teacher Preparation at Great Zimbabwe University in Zimbabwe." University of the Western Cape, 2017. http://hdl.handle.net/11394/6373.
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Philosophiae Doctor - PhD ( Language Education)Ordinarily, Teacher Development at the level of Bachelor of Education (B.Ed.) at Great Zimbabwe University (GZU) comes in two major phases spread over four years - the theoretical and the practical based phases. The theoretical phase comes in the form of courses based on pedagogical content and professional knowledge in the initial years at the university while the practical based phase comes in the form of school-based Teaching Practice (TP) for real and direct teaching experiences. The initial theoretical phase is often based on the liberal arts-like education to develop the whole teacher for adaptable life-long service. This is translated by a number of subject that can vary according the dictates of the focus of a particular national curriculum. TP on the other hand, provides student-teachers the opportunity to apply not only the knowledge acquired in the initial phase but also the schoolbased curriculum they are immersed in plus other contextual experiences they might have. If well-structured and blended, the two phases may ensure a smooth transition from a novice student teacher to an expert professional teacher for long-life practice.
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Makondo, D. "The effects of language of instruction on the performance of the Tsonga (Shangani) speaking Grade seven pupils in Zimbabwe." Thesis, University of Limpopo (Turfloop Campus), 2012. http://hdl.handle.net/10386/880.
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Thesis (Ph.D. (Educational Psychology)) --University of Limpopo, 2012This research project was an endeavor to investigate the effects of the languages of instruction (English and Shona), to teach Tsonga (Shangani) speaking children in Chiredzi district of Zimbabwe. Because of the nature of the study, a mixed method design was used where both qualitative and quantitative methods were adopted to study the performance of the Tsonga (Shangani) minority language speaking learners in five purposively sampled schools. 222 learners participated in the study. The main aim of the study was to investigate the effect of the language instruction in teaching Tsonga (Shangani) speaking Grade Seven children in Environmental Science. In fact, the researcher was interested in finding out whether teaching learners in a foreign language was a bridge or barrier to learning. In this case, the research did not only look at the effect of using English for instructional purposes, but also investigated how other major or dominant indigenous languages which are used for instructional purposes affect the performance of minority language speaking children in Chiredzi district of Zimbabwe. Data for this study were collected using lesson observation, document analysis, the questionnaire and a knowledge test. In this case, fifteen lessons were observed. Fifteen Tsonga (Shangani) speaking Grade Seven learners per school were purposively selected and taught in Tsonga (Shangani) only and the other fifteen Shona speaking Grade Seven children per school were also purposively selected and taught the same topic in Shona, and a third group of fifteen Grade Seven learners per school, were randomly selected and taught in English only. A knowledge test was given to each group thereafter. Children from each language condition were allowed to answer questions in their home languages, except for the third group which was taught in English. This group answered the questions in English with the restricted use of Shona. Each of the test results from the knowledge tests were analysed using a One Way Anova of Variance (ANOVA) and conclusions drawn. The results from other data collection instruments were analysed using qualitative methods like narrative discussions of data. A sample of five learners per school had their exercise books analysed. Data were presented in tables. The results from the knowledge tests given showed a significant difference in the mean marks obtained from the three groups (the Shangani, Shona and English group). The result showed that language has a significant influence on the performance of learners since the p – value was 0.000. This implies that the performance of learners between the three groups is significantly different. On the basis of these observations, the Null hypothesis was rejected. The same picture was also shown in document analysis and in the questionnaires. Consequently,conclusions were drawn and recommendations made.
Books on the topic "Zimbabwe – Languages"
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Chiwome, Emmanuel. Zimbabwean literature in African languages: Crossing language boundaries. Gweru, Zimbabwe: Booklove Publishers, 2012.
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Hachipola, Simooya Jerome. A survey of the minority languages of Zimbabwe. Mount Pleasant, Harare, Zimbabwe: University of Zimbabwe Publications, 1998.
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Kathleen, Benson, and Park Janie Jaehyun ill, eds. Count your way through Zimbabwe. Minneapolis, Minn: Millbrook Press, 2007.
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House, Silveira, ed. Silent voices: Indigenous languages in Zimbabwe : a report. Avondale, Harare: Weaver Press, 2006.
