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Journal articles on the topic 'Zimbabwe – Languages'

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Published: 4 June 2021
Last updated: 1 February 2022

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1

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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3

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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4

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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5

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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6

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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7

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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8

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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9

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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10

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.

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11

Chibuwe, Albert, and Abioudun Salawu. "Training for English language or indigenous language media journalism: A decolonial critique of Zimbabwean journalism and media training institutions’ training practices." Journal of African Media Studies 12, no. 2 (June 1, 2020): 137–56. http://dx.doi.org/10.1386/jams_00016_1.

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There is growing academic scholarship on indigenous language media in Africa. The scholarship has mostly tended to focus on the content and political economy of indigenous language newspapers. The scholarship also suggests that much needs to be done in inculcating indigenous languages and indigenous language journalism in journalism education. Grounded in decoloniality, this article explores journalism training practices in selected institutions of higher learning in Zimbabwe. The intention is to unravel the absence or existence of training for indigenous journalism and perceptions of lecturers and attitudes of students towards indigenous language media and journalism. The article also seeks to establish whether there are any attempts to de-westernize journalism, media and communication studies. Methodologically, in-depth interviews were used to gather data from lecturers and students of journalism and media studies at colleges and universities in Zimbabwe. Findings show that the colleges surveyed do not offer any indigenous media journalism-specific modules or subjects. The lecturers, who include programme designers in some cases, have a low regard for indigenous language media. This, the article concludes, will have a knock-on effect on journalism students’ and journalists’ misgivings towards a career in indigenous language media.
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12

Mushangwe, Herbert. "Challenges and Strategies in Translating Chinese and English Prepositions into Standard Shona." TranscUlturAl: A Journal of Translation and Cultural Studies 9, no. 1 (June 22, 2017): 157. http://dx.doi.org/10.21992/t9192f.

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The present study focuses on the challenges and strategies in translating Chinese or English prepositions into Shona. These two languages were chosen mainly because Chinese is becoming one of the most influential foreign language in Zimbabwe while, English is also one of the widely spoken foreign language in many countries. As already observed in some previous research, English and Chinese prepositions are captured in Shona phrases as morphemes. Words are the smallest elements that may be uttered in isolation with semantic or pragmatic content. This differs from morphemes which are defined as smallest units of meaning which cannot necessarily stand on their own. Research shows that Chinese and English prepositions do not have direct equivalent prepositions in Shona. We observed that Shona employs substitutes for Chinese and English prepositions, making translation of prepositions from other languages into Shona challenging. Keywords: Prepositions; Shona; cross language comparison; Chinese and English, translation
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13

Nyika, Nicholus. "Grassroots Initiatives for the Intellectualisation of the Minority Languages of Zimbabwe." International Journal of Learning: Annual Review 12, no. 4 (2007): 223–30. http://dx.doi.org/10.18848/1447-9494/cgp/v14i04/45306.

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14

Fontein, Joost. "Languages of land, water and ‘tradition’ around Lake Mutirikwi in southern Zimbabwe." Journal of Modern African Studies 44, no. 2 (June 2006): 223–49. http://dx.doi.org/10.1017/s0022278x06001613.

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This paper focuses on the deployment of a vocabulary of water and land in the rhetoric of power, resistance, and the politics of identity of clans and individuals around Lake Mutirikwi in southern Zimbabwe. When the Mutirikwi (Kyle) Dam was built during the colonial period of the 1960s, local communities lost a great deal of land, both beneath it and around it. Peoples' memories and claims over land that has, in effect, disappeared – alienated by water or appropriated to become commercial farms, a recreational park and game reserve – have not been obliterated. In recent years, disputes over these stretches of land have re-emerged in the context of the government's ‘fast track’ land reform programme. This paper explores the roles that clans claiming ‘original ownership’ of land have played in that land reform. In particular, it considers how some spirit mediums – representing the ancestral owners of the land who ensure its rainfall and fertility – have attempted to engage with new nationalist political rhetoric about land reform, in an attempt to substantiate their individual authority, the particular land claims of their clans, and broader social concerns about the role of ‘tradition’ and the ancestors in Zimbabwe today.
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15

Mathangwane, Joyce T., and E. Kweku Osam. "Grammatical relations in Ikalanga." Studies in African Linguistics 35, no. 2 (June 15, 2006): 189–208. http://dx.doi.org/10.32473/sal.v35i2.107308.

