Impediments in the use of indigenous African languages as languages of instruction at tertiary institutions of learning
This article explores why it seems ‘impossible’ to conduct teaching and learning through indigenous African languages in Zimbabwean tertiary institutions. It argues that the continued disglossic situation that regards foreign languages like English, French and Portuguese to name a few, as the High l...
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| Format: | Article |
| Language: | English |
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Midlands State University
2015
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| Online Access: | http://hdl.handle.net/11408/706 |
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| author | Charamba, Tyanai |
| author_facet | Charamba, Tyanai |
| author_sort | Charamba, Tyanai |
| collection | DSpace |
| description | This article explores why it seems ‘impossible’ to conduct teaching and learning through indigenous African languages in Zimbabwean tertiary institutions. It argues that the continued disglossic situation that regards foreign languages like English, French and Portuguese to name a few, as the High languages while local languages are regarded as the Low languages is due to the perpetuation of colonial language policies. The bipolar concepts of globality and transnationality, the rise and fall of superpowers and would be superpowers, the neocolonial educational policies and the nature of politics of power in postcolonial Africa are some issues this discussion deliberates on and the extent to which these are impediments or otherwise to the use of indigenous languages in Zimbabwean tertiary institutions. |
| format | Article |
| id | ir-11408-706 |
| institution | My University |
| language | English |
| publishDate | 2015 |
| publisher | Midlands State University |
| record_format | dspace |
| spelling | ir-11408-7062022-06-27T13:49:06Z Impediments in the use of indigenous African languages as languages of instruction at tertiary institutions of learning Charamba, Tyanai Teaching , learning, indigenous african languages This article explores why it seems ‘impossible’ to conduct teaching and learning through indigenous African languages in Zimbabwean tertiary institutions. It argues that the continued disglossic situation that regards foreign languages like English, French and Portuguese to name a few, as the High languages while local languages are regarded as the Low languages is due to the perpetuation of colonial language policies. The bipolar concepts of globality and transnationality, the rise and fall of superpowers and would be superpowers, the neocolonial educational policies and the nature of politics of power in postcolonial Africa are some issues this discussion deliberates on and the extent to which these are impediments or otherwise to the use of indigenous languages in Zimbabwean tertiary institutions. 2015-10-09T12:22:31Z 2015-10-09T12:22:31Z 2013 Article 1815-9036 http://hdl.handle.net/11408/706 en The Dyke;Vol. 7, No. 3; p.1- 18 open Midlands State University |
| spellingShingle | Teaching , learning, indigenous african languages Charamba, Tyanai Impediments in the use of indigenous African languages as languages of instruction at tertiary institutions of learning |
| title | Impediments in the use of indigenous African languages as languages of instruction at tertiary institutions of learning |
| title_full | Impediments in the use of indigenous African languages as languages of instruction at tertiary institutions of learning |
| title_fullStr | Impediments in the use of indigenous African languages as languages of instruction at tertiary institutions of learning |
| title_full_unstemmed | Impediments in the use of indigenous African languages as languages of instruction at tertiary institutions of learning |
| title_short | Impediments in the use of indigenous African languages as languages of instruction at tertiary institutions of learning |
| title_sort | impediments in the use of indigenous african languages as languages of instruction at tertiary institutions of learning |
| topic | Teaching , learning, indigenous african languages |
| url | http://hdl.handle.net/11408/706 |
| work_keys_str_mv | AT charambatyanai impedimentsintheuseofindigenousafricanlanguagesaslanguagesofinstructionattertiaryinstitutionsoflearning |