[lg policy] Language Policy and Interpretation in Zimbabwe Education System

[Harold Schiffman]

Language Policy and Interpretation in Zimbabwe Education System

by James on 01:12 PM, 17-Oct-10

Language policy dictates that all instructions in the education system
must be in specific languages for learner to learn so that they become
responsible citizens .

Zimbabwe education system is the product of their colonial masters the
British culture.In the schools most of instructions should be given in
English from the third grade upwards, whilst the infants should be
taught in their mother's tongue(first language) until they mastered
the English (second language)Although debates done outlawed the
emphasis of adopting English as the only official language for
educational instructions. English is still the widely spoken and
official language in most of the government and commercial activities.

According to this current curricular thinking children begin from
principle taught on language skills that they possess when entering
school ,so that they should begin with local languages as medium of
instructions. Zimbabwe has three major languages widely spoken around
the country, English ,Chishona and Ndebele.Plus a host of other
dialects. The local dialects are recommended to be widely used in
infant classes for them to understand as they gradually introduced to
the dominant English as a second language in Zimbabwean society.
English is more important not because of how it was influenced by the
colonisers in Zimbabwe,but it has become a major international
language widely diffusion to all continents of the world by
trade,colonisation and conquests. It is also the USA's political
muscle and economical powerhouse that caused English language to be
even more diffused language than through the former British colonies
and its dominions that counts for its wide dominance over other world
languages.

The worldwide expansion of English means it is the widely spoken
language in the world with over a billion speakers and another billion
as second language English speakers. Hence there are many varieties of
English in the world today. In Zimbabwe it is the language of
instruction ,trade and official discourse.Education sector is of no
option except to produce people who will suit the needs of the
industry,commercial and world demands. The key principle for English
is promoting interaction of four language domains thus listening
,speaking ,reading and writing.
Language competence delived by increasing ranging and variety of real
needs through something of genuine interests and purposes of audience.
Meaning working is aided when pupils and teachers are collaboratively
working and sharing of experiences.

The teacher's role in language learning is complex and responsible ,it
is not concerned with the income cash of skills ,but organisation of
those language activities for real purposes from the skills
acquired.Few aspects of English language can be mechanically marked
and formal language exercise has little or no effect on ability to use
language. However more attention should be given to the place of the
spoken word in learning. (Protherough 1999:34) Finally many pupils are
taught as a system and consequently they don't understand the nature
of their mistake or how to put them right. What is learned
specifically is the language itself , in a variety of its
manifestations rather than facts of that language.

http://zvavanhu.mywapblog.com/language-policy-and-interpretation-in-zi.xhtml

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