Abstract:

This paper is a desktop review of the implementation of the use of the learners’ mother tongue in the Zimbabwean classroom. Zimbabwe is a multilingual nation; it has consistently been a country of diverse societies with various cultures and histories. The multilingual classroom is a challenge that comprises the presumed situation that the teachers do not communicate in the mother tongue of multilingual learners. In contrast, the learners have only restricted experience in the language of instruction employed in the classrooms. Surprisingly forty-two years of political independence have yet to result in simultaneous language independence. All local languages, irrespective of their level of progression or number of speakers, must be protected and revered. It is in line with the Constitution of Zimbabwe, which recognises sixteen indigenous languages. Under culture and language, the constitution argues that every person must utilise the language of their choosing. Using these languages in learning is a significant step toward educating all Zimbabweans. However, implementing multiple languages remains a massive task for the government. This paper examined the implementation of the learners’ mother tongue in the Zimbabwean classroom. The research objective was to establish the importance of using the mother tongue in the classroom. A desktop research methodology was used, as well as a qualitative case study design and a rigorous evaluation of literature on the implementation of the use of the learners’ mother tongue in the Zimbabwean classroom, as highlighted in the literature review. The post-modernist theoretical perspective underpinned the study. Data were also collected using face-to-face interviews and focused group discussion instruments. The research findings revealed that the difficulties in formally accepting the 16 indigenous languages entrenched in the classroom in the 2013 Zimbabwean Constitution were due to adverse perceptions, a lack of understanding of what the multilingual provisions require, and the various levels of investment in the other languages. The findings also revealed that using the mother tongue in the classroom is essential, as it enriches understanding, builds confidence, allows learners to grasp concepts and speaks to the culture of the students. The results also disclosed that the mother tongue is not examinable and that some words are difficult to translate into the mother tongue. It emerged that there is a need for resources dedicated to translating content into the mother tongue and making all languages available in the classroom, which curriculum planners and implementers recognise as examinable. This paper recommended that the mother tongue should be examinable, and resources need to be dedicated to translating content into the mother tongue. This will foster the implementation of the learner’s mother tongue in the classroom.

Keywords:

mother tongue, multiple languages, language of learning and teaching, language of instruction, indigenous language