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The Marginalisation of Tonga in the Education System in Zimbabwe

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The Marginalisation of Tonga in the Education System in Zimbabwe THE MARGINALISATION OF TONGA IN THE EDUCATION SYSTEM IN ZIMBABWE BY PATRICK NGANDINI UNIVERSITY OF SOUTH AFRICA NOVEMBER 2016 THE MARGINALISATION OF TONGA IN THE EDUCATION SYSTEM IN ZIMBABWE BY PATRICK NGANDINI Submitted in accordance with the requirements of the degree of DOCTOR OF LITERATURE AND PHILOSOPHY In the subject AFRICAN LANGUAGES at the UNIVERSITY OF SOUTH AFRICA PROMOTER: Professor D. E. Mutasa Co – Promoter: Professor M. L. Mojapelo November 2016 Declaration STUDENT NUMBER: 53259955 I, Patrick Ngandini, declare that THE MARGINALISATION OF TONGA IN THE EDUCATION SYSTEM IN ZIMBABWE is my own work and that the sources I have used or quoted have been indicated and acknowledged by means of complete references. November 2016 Signature Date (PATRICK NGANDINI) i Dedication To my lovely wife Jesca Benza Ngandini, and my four children, Wadzanai Ashley, Rutendo Trish, Masimba and Wedzerai Faith. This thesis is also dedicated to my late father Simon Tsvetai Ngandini and my late mother Emilly Chamwada Maposa Ngandini who were my pillars throughout the painful process of my education. ii List of tables Table 2:1 Continental number of languages .......................................................................... 21 Table 2:2 Linguistic profile of Botswana............................................................................... 35 Table 4:2 Sample of the population ..................................................................................... 108 Table 5:1 Clauses from the Secretary‘s Circular No. 3 of 2002 ........................................... 134 Table 5:2 Optional teaching of other languages ................................................................... 135 Table 5:3 The teaching schedule of Minority languages in Zimbabwe ................................. 137 Table 5.4 Clause 4.2.1 ......................................................................................................... 141 Table 5:5 Typical triglossic structure of language use in an African country ....................... 149 Table 5:6 Number of Grade 7 candidates for indigenous languages ..................................... 169 Table 5:7 Section 62 of the Education Act 25:04 ................................................................. 173 Table 5:8 African languages/dialects spoken in Zimbabwe.................................................. 177 Table 5:9 Status of languages in Zimbabwe ........................................................................ 184 Table 5:10 Tonga candidates at university level .................................................................. 185 Table 5:11 Objectives of ZILPA ......................................................................................... 190 Table 5:12 Objectives of BASILWIZI ................................................................................ 202 Table 5:13 Lecture/student ratio at UCE ............................................................................. 206 Table 6:1 The Trilingual Model .......................................................................................... 224 iii Acknowledgements I would like to express my sincere appreciation and gratitude to all the people who assisted me for this thesis to be a success. This study is a direct result of the indefatigable efforts of promoters, colleagues and financiers. My sincere gratitude and appreciation goes to my promoter, Professor D. E. Mutasa and the co-promoter Professor M. L. Mojapelo for their valuable comments, tolerance, guidance and the encouragement I got from them through professional constructive suggestions. My promoters facilitated me to clarify my ideas and thoughts. I am also indebted to the University of South Africa‘s Financial Aid Bureau for granting me three bursaries throughout the study period. I would also like to thank the Librarian Ms. S. G. Napaai for accepting my requests and inquiries which made this study a success. I cannot forget all the participants of this study who freely contributed in this study by giving their views. I say to you, Thank you, Twalumba, Pakala Amulako Wako. I would like to thank the ministry of Primary and Secondary Education (Zimbabwe) for giving me permission to access selected schools in Binga district. My sincere gratitude is also extended to school educators, school heads, Education Inspectors, the District schools inspector for Binga and my research assistants Mr Emmanuel Sinampande and Dumisani Ndhlovu for their assistance in the data gathering process. To all the participants, this project would not have been a success without your input. My gratitude is also extended to my friends and fellow UNISA doctoral students who assisted with constructive criticism. Special mention goes to Mickson Mazurutse and Zvinavashe Mamvura. I would like to thank Dumizulu Mvududu the typist for his effort and time to produce this document. Last but not least, I would also like to thank all my family members who stood with me during the course of the research. Many thanks to my dear wife Jesca Benza Ngandini and my children Wadzanai Ashley, Rutendo Trish, Masimba and Wedzerai Faith‘s prayers and words of encouragement, love and support. Most importantly, I thank the Almighty for sustaining my health during the course of the research. iv Abstract The study interrogates the marginalisation of the Tonga language in the school curriculum of Zimbabwe. It explores the causes of marginalisation and what can be done by the Zimbabwean government to promote the Tonga language in the school curriculum at all levels in the education domain in Zimbabwe. In the study, the researcher uses a mixed method approach where qualitative and quantitative research techniques are used to corroborate data from different data gathering sources. The postmodernist theory is used in this research because of its encouragement of pluralism in society so as to enhance social cohesion. This is so because all languages are equal and they share the same functions and characteristics. There is no superior or inferior language in the eyes of the postmodernists. Participants for this study were drawn from district officials, selected primary and secondary school educators, primary and secondary school heads, all from Binga district of Zimbabwe and three university Tonga language lecturers, all purposefully selected. Focus group discussions, interviews, questionnaires, documents analysis and observations were used to collect data for this study. The data collected was then analysed using qualitative and quantitative analysis for triangulation purposes. The research established that the marginalisation of the Tonga language in Zimbabwe is caused by both exogenous and endogenous factors. The major factor is Zimbabwe‘s lack of a clear language policy exacerbated by attitudes of the different stakeholders which has also facilitated and enhanced the peripherisation of the Tonga language in Zimbabwe. The government of Zimbabwe has a tendency of declaring policies and not implementing them. Consequently, the government reacts to language problems as they arise. The study also reveals the importance of the Tonga language in the school curriculum in Zimbabwe. It also establishes that, for the Tonga language to be promoted there is need for the expeditious training of educators by the Ministry of Higher and Tertiary Education, Science and Technology Development. There is need for the government of Zimbabwe to strengthen their language policy so that the status of Tonga is enhanced and uplifted. A strong language policy will compel different stakeholders to stick to their mandate thereby improving the place of the Tonga language in the school curriculum at all levels of the curriculum in Zimbabwe. v Key terms Minority language, Language policy, Marginalisation, Indigenous language, Curriculum, Education, Postmodernism, African language, National language and Tonga. vi List of figures Figure 4:1 Matabeleland North province: Zimbabwe ........................................................... 104 Figure 4:2 Concurrent mixed method design ....................................................................... 109 Figure 5:1 Linguistic profile of Binga ................................................................................. 156 Figure 5:2 Sources of linguistic attitudes ............................................................................. 167 Figure 5:3 Factors that led to the Marginalisation of the Tonga Language in Zimbabwe ...... 181 Figure 6:1 Crucial stakeholders for the promotion and development of Tonga in Zimbabwe 213 vii Table of contents Declaration ............................................................................................................................... i Dedication ............................................................................................................................... ii List of tables........................................................................................................................... iii Acknowledgements ............................................................................................................... iv Abstract ................................................................................................................................... v List of figures ........................................................................................................................ vii Table of contents ................................................................................................................
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