An Ecological Approach to the Implementation of Language-in-Education Policy: A Kalanga Case Study

Abstract

Following the recognition of 16 languages in the Zimbabwean Constitution in 2013, 2015 saw a curriculum reform process begin, and the Education Act was also amended in 2019. Even though there were previous language-in-education policies aimed at promoting the use of minority languages, it is contended here that most the languages included in the previous policies have not made any significant inroads as languages of education. The study therefore examines the implementation of the language-in-education policy as enshrined in the Constitution, Education Act and curriculum framework, using Kalanga as a case study. It argues that language-in-education policy is affected by the wider linguistic ecological system and identifies the ecological factors that affect policy implementation. The research takes a qualitative approach and focuses on the perspectives of a sample of ministry officials, heads of schools, teachers, parents and advocacy groups. The findings demonstrate that there are linguistic ecological factors that cannot be overlooked and exist in an interconnected relationship.