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Although facts about grammatical relations in many Bantu languages have been established since the early 1970s, there are still languages in this family which have not benefited from such studies. One of these is Ikalanga, spoken in Botswana and Zimbabwe. This paper examines the core grammatical relations of Ikalanga, exploring its typological status in terms of double object constructions. In prototypical ditransitive constructions, the Recipient NP has all of the properties of Direct Object, whereas the Theme NP has only some of those features. The conclusion is that Ikalanga is an intermediate language if object symmetricity is scalar. However, it is shown that in marked applicative constructions where the Benefactive is non-human and the Theme is human, there is reason to argue for 'split direct-objecthood', reflecting the impact of animacy in the assignment of direct objecthood.
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16

Lunga, Violet Bridget. "Mapping African Postcoloniality: Linguistic and Cultural Spaces of Hybridity." Perspectives on Global Development and Technology 3, no. 3 (2004): 291–326. http://dx.doi.org/10.1163/1569150042442502.

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AbstractThis paper discusses hybridity as a strategy of survival for those caught between the languages of their colonization and their indigenous languages and also illustrates how, through hybridization, postcolonial subjects use colonial languages without privileging colonial languages. Drawing on Bakhtinian notions of hybridization, this paper shows colonial and indigenous languages contesting each other's authority, challenging and unmasking the hegemony of English and to some extent Shona. Ndebele and Shona are indigenous languages spoken in Zimbabwe, Africa. However, this paper conceives the relationship of English and Ndebele as not always contestatory but as accomodating. Using Ogunyemi's (1996) notion of palaver, the paper extends our understanding of hybridity as marking both contestation and communion. Of particular significance is the way in which English is criticized even in the using of it in Amakhosi plays. This analysis of hybridity highlights the contradictoriness of colonized identity and establishes and confirms the idea of a hybridized postcolonial cultural and linguistic identity.
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17

Magosvongwe, Ruby. "MATHIAS MHERE’S FUNCTIONAL USES OF GOSPEL MUSIC IN THE ZIMBABWEAN POST-2000 MALADIES." Imbizo 6, no. 1 (June 21, 2017): 67–79. http://dx.doi.org/10.25159/2078-9785/2798.

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The article critiques Mathias Mhere’s gospel music from an Afrocentric perspective within the context of complexities and maladies that have impacted negatively on the majority’s livelihoods in Zimbabwe’s post-2000 period. The maladies have seen society marshalling different strategies and oral art forms to keep people’s spirits buoyant. Oral art forms have always been at the centre of African experience, constituting a repository of the philosophy of life as desired, imagined, and treasured among most indigenous families and communities. In the absence of the oral folklore and oral art forms of yesteryear that were used to inculcate communal values and skills to self-define and safeguard cultural spaces, gospel music has made inroads and carved an indelible niche that needs critical attention. This strategy is not novel to Zimbabwe. Music as an oral and performance art has always been deeply ingrained in most social activities to raise and censure conduct across all ages for society’s greater good, including cementing the social fabric, and fostering social cohesion and stability among most indigenous families and communities. In the recalcitrant environment, fraught with a myriad of maladies and many a family in dispersion, gospel music in the indigenous languages becomes critical in exhorting and censuring attitudes, conduct and desires in order to uphold treasured values. Family dispersions disrupted institutions and fractured relationships, further fanning insecurities and imbalances. It is from this angle that this article makes a critical analysis of Mathias Mhere’s gospel lyrics. Mhere is one of the most popular young gospel artists whose albums have been hits on the Zimbabwean music charts. The article therefore examines the forte behind Mhere’s gospel music in the Zimbabwean post-2000 maladies. It also interrogates Mhere’s artistic creativity, sensitivity and commitment to sustainable livelihoods and survival in post-2000 Zimbabwe’s fractious environment.
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18

Zerai, Assata, Joanna Perez, and Chenyi Wang. "A Proposal for Expanding Endarkened Transnational Feminist Praxis." Qualitative Inquiry 23, no. 2 (August 20, 2016): 107–18. http://dx.doi.org/10.1177/1077800416660577.

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Western researchers often do not incorporate the voices of African women in their research endeavors; and a serious engagement in women’s health activism in Zimbabwe cannot happen without this preliminary step. Endarkened feminist epistemologies have theorized a social science that refuses to sidestep African women’s perspectives. As a corrective to conceptual quarantining of Black (African and African diasporic) feminist thought, the exciting body of literature in the field broadly characterized as Africana feminism has helped to legitimate the languages, discourses, challenges, unique perspectives, divergent experiences, and intersecting oppressions and privileges of African women’s and girls’ lives. In this article, we develop an emerging Africana feminist methodology to propose building a scholarship and activism database as well as guide an exploratory discussion of health activism in Zimbabwe.
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Chivhanga, Ester. "Language Planning In Zimbabwe: The Use of Indigenous Languages (Shona) As a Medium of Instruction in Primary Schools." IOSR Journal Of Humanities And Social Science 12, no. 5 (2013): 58–65. http://dx.doi.org/10.9790/0837-1255865.

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20

Makoni, Sinfree. "A critical analysis of the historical and contemporary status of minority languages in Zimbabwe." Current Issues in Language Planning 12, no. 4 (November 2011): 437–55. http://dx.doi.org/10.1080/14664208.2011.615104.