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Ndhlovu, Finex. The politics of language and nation building in Zimbabwe. New York: Peter Lang, 2009.
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M, Chebanne A., and Motse-Mogara Budzani Gabana, eds. Metalanguage of common medical terms in three Bantu languages. Gaborone, Botswana: Kokeb, 2012.
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Emmanuel, Ngara, Morrison Andrew, and Association of University Teachers of Literature and Language., eds. Literature, language, and the nation: Proceedings of the Second General Conference of the Association of University Teachers of Literature and Language (ATOLL) held at the University of Zimbabwe 24-28 August, 1987. Harare, Zimbabwe: Published by the Association of University Teachers of Literature and Language (ATOLL) in association with Baobab Books, 1989.
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Chris, Beckett. A pocket guide to Zimbabwe language & culture. Avondale, Harare, Zimbabwe: Mond Books, 1999.
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Zimbabwe: Sexual and reproductive health sign language dictionary. Harare, Zimbabwe: SAfAIDS, 2012.
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The standardisation of the Ndebele language through dictionary-making. [Harare]: ALLEX Project, the African Languages Research Institute, University of Zimbabwe, 2006.
Find full textBook chapters on the topic "Zimbabwe – Languages"
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Reed, John. "3. The emergency of English writing in Zimbabwe." In Comparative History of Literatures in European Languages, 251–62. Budapest: Akadémiai Kiadó, 1986. http://dx.doi.org/10.1075/chlel.vi.22ree.
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Kadenge, Maxwell, and Martin Musengi. "Zimbabwean Sign Language." In The Social and Political History of Southern Africa's Languages, 339–46. London: Palgrave Macmillan UK, 2017. http://dx.doi.org/10.1057/978-1-137-01593-8_21.
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Shizha, Edward, and Michael T. Kariwo. "The Language Problem in Teaching and Learning in Schools." In Education and Development in Zimbabwe, 91–105. Rotterdam: SensePublishers, 2011. http://dx.doi.org/10.1007/978-94-6091-606-9_7.
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Gora, Ruth Babra. "(Re-)Integrating African Languages into the Zimbabwean School Curriculum." In Re-thinking Postcolonial Education in Sub-Saharan Africa in the 21st Century, 141–58. Rotterdam: SensePublishers, 2017. http://dx.doi.org/10.1007/978-94-6300-962-1_9.
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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.
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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 Indigenous Studies, 642–62. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-0423-9.ch033.
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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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Musengi, Martin. "Deaf Education Policies in Zimbabwe." In Deaf Education Beyond the Western World, 135–60. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780190880514.003.0008.
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This chapter discusses prospects in the education of students who are deaf and hard of hearing (DHH) in light of the dichotomy between Zimbabwean government curriculum policy and the reality of implementation in a context where there are many different languages and cultures. Policy co-articulation in the education of students who are DHH is influenced by overlaps in changing perceptions of disability, the increasing availability of audiometric technology, and the Deaf community’s lobbying for the use of Zimbabwean Sign Language. Educational provision for DHH students has grown from five special schools with 800 students in 1981 to the current six special schools and ninety mainstream units catering for nearly 2,600 students. The chapter analyzes the discourses that dominate policymaking and implementation in these special schools and mainstream units, as they are the major site of struggles on interpreting and implementing policies for DHH students in Zimbabwe.
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Musiyiwa, Mickias, and Marianna W. Visser. "Of Drag and Push Democracies." In Advances in Electronic Government, Digital Divide, and Regional Development, 34–60. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-5225-0081-0.ch003.
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This chapter interrogates political discourse in popular songs of Shona expression with a view to establish the nature of their evaluation of state performance in Zimbabwe in the period, 2000-2015. By analysing the themes and the language of the songs (verbal, nominal and other constructions and figurative language), we aim to demonstrate the extent to which the songs, composed and performed by pro-opposition artists, objectively assess the performance of the Zimbabwean state. We exclude songs of pro-state musicians for the reason that, their assessment of state functionality is pro-state and therefore explicitly biased. They largely function as a vehicle for state propaganda, employed for the political discursive domination of the citizenry. In doing so they ignore or even glorify state repression, political violence, electoral fraud, insecurity of citizens, lawlessness and human rights violations, as well as the general degradation of the state system. Our observation is that, anti-state songs' depiction of the Zimbabwean nation-state as a case of death-resurrection is a more or less objective evaluation of the state's functionality. In addition to that, we argue that a much more objective assessment of Zimbabwe's performance should have been ‘a collapsed-and-partially-resuscitated state.'
