ZIMBABWE’S LANGUAGE POLICY IN EDUCATION AND THE ‘SILENCED VOICES’: A CASE STUDY OF NYANJA/CHEWA SPEAKING PUPILS FROM PORTA AND KINTYRE PRIMARY SCHOOLS IN ZVIMBA, ZIMBABWE

This paper presents the findings of the perceptions of pupils from Nyanja/Chewa speaking background regarding the status of their mother tongue in the education system. The study is informed by post modern theoretical perspective which celebrates diversity in society. The study adopted the case study design within the qualitative paradigm. A sample of twenty pupils (N=20), ten from each of the two participating schools was used. Simple random and stratified sampling techniques were utilised. For data collection, the interview and focus group discussion were used. It was found out that Nyanja/ Chewa as an indigenous language is not taught as a subject at Porta and Kintyre Primary Schools. It came to light that Shona is the indigenous language being taught in these commercial farming schools thus neglecting the indigenous language, a situation which the participants labelled unfortunate. The study recommends that the Education Ministry seriously considers that Nyanja/ Chewa be taught in commercial farming and mining areas so as to benefit pupils who are predominantly Nyanja/Chewa speaking. Teachers’ colleges are being called upon to train teachers who will be deployed to teach in schools in farming and mining areas.