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21

Chimhundu, Herbert. "Early Missionaries and the Ethnolinguistic Factor During the ‘Invention of Tribalism’ in Zimbabwe." Journal of African History 33, no. 1 (March 1992): 87–109. http://dx.doi.org/10.1017/s0021853700031868.

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There is evidence from across the disciplines that at least some of the contemporary regional names of African tribes, dialects and languages are fairly recent inventions in historical terms. This article offers some evidence from Zimbabwe to show that missionary linguistic politics were an important factor in this process. The South African linguist Clement Doke was brought in to resolve conflicts about the orthography of Shona. His Report on the Unification of the Shona Dialects (1931) shows how the language politics of the Christian denominations, which were also the factions within the umbrella organization the Southern Rhodesia Missionary Conference, contributed quite significantly to the creation and promotion of Zezuru, Karanga and Manyika as the main groupings of dialects in the central area which Doke later accommodated in a unified orthography of a unified language that was given the name Shona. While vocabulary from Ndau was to be incorporated, words from the Korekore group in the north were to be discouraged, and Kalanga in the West was allowed to be subsumed under Ndebele.Writing about sixty years later, Ranger focusses more closely on the Manyika and takes his discussion to the 1940s, but he also mentions that the Rhodesian Front government of the 1960s and 1970s deliberately incited tribalism between the Shona and the Ndebele, while at the same time magnifying the differences between the regional divisions of the Shona, which were, in turn, played against one another as constituent clans. It would appear then that, for the indigenous Africans, the price of Christianity, Western education and a new perception of language unity was the creation of regional ethnic identities that were at least potentially antagonistic and open to political manipulation.Through many decades of rather unnecessary intellectual justification, and as a result of the collective colonial experience through the churches, the schools and the workplaces, these imposed identities, and the myths and sentiments that are associated with them, have become fixed in the collective mind of Africa, and the modern nation states of the continent now seem to be stuck with them. Missionaries played a very significant role in creating this scenario because they were mainly responsible for fixing the ethnolinguistic maps of the African colonies during the early phase of European occupation. To a significant degree, these maps have remained intact and have continued to influence African research scholarship.
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Ketsitlile, Lone. "An Integrative Review on the San of Botswana's Indigenous Literacy and Formal Schooling Education." Australian Journal of Indigenous Education 41, no. 2 (December 2012): 218–28. http://dx.doi.org/10.1017/jie.2012.21.

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The San are Southern Africa's first indigenous peoples. They can be found in South Africa, Botswana, Zimbabwe and Namibia. The San peoples in Botswana still face discrimination, especially in the education sector, as their indigenous literacy and way of life are largely ignored. Their languages are not part of the school curriculum in Botswana and it is English (the official language) and Setswana (the national language) that are taught in schools. In theory, this should not be the case. This highly disadvantages San children as they underperform and drop out of school. Hence, very few have made it to the University of Botswana and the Colleges of Education. In order for Botswana to reach its aim of an educated and informed nation by 2016, San peoples need to be catered for in the education system of Botswana. This article is an integrative review about the San of Botswana and (1) explains what has been studied about the San with regard to their indigenous ways of knowing and reading the world; (2) gives a clear picture of their formal schooling experiences; and, (3) provides an overview of their English and Setswana language acquisition.
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Sabao, Collen, and Marianna Visser. "Sanctioning an anti-sanctions campaign? Comparing the textuality of news reports in Zimbabwean Newspapers on the anti-sanctions campaigns in Zimbabwe’s first republic." Journal of African Languages and Literary Studies 1, no. 3 (December 1, 2020): 179–202. http://dx.doi.org/10.31920/2633-2116/2020/v1n3a9.

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The paper analyses the discourse linguistic notion of 'objectivity' in 'hard' news reports on the two ZANU PF led Anti-Sanctions campaigns in Zimbabwe. In examining the campaigns, which occur in Zimbabwe's first republic and when Zimbabwe was still under the leadership of the now late President, Robert Gabriel Mugabe, the paper seeks to compare the textuality of 'hard' news reports from selected Zimbabwean newspapers by focusing on how language and linguistic resources are used evaluatively in manners that betray authorial attitudes in news reports on Mugabe and ZANU PF led Anti-Sanctions campaigns against 'sanctions'1 imposed on the country by the United States of America (USA) and the European Union (EU) in The Herald2 and Newsday3 specifically focusing on the manner in which the news reports uphold or flout the objectivity ideal as explicated through the ‘reporter voice’4 configuration and within Systemic Functional Linguistics (SFL). In 2017, Emmerson Dambudzo Mnangagwa (Mugabe’s historically trusted lieutenant), ascended to the presidency through a military backed coup that ousted Zimbabwe’s monolithic leader, Robert Mugabe, who had been in power for 37 years. True to the ZANU PF historical way of doing things, Mnangagwa also went on a rampage accusing others, especially the West for their sanctions which he claimed were hurting ordinary people and the Zimbabwean economy. However, this paper only focused in the analysis of the Mugabe led campaigns. While ‘hard news’ articles must thus attempt to project an aura of objectivity, in comparison editorials/commentaries are meant to air opinions. However, this is not always the case as they often are loaded with attitudinal meanings – occurring as both inscribed and/or invoked authorial evaluations as well as attributed inscribed and/or invoked evaluations.
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Mlambo, Muzi. "A survey of the language situation in Zimbabwe." English Today 25, no. 2 (May 26, 2009): 18–24. http://dx.doi.org/10.1017/s0266078409000145.