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Schneider, Marius, and Vanessa Ferguson. "Botswana." In Enforcement of Intellectual Property Rights in Africa. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780198837336.003.0007.
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Botswana, formally a British Protectorate, obtained independence in 1966. Botswana is a landlocked country in Southern Africa and shares common borders with South Africa, Namibia, Zimbabwe, and Zambia. It has an area of 600,370 square kilometres (km) with a population of 2.93 million in 2017. The capital of Botswana is Gaborone, with a population of approximately 232,000, which accounts for nearly 10 per cent of the population. Most of the population live within 100 kilometres (km) of Gaborone, with 61 per cent of the population living in cities. The main businesses operate from Monday to Friday, 0900 to 1700, although most retail outlets are open on Saturdays, until at least 1200. Businesses are generally closed on a Sunday. The currency of Botswana is the Botswana Pula (P). English is the official business language, although the official languages of Botswana are Tswana and English. Most written communication is conducted in English.
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Charamba, Erasmos. "No Student Left Behind." In Handbook of Research on Inequities in Online Education During Global Crises, 510–28. 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.
Conference papers on the topic "Zimbabwe – Languages"
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Luggya, Simon Kiyingi, Prichard Bhebhe, and Emmanuel Olusola Adu. "MULTIPLE LANGUAGES IN CLASSROOMS IN ZIMBABWE: IS IT A MYTH?" In 12th International Conference on Education and New Learning Technologies. IATED, 2020. http://dx.doi.org/10.21125/edulearn.2020.1850.
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Saputri, Eviana Maya. "Urgency of Violence Screening in Pregnant Women: A Scoping Review." In The 7th International Conference on Public Health 2020. Masters Program in Public Health, Universitas Sebelas Maret, 2020. http://dx.doi.org/10.26911/the7thicph.03.61.
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ABSTRACT Background: Partner violence during pregnancy might contribute to the clinical conditions of pregnant women. Early assessment and supportive response are required to improve clinical diagnosis and subsequent care. This scoping review aimed to identify the partner violence screening practices of community-based health care providers in pregnant women. Subjects and Method: A scoping review method was conducted in eight stages including (1) Identification of study problems; (2) Determining priority problem and study question; (3) Determining framework; (4) Literature searching; (5) Article selection; (6) Critical appraisal; (7) Data extraction; and (8) Mapping. The search included PubMed, Science Direct, EBSCO, Wiley Online Library, and ProQuest databases. The inclusion criteria were English-language and full-text articles published between 2010 and 2020. A total of 580 articles were obtained by the searched database. After the review process, eight articles were eligible for this review. The critical appraisal for searched articles were measured by Mix Methods Appraisal Tools (MMAT). The data were reported by the PRISMA flow chart. Results: Two articles from developing countries (Zimbabwe and Kenya) and six articles from developed countries (Australia, Norway, Italy, and Sweden) met the inclusion criteria with a mixed-method, qualitative, and quantitative (cross-sectional) studies. The existing studies revealed that violence screening in pregnant women was effective to increase awareness of violence by their partners. Screening practice had an empowering effect on women to disclose the violence experienced. Barriers to the health care providers performing partner violence screening included: lack of knowledge, experience and training, confidence in undertaking the screening, taboo cultural practices, and absence of domestic violence screening policies. Conclusion: Partner violence screening practice should be strongly considered at antenatal care visits. Further insights of community-based health care providers are required to perform effective screening. Keywords: partner violence screening, pregnant women, health care providers Correspondence: Eviana Maya Saputri. Universitas ‘Aisyiyah Yogyakarta. Jl. Siliwangi No. 63, Nogotirto, Gamping, Sleman, Yogyakarta, 55292. Email: evianamaya34@gmail.com. Mobile: +6281367470323. DOI: https://doi.org/10.26911/the7thicph.03.61