The official language-in-education policy and its implementation at infant school level in Zimbabwe

Abstract

This study focused on underlying reasons for the discrepancy between the official language policy and its implementation at infant school level in Masvingo District, Zimbabwe. A survey design was used. The sample consisted of 152 infant teachers, 25 school heads, 17 teachers-in-charge and three Provincial Education Administrators. Questionnaires and interviews were used to collect data. Data was analysed using descriptive statistics. The study found that participants were generally ignorant about the nature and requirements of the language policy of the 1987 Education Act (amended in 2006). Attitudes were found to be more positive towards English than Shona/ Ndebele as the language of instruction at infant level. Recommendations were made for policy makers to put in place mechanisms for attitude change and to conscientise policy implementers on the interpretation and implementation of the language-in-education policy.