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ABSTRACTIs there a Zimbabwean variety of English? If so, who speaks it? Although Zimbabwe is a multilingual speech community, the Shona language, which is composed of dialects and sub-dialects, enjoys numerical dominance because it is spoken by the majority of the Zimbabweans. On the other hand, English, the official language, enjoys status dominance and it occupies a special position in the lives of many Zimbabweans. There is dispute, however, whether English in Zimbabwe is an interlanguage, and its speakers have adopted the native variety as a model, or whether it is better to observe that there are many varieties of English in Zimbabwe which are pragmatically identifiable as Zimbabwean, and that the vast majority of Zimbabweans appear to speak an English which reflects the linguistic characteristics of Shona.
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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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Mabuto, Morgen Peter, and Sambulo Ndlovu. "Teaching under-resourced languages: An evaluation of Great Zimbabwe University's initiatives in the teaching of Tshivenda and Xichangana." South African Journal of African Languages 34, no. 1 (January 2, 2014): 1–8. http://dx.doi.org/10.1080/02572117.2014.949462.

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Sylod, Chimhenga. "The Diglossic Relationship between Shona and English Languages in the Teaching and Learning Situation in Zimbabwe Secondary Schools." IOSR Journal Of Humanities And Social Science 12, no. 5 (2013): 43–50. http://dx.doi.org/10.9790/0837-1254350.

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28

Verheul, Susanne. "‘ZIMBABWEANS ARE FOOLISHLY LITIGIOUS’: EXPLORING THE LOGIC OF APPEALS TO A POLITICIZED LEGAL SYSTEM." Africa 86, no. 1 (January 15, 2016): 78–97. http://dx.doi.org/10.1017/s0001972015000777.

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ABSTRACTIn this article, I focus on the narratives of two men, Patrick and Father Marko Mkandla. I ask whether their continued interactions with, and appeals to, Zimbabwe's politicized legal system were ‘foolish’. The two men inhabited different geographic regions and diverged in their economic positions, political engagement, and ties to Zimbabwe's human rights networks. They nonetheless both started their accounts by recollecting that they persisted in reporting cases of political violence to the Zimbabwe Republic Police. Their accounts show us that imagining, invoking and interacting with the law in Zimbabwe was often an ambiguous, occasionally dangerous, and very contradictory exercise. Under ZANU-PF's rule, judicial institutions were increasingly politicized as instruments for repression. The men nevertheless continued to interact with the state and its officials as if these were bound by rules. This allowed Patrick and Father Mkandla to perform their rights-based citizenship, to experience occasional ‘successes’, and to differentiate themselves from the ‘unprofessional’ politicized civil servants they encountered during their appeals. Rather than ‘foolishly’ invoking the law, some Zimbabwean citizens engaged it as a shared language through which they could articulate their imagination of, hopes for, and belonging to a rule-bound state in the future.
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Gora, Ruth Babra, and Davie Elias Mutasa. "Impact of perception and attitude towards the study of African languages on Human Resource needs: A case for Zimbabwe." Per Linguam 31, no. 1 (May 23, 2015): 74. http://dx.doi.org/10.5785/31-1-634.

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Chibaya, Tendai. "Tourism and Hospitality Management Students’ Perceptions Towards Foreign Languages at State Universities in Zimbabwe: Case of Midlands State University." Journal of Tourism Management Research 3, no. 1 (2016): 10–24. http://dx.doi.org/10.18488/journal.31/2016.3.1/31.1.10.24.

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Mabuto, Kudzai, and Umali Saidi. "Locating the nihilistic culture within Zimdancehall in contemporary Zimbabwe." DANDE Journal of Social Sciences and Communication 2, no. 2 (2018): 57–74. http://dx.doi.org/10.15641/dande.v2i2.46.

