An investigation of the implementation of Zimbabwe's language policy in primary education

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Periodical article

Title:	An investigation of the implementation of Zimbabwe's language policy in primary education
Author:	Mnkandla, Maureen
Year:	2000
Periodical:	Zimbabwe Journal of Educational Research (ISSN 1013-3445)
Volume:	12
Issue:	1
Period:	March
Pages:	75-99
Language:	English
Notes:	biblio. refs.
Geographic terms:	Zimbabwe Southern Africa
Subjects:	educational policy primary education languages of instruction education language policy
Abstract:	In Zimbabwe, section 55 of the Education Act of 1987 stipulates the languages to be used and taught in primary school. From the fourth grade, English is to be the medium of instruction. The two other national languages - Shona and Ndebele - are to be taught as subjects on an equal-time allocation basis as the English language. Languages designated as minority languages, such as Chewa and Kalanga, may be taught in areas where they exist. Based on data collected through structured interviews with administrators from the Ministry of Education, Sport and Culture, headmasters and teachers, and observation in four primary schools in 1998, the author assesses how professionals interpret and implement section 55 and how it is monitored and evaluated at classroom level. Her findings indicate there is no uniformity in the way respondents interpret the language policy, there is no common understanding on its implementation, and there is no consistency with respect to the monitoring of actual practice in the classroom. App., bibliogr., sum.