Abstract
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.
Highlights
The colonization of Africa by European countries during the late 19th century led to the imposition of foreign languages
It is against this background that after attaining independence and sovereignty in 1980 the Zimbabwean government pursued an agenda for linguistic decolonization (Government of Zimbabwe, 1982)
It was clear to the Zimbabwean people that political independence was meaningless unless it was accompanied by social-cultural and economic independence
Summary
The colonization of Africa by European countries during the late 19th century led to the imposition of foreign languages. Informed and guided by the theory of decoloniality, the main purpose of this paper is to critically analyze the post-independence Zimbabwe language policy and practices in education to determine whether the language policy radically changed or represents a continuity of the colonial era. Mignolo (2012) is on point to contend that coloniality of knowledge makes us understand how and why western intellectual practices translate, re-write other cultures and their knowledge and self-perception This process pushed indigenous knowledge and languages to the margins, characterizing them as barbaric and backward (Ndlovu-Gatsheni, 2015). In the context of this study, decoloniality as the theoretical lens is employed and deployed to subject Zimbabwe language policy to a rigorous criticism using the three matrices of analysis. Very few prior studies used decoloniality as a theoretical frame to unpack the deficiencies of Zimbabwe's language policy
Sign-in/Register to view highlights & summary Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