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A fusion of the Caribbean, African American and Zimbabwean music genres into the infamous glocalized Zimdancehall music has dulled the significance of other traditionalist Zimbabwean music genres. Dancehall culture has caused much controversy in Zimbabwean society, being blamed for the country’s increase in crime, violence and believed to encourage misogynistic attitudes among Zimbabwean youths through its negative themes. Using appraisal and dramatism theories the article shows the existential crisis the youth in Zimbabwe face due to economic as well as other social forces and thus align themselves to rather destructive misogynistic behaviours which somehow characterises contemporary Zimbabwe. Established in the article is the extent to which language used in Zimdancehall music is socially charged as well as globalized thus influencing youth feelings, emotions and behaviors. The article analyses lyrics of selected songs as well as makes references to selected musical videos from Zimdancehall artistes such as Soul Jah Love, Winky D, Lady Bee and Killer T as prominent artists revealing what has come to be considered contemporary ‘ghetto culture’ within popular culture in Zimbabwe. It is further argued that Zimdancehall has come to shape, inform behaviors, perceptions and aspirations of the Zimbabwean youth largely due to its nature of production as well as dissemination.
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Schmitt, David P. "Sociosexuality from Argentina to Zimbabwe: A 48-nation study of sex, culture, and strategies of human mating." Behavioral and Brain Sciences 28, no. 2 (April 2005): 247–75. http://dx.doi.org/10.1017/s0140525x05000051.

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The Sociosexual Orientation Inventory (SOI; Simpson & Gangestad 1991) is a self-report measure of individual differences in human mating strategies. Low SOI scores signify that a person is sociosexually restricted, or follows a more monogamous mating strategy. High SOI scores indicate that an individual is unrestricted, or has a more promiscuous mating strategy. As part of the International Sexuality Description Project (ISDP), the SOI was translated from English into 25 additional languages and administered to a total sample of 14,059 people across 48 nations. Responses to the SOI were used to address four main issues. First, the psychometric properties of the SOI were examined in cross-cultural perspective. The SOI possessed adequate reliability and validity both within and across a diverse range of modern cultures. Second, theories concerning the systematic distribution of sociosexuality across cultures were evaluated. Both operational sex ratios and reproductively demanding environments related in evolutionary-predicted ways to national levels of sociosexuality. Third, sex differences in sociosexuality were generally large and demonstrated cross-cultural universality across the 48 nations of the ISDP, confirming several evolutionary theories of human mating. Fourth, sex differences in sociosexuality were significantly larger when reproductive environments were demanding but were reduced to more moderate levels in cultures with more political and economic gender equality. Implications for evolutionary and social role theories of human sexuality are discussed.
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Mhute, Isaac. "Typical Phrases For Shona Syntactic Subjecthood." European Scientific Journal, ESJ 12, no. 5 (February 28, 2016): 340. http://dx.doi.org/10.19044/esj.2016.v12n5p340.

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This paper presents findings from a qualitative research that focused on providing a comprehensive description of the Shona subject relation. Shona is a Bantu language spoken by around 75% of the over 13million people making up the Zimbabwean population plus the other speakers in neighbouring countries like Zambia, Botswana and South Africa. The paper reveals the types of phrases that typically perform the subject role in the language. The research concentrated mainly on the language as used by speakers of the dialect spoken by the Karanga people of Masvingo Province (the region around Great Zimbabwe) and the Zezuru dialect spoken by people of central and northern Zimbabwe (the area around Harare Province).
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Chivhanga, Dr Ester, and Chimhenga Sylod. "Student Teachers’ Attitude towards the Use of Indigenous Languages as Medium of Instruction in the Teaching of Science Subjects In Primary Schools of Zimbabwe." IOSR Journal of Research & Method in Education (IOSRJRME) 4, no. 4 (2014): 37–43. http://dx.doi.org/10.9790/7388-04443743.

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Gijimah, Tevedzerai, and Collen Sabao. "Bi/multilingual Voices and Audiences? Code-Switching in Zimbabwean Popular Drama, Studio 263." International Journal of Linguistics 8, no. 5 (September 29, 2016): 40. http://dx.doi.org/10.5296/ijl.v8i5.10084.

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<p class="1"><span lang="X-NONE">Code-switching is an observed common discourse linguistic behaviour in Zimbabwean popular dramas. The motives and effects of the use of code-switching in such communicative contexts is however an understudied area. This article examines the communicative impact/effects on the audience, of code-switching as a communication strategy in <em>Studio 263</em>, one of Zimbabwe’s popular dramas (soap operas). Observing that code-switching has become part and parcel of Zimbabwean everyday discourses – a situation chiefly resulting from the Zimbabwean linguistic situation characterised by bi/multilingual societies – the analysis explores the rhetorical and communicative potential of code-switching as a communication strategy within the communicative contexts that popular dramas represent and in a bi/multilingual society. The Zimbabwean language situation promotes the use of the English language in all formal communicative events while the ‘indigenous’ languages (Shona and Ndebele) do not enjoy similar privileges. Because English is a second language to the majority of the residents of Zimbabweans, this has resulted in the proliferation of bi/multilingual communities. This article critiques the justification of the use of code-switching in <em>Studio 263</em> as well as its use as a tool for communicating to a ‘larger’ audience.</span></p>
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Chirume, Silvanos. "How Does Language Influence Performance, Fear and Attitudes towards Mathematics at Primary School Level in Zimbabwe?" International Journal of Educational Studies 2, no. 2 (March 20, 2019): 36–43. http://dx.doi.org/10.53935/2641-533x.v2i2.23.

