The problematics of language-in-education policies in post-independence in Zimbabwe
Language policies that are designed in African countries fail to solve communication problems because they are only there to fight the hegemony of English instead of addressing real linguistic problems. The paper analyses the language-in-education policies that were put in place after independence i...
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| Format: | Article |
| Language: | English |
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SAGE Publications
2022
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| Online Access: | http://hdl.handle.net/11408/4876 |
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| author | Nhongo, Raphael Tshotsho, Baba Primrose |
| author_facet | Nhongo, Raphael Tshotsho, Baba Primrose |
| author_sort | Nhongo, Raphael |
| collection | DSpace |
| description | Language policies that are designed in African countries fail to solve communication problems because they are only there to fight the hegemony of English instead of addressing real linguistic problems. The paper analyses the language-in-education policies that were put in place after independence in Zimbabwe. A qualitative approach is used to analyse documents that include the Education Act of 1987, the Nziramasanga Commission, Ministry of Primary and Secondary Education circulars and the Constitution of Zimbabwe. It is argued in this paper that there is a need for the country to come up with policies that are in sync with the linguistic realities that acknowledge the coexistence of languages. |
| format | Article |
| id | ir-11408-4876 |
| institution | My University |
| language | English |
| publishDate | 2022 |
| publisher | SAGE Publications |
| record_format | dspace |
| spelling | ir-11408-48762022-06-27T13:49:06Z The problematics of language-in-education policies in post-independence in Zimbabwe Nhongo, Raphael Tshotsho, Baba Primrose Language planning Language policy Multilingualism Language policies that are designed in African countries fail to solve communication problems because they are only there to fight the hegemony of English instead of addressing real linguistic problems. The paper analyses the language-in-education policies that were put in place after independence in Zimbabwe. A qualitative approach is used to analyse documents that include the Education Act of 1987, the Nziramasanga Commission, Ministry of Primary and Secondary Education circulars and the Constitution of Zimbabwe. It is argued in this paper that there is a need for the country to come up with policies that are in sync with the linguistic realities that acknowledge the coexistence of languages. 2022-05-20T14:01:53Z 2022-05-20T14:01:53Z 2020 Article 0021-9096 ttps://doi.org/10.1177/0021909620962529 http://hdl.handle.net/11408/4876 en Journal of Asian and African Studies;Vol. 56; No. 6: p. 1304-1317 open SAGE Publications |
| spellingShingle | Language planning Language policy Multilingualism Nhongo, Raphael Tshotsho, Baba Primrose The problematics of language-in-education policies in post-independence in Zimbabwe |
| title | The problematics of language-in-education policies in post-independence in Zimbabwe |
| title_full | The problematics of language-in-education policies in post-independence in Zimbabwe |
| title_fullStr | The problematics of language-in-education policies in post-independence in Zimbabwe |
| title_full_unstemmed | The problematics of language-in-education policies in post-independence in Zimbabwe |
| title_short | The problematics of language-in-education policies in post-independence in Zimbabwe |
| title_sort | problematics of language-in-education policies in post-independence in zimbabwe |
| topic | Language planning Language policy Multilingualism |
| url | http://hdl.handle.net/11408/4876 |
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