Evaluating the status of the Ndau language in education ten years after its official recognition

Mudenda, Talent; Ugwuanyi, Kingsley

Abstract

The 2013 constitutional changes in Zimbabwe recognised Ndau as a distinct language, alongside other minority languages, to promote linguistic diversity. Before this, only Ndebele and Shona were national languages, and English was the sole official language, marginalising many indigenous languages. Despite the policy change, Ndau education still faces challenges, particularly in Chipinge and Chimanimani, where it is predominantly spoken. This study investigates these challenges through interviews and document analysis. The findings indicate that Ndau is often perceived as a Shona dialect, leading to its replacement by Shona in some schools. Additionally, the study uncovered other challenges, such as the lack of trained Ndauspeaking teachers, instructional materials, and positive attitudes towards the language. The study discusses the broader social, political, and educational implications of these issues and offers recommendations for improving the teaching and learning of Ndau.

Citation

Mudenda, T., & Ugwuanyi, K. (2024). Evaluating the status of the Ndau language in education ten years after its official recognition. SOAS working papers in linguistics, 22, 30-43

• Journal Article Type: Article
• Acceptance Date: Oct 1, 2024
• Publication Date: Oct 1, 2024
• Deposit Date: Oct 1, 2024
• Publicly Available Date: Oct 1, 2024
• Journal: SOAS Working Papers in Linguistics
• Print ISSN: 1473-0855
• Peer Reviewed: Peer Reviewed
• Volume: 22
• Pages: 30-43
• Keywords: Ndau, minoritised languages, language policy, teaching and learning, Zimbabwe, Chipinge and Chimanimani