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This mixed-methods (QUANT-qual) study compares test performances of two classes of 52 (26 in each class) Grade 5 learners in a multiple choice Maths test written in English language (Group A) and the same test but with questions written in Shona language (Group B), respectively. The paper also examines the role of language in the development of attitudes and fear of mathematics by learners at the same primary school in Gokwe district, Zimbabwe. Results showed that there were significant differences (in favour of the English language) between Group A’s performance and Group B’s performance. Other findings were that teachers had mixed feelings towards the use of mother tongue in teaching and learning primary school mathematics, but generally agreed that the language of instruction and/or learning affect performance in mathematics, attitudes towards mathematics and fear of mathematics. The paper concludes that using mother tongue as a medium of instruction in the teaching of mathematics in the Zimbabwean junior primary schools is desirable but the feasibility could not be established. It is recommended, among other things, that there is need for further research and policy formulation on the language of learning/instruction at various school levels in Zimbabwe.
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Mushore, Washington. "YOUTH AND INDIGENISATION IN THE ZIMBABWEAN PRINT MEDIA." Commonwealth Youth and Development 14, no. 1 (March 7, 2017): 36–53. http://dx.doi.org/10.25159/1727-7140/1383.

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The main purpose of the indigenisation policy in Zimbabwe, according to Masunungure and Koga (2013), was to empower the historically disadvantaged groups in Zimbabwe after the nationalist government had recognised that the inherited colonial systems were unsustainable and a sure recipe for future social and political instability. Although the indigenisation policy was a very noble idea, there was no consensus – especially at the political level – on how empowerment was going to be achieved. The ruling party (ZANU-PF) saw empowerment as being best achieved through the compulsory takeover of foreign-owned businesses in order to benefit the indigenous blacks, and the main opposition party (MDC-T) perceived empowerment as the creation of more jobs for the multitudes of unemployed Zimbabweans, especially the youth. This article, however, argues that the use of nationalistic language, such as ‘the black majority’, in political discourse by politicians in most cases obscures who the real beneficiaries are or will be. In view of the above, the aim of this study is to critically explore, with the aid of framing theory, how the Zimbabwean print media have reported on the issue of youth and indigenisation in stories purposively sampled from The Herald, The Zimbabwean and The Standard newspapers.
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HEERALAL, PREM JOTHAM HEERALAL, and Francis Muchenje. "Classroom Pedagogy and the Accomodation of Students’ Cultural Diversity." International Journal for Innovation Education and Research 4, no. 10 (October 31, 2016): 40–52. http://dx.doi.org/10.31686/ijier.vol4.iss10.597.

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The study explored teachers’ views on classroom pedagogy and the accommodation of cultural diversity in primary schools in Zimbabwe. The study was carried out in five selected primary schools in Chegutu district. Qualitative research was selected as the research method with phenomenology as the research design. The sample comprised twenty teachers (10 male and 10 female) selected through purposive sampling technique. Data gathering instruments consisted of unstructured in-depth interviews and focus group discussions. The study found out that teachers accommodate cultural diversity in a number of ways. Teaching methods employed in the classroom accommodate all learners in terms of varying ability levels. In the teaching of the languages particularly Shona cultural diversity is catered for through providing pupils with equivalent terms in different dialects as well as examples. The teaching of religious and moral education was seen as an area where cultural diversity is addressed through the adoption of a multifaith approach. Teachers were also found to be sensitive to pupils’ diverse cultural backgrounds through utilisation of conducive teacher pupil classroom interaction. The study recommends that accommodation of cultural diversity should transcend all subjects in the primary school curriculum. Teachers need to be sensitised on the ideals of multicultural education through the hosting of seminars and workshops. Book publishers should make an effort to accommodate cultural diversity through provision of examples from a variety of cultures. There is need for teachers to carry out adequate research on pupils backgrounds so as to accommodate all pupils.
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Mkwesha, Faith. "INTERVIEW WITH PETINA GAPPAH." Imbizo 7, no. 2 (May 26, 2017): 92–98. http://dx.doi.org/10.25159/2078-9785/1857.

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This interview was conducted on 16 May 2009 at Le Quartier Francais in Franschhoek, Cape Town, South Africa. Petina Gappah is the third generation of Zimbabwean writers writing from the diaspora. She was born in 1971 in Zambia, and grew up in Zimbabwe during the transitional moment from colonial Rhodesia to independence. She has law degrees from the University of Zimbabwe, the University of Cambridge, and the University of Graz. She writes in English and also draws on Shona, her first language. She has published a short story collection An Elegy for Easterly (2009), first novel The Book of Memory (2015), and another collection of short stories, Rotten Row (2016). Gappah’s collection of short stories An Elegy for Easterly (2009) was awarded The Guardian First Book Award in 2009, and was shortlisted for the Frank O’Connor International Short Story Award, the richest prize for the short story form. Gappah was working on her novel The Book of Memory at the time of this interview.
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Love, Alison, and Vincent Munyaradzi Vezha. "No way forward without consensus." Journal of Language and Politics 8, no. 3 (December 15, 2009): 433–55. http://dx.doi.org/10.1075/jlp.8.3.06lov.

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This paper discusses a document produced in 2006 by church leaders which claimed to present a “vision” of “a way forward” in the ongoing crisis in Zimbabwe. We suggest that the document served rather to reinforce the status quo, specifically the hegemony of Mugabe’s government. We argue that, by insisting that the greatest problem in Zimbabwe is “lack of a national vision”, the document promoted consensus, which resonated with Mugabe’s own position. We suggest that four major strategies were used to achieve this: assertion of the primarily spiritual nature of Zimbabwe’s crisis; insistence on the shared responsibility of all Zimbabweans; obfuscation of agency for the crisis and delegitimization of political opposition as a route to change. Finally, we point out that these strategies failed, as the document in its original form was censored before its launch, illustrating the tendency for President Mugabe to give the impression of opening democratic space, only to close it off.
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Kazembe, Takawira, and Methias Sithole. "Effectiveness of Teachers at Preparing Grade 7 Candidates for Environmental Science Examinations." International Journal of Physics & Chemistry Education 2, no. 2 (August 11, 2010): 64–81. http://dx.doi.org/10.51724/ijpce.v2i2.118.

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The study was undertaken to investigate the low Grade 7 pass rate at Primary Schools in Zimbabwe which averaged 75% for local languages, 47% for General Paper (GP) and 40% for Maths. The low GP pass rate was thought to be due to teachers’ attitudes towards developing scientific skills necessary to understand Environmental Science (ES). A sample of 77 student teachers, 7 lecturers, 3 headmasters and 12 mentors was used to probe how teachers are trained to teach ES. A questionnaire, observations, documents and informal interviews were used to collect data from student teachers. Interviews were used to collect data from lecturers, mentors and headmasters. About 3.9% of student teachers found science apparatus difficult to use because they were not adequately trained to handle them. At least 50% of them believe that practical activities are necessary for theory comprehension and use practical exercises to motivate pupils so that they achieve their maximum potential. However, most student teachers lament the unavailability of teaching aids although some of them were not keen on their improvisation notwithstanding their necessity for promotion of hands-on minds-on activities. Lecturers attributed students’ problems to students’ insufficient knowledge about ES educational attitudes and blamed this on overloading of students with content at the expense of developing scientific skills. The mentors admitted having insufficient knowledge and skills to adequately supervise student teachers, and that the unavailability of textbooks caused them to engage on drilling methods because headmasters emphasized on high pass rate but were silent on meaningful learning. They believed that ES practical activities were not necessary for Grade 7 examinations.
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Hollington, Andrea. "Chibende." International Journal of Language and Culture 6, no. 1 (February 1, 2019): 29–44. http://dx.doi.org/10.1075/ijolc.00014.hol.

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Abstract Play language practices are common around the globe and have been described for several parts of the world. While some contributions on play language focus on the structure, manipulative strategies, and rules, this paper ties in with approaches that seek to view play language practices in their respective sociolinguistic contexts (e.g. Sherzer 2002; Storch 2011). Chibende, the play language practice under study in this paper, is analyzed in its Zimbabwean context. By looking at Zimbabwean examples and by broadening the perspective on these creative linguistic phenomena, it becomes evident that play languages are not performed in isolation but are deeply entangled with other language practices, such as youth language, as part of complex repertoires and social practices as well as acts of identity. By focusing on creativity and also taking the aspect of fun into account, the agency of the speakers becomes a central feature which is also reflected by the metalinguistic knowledge of the practitioners of Zimbabwean play language. In this regard, the discussion in this paper centers on the speakers’ ideologies of play language.
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Kadenge, Maxwell, and Dion Nkomo. "Language policy, translation and language development in Zimbabwe." Southern African Linguistics and Applied Language Studies 29, no. 3 (September 2011): 259–74. http://dx.doi.org/10.2989/16073614.2011.647488.

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Nkomo, Dion. "Language in education and language development in Zimbabwe." Southern African Linguistics and Applied Language Studies 26, no. 3 (December 2008): 351–62. http://dx.doi.org/10.2989/salals.2008.26.3.4.631.

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Javangwe, Tasiyana. "VULGAR ACTS OF ENTRENCHMENT: THE DEPICTION OF THE ZIMBABWEAN POSTCOLONY IN CHENJERAI HOVE’S PALAVER FINISH." Imbizo 5, no. 1 (June 23, 2017): 60–70. http://dx.doi.org/10.25159/2078-9785/2830.

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This paper seeks to interpret Chenjerai Hove’s depiction in Palaver Finish of the Zimbabwean postcolony in the period leading into the new millennium. It seeks to argue that the portrayal of political developments in Zimbabwe in that period presents the nation as plunging into a state of vulgarity where human life and dignity are sacrificed at the expense of political power. Vulgarisation in this sense refers to gross distortions by the ruling party and state authority and the machinery of discursive processes, morality, culture and social life – all in an attempt to retain power. It also refers to the manner of doing things, to the use of the obscene, whether this is through the ab/use of language in its literal or metaphorical sense, dehumanizing sex or violence or disregard of civic etiquette.
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Mpofu, Phillip, and Abiodun Salawu. "Interrogating the Autonomy of Previously Marginalised Languages in Zimbabwe's Indigenous-Language Press." Language Matters 50, no. 1 (January 2, 2019): 25–44. http://dx.doi.org/10.1080/10228195.2018.1541925.

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Chigora, Farai, and Promise Zvavahera. "“Culture” a Panacea for Brand Survival: Feasibility Analysis of Zimbabwe Tourism Destination." Business and Management Horizons 3, no. 2 (November 9, 2015): 45. http://dx.doi.org/10.5296/bmh.v3i2.8545.

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The study investigated culture as one the strategies that can be used to enhance survival of Zimbabwe tourism brand. This is because like other African tourism destinations, Zimbabwe is rich in unique traditional culture but failing to improve its global tourism brand identity. The study was based on a mixed methods research design combining both quantitative and qualitative approaches in collecting data from respondents. The qualitative method was used to find out the most crucial variables that contribute to culture identity in Zimbabwe tourism destination. This was done through in-depth interviews with the experts and managers in the tourism industry. The responses showed that the most common sources of culture identity are beliefs and norms, national dress code, galleries and heritage, originality in values and language. These variables were then investigated on their effect to Zimbabwe tourism destination branding using survey questionnaires as quantitative research instruments. The respondents for the questionnaires were from the travel sector, accommodation sector, resorts, Ministry of Tourism and Hospitality, Zimbabwe Tourism Authority, Ministry of Culture and Ministry of Environment. The results of the study show that national dress code is the most important source for Zimbabwe tourism cultural branding followed by galleries and heritages and originality in values. The study therefore recommended these three as the most core source for branding Zimbabwe tourism destination using culture. The other variables which are language, beliefs and norms have been regarded as supporting cultural factors and a model was designed to show the relationships.
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Makoni, Busi, Sinfree Makoni, and Pedzisai Mashiri. "Naming Practices and Language Planning in Zimbabwe." Current Issues in Language Planning 8, no. 3 (November 2007): 437–67. http://dx.doi.org/10.2167/cilp126.0.

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Matiza, Vimbai Moreblessing. "A Discursive Analysis of Begging Discourse by the Visually Impaired in Zimbabwe." Journal of Law and Social Sciences 3, no. 1 (September 30, 2020): 40–51. http://dx.doi.org/10.53974/unza.jlss.3.1.449.

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The article seeks to explore the societal perceptions and interpretations of the discourse used by the visually impaired people when begging in Zimbabwe. The paper analyses the expression of words in speech and songs during the begging process. The study emerges out of the realisation that there is a high rate of people with visual impairment begging in streets and buses. These people use spoken discourse through singing and chanting when begging from the society. Despite the economic hardships in Zimbabwe, the visually impaired are always begging and highly active on a daily basis. It is against this realisation that the article focuses on how this discourse is perceived and interpreted by different people in Zimbabwean societies. The paper provides a socio linguistic analysis of the language used during begging by the visually impaired. The main focus is on the societal perceptions and interpretations of the discourse used by the visually impaired people when begging. The article uses a qualitative research methodology with purposive sampling technique employed to gather data from the passengers in buses, the visually impaired and their guides and from bus drivers and conductors. Random selection of some people was also done to get their perceptions and interpretations on the discourse by the visually impaired people in the streets. Guided by the critical discourse analysis theory, the paper argues that the discourse used by the visually impaired is largely ‘politicised’ so as to appeal to people’s minds and get the assistance they need.
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Kadenge, Maxwell, and Dion Nkomo. "The politics of the English language in Zimbabwe." Language Matters 42, no. 2 (November 2011): 248–63. http://dx.doi.org/10.1080/10228195.2011.581679.

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