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Canada Du Canada Acquisitions and Direction Des Acquisitions Et Bibliographie Services Brar.Ch Des Services Bibliographiques 395 Welhnglon Sueet 395 National Library Bibliothèque nationale l..rrl of Canada du canada Acquisitions and Direction des acquisitions et Bibliographie Services Brar.ch des services bibliographiques 395 Welhnglon Sueet 395. rue WClhnglon Ottawa. OnlarlO Onawa (OnI300) K1AQN.= K1AON4 "'" '01," N.>:".'.·" ........·r NOTICE AVIS The quality of this microform is La qualité de cette microforme heavily dependent upon the dépend grandement de la qualité quality of the original thesis de la thèse soumise au submitted for microfilming. microfilmage. Nous avons tout Every effort has been made to fait pour assurer une qualité ensure the highest quality of supérieure de reproduction. .reproduction possible. If pages are missing, contact the S'il manque des pages, veuillez university which granted the communiquer avec l'université degree. qui a conféré le grade. Some pages may have indistinct La qualité d'impression de print especially· if the original certaines pages peut laisser à pages were typed with a poor désirer, surtout si les pages typewriter ribbon or if the originales ont été university sent us an inferior dactylographiées à l'aide d'un photocopy. ruban usé ou si l'université nous a fait parvenir une photocopie de qualité inférieure. Reproduction in full or in part of La reproduction, même partielle, this microform is governed by . de cette microforme est soumise the Canadian Copyright Act, à la Loi canadienne sur le droit R.S.C. 1970, c. C-30, and d'auteur, SRC 1970, c. C-30, et subsequent amendments. ses amendements subséquents. Canada LANGUAGE LEARNING AND TEACHING IN ZIMBABWE: ENGLISH AS THE SOLE LANGUAGE OF • INSTRUCTION IN SCHOOLS A study of students' use of English in Zimbabwe, their indigenous languages (Shona and Ndebele), and the schools' methods of instruction in secondary school classrooms By Maireva Faustina Masawi Mugore Department of Curriculum and Instruction Faculty of Education McGill University Montreal, Canada A thesis submitted to the Faculty of Graduate Studies and Research in partial fulfilment of the requirements of the degree of philosophy. • _~ Maireva Faustina Masawi Mugore 1995 National Ubrary Bibliothèque nationale 1+1 of Canada du Canada Acquisitions and Direction des acquisitions et Bibliographie Services Branch des services bibliographiques 395 Wellington Street 395. rue Wellington Qnawa. Orllano Ottawa (Onlar:o) K,AON4 K,AON4 The author has granted an L'auteur a accordé une licence irrevocable non-exclusive licence irrévocable et non exclusive allowing the National Library of permettant à la Bibliothèque Canada to reproduce, loan, nationale du Canada de distribute or sell copies of reproduir·a, prêter, distribuer ou hisjher thesis by any means and vendre des copies de sa thèse in any form or format, making de quelque manière et sous this thesis available to interested quelque forme que ce soit pour persons. mettre des exemplaires de cette thèse à la disposition des personnes intéressées. The author retains ownership of L'auteur conserve la propriété du the copyright in hisjher thesis. droit d'auteur qui protège sa Neither the thesis nor substantial thèse. Ni la thèse ni des extraits extracts from it may be printed or substantiels de celle-ci ne otherwise reproduced without doivent être imprimés ou hisjher permission. autrement reproduits sans son autorisation. ISBN 0-612-08136-2 Canada • This study is dedicated to my grandparents Vasekuru Benjamin Chidamba Tinhidzike Masawi Ambuya Miriam Siraye Nherera Rusike Masawi and their children: Amaiguru Ederina Masawi Kachidza Amai Firida Masawi Goneke (my mother) Sekuru Ronnie Chidamba Masawi Sekuru Marcus Damian Masawi The study further recognizes and commemorates my grandparents' high sense of human virtues, and gives a grateful tribute to their many acts of kindness to their children, grandchildren, neighbours and friends. • TABlE OF CONIENTS • Abstract o 0 •••• 0 ••••• 0 • 0 •••• 0 0 •••• 0 0 •••• 0 •••••••••• 0 • 0 •••• 1 Resume o 0 •• 0 0 0 • 0 0 0 ••• 0 0 •••• 0 •••• 0 0 • 0 0 0 0 0 •••••• 0 •• 0 •• 0 •• Il Acknowledgements 0 0 0 • 0 ••• 0 0 •••••• 0 ••• 0 • 0 0 • 0 0 0 •••• 0 0 • 0 ••• 0 •• iii Introduction 000000000000•••0••0•00•0000•00•0•000000•0000•0•0 1 Chapter One: 000000000000000•0•000000••000000••00••0000••000 8 English as the sole language ofinstruction in Zimbabwe: Background history and policy. Chapter Two: 00000•00•00000000000000•00000000000000000•000 24 The problem in learning and teaching English in Zimbbwean secondary schools todayo Chapter Three o. 000000•00000000000000000000000000000•000•00 46 . Theories oflanguage learning; fieldwork and methodso Discussion and interpretation of fieldwork findingso Chapter Four 00000000000000000000000000•0000000000000000•00 59 Exploring classroo;il experience: classroom instruction and aetivitieso Chapter Five 0000000000000000•00000•00000000000000000000•00 85 Policy implications, alternatives and options for education in Zimbabwe. Chapter Six 00000000000000000000000•0000000000•••000000000 103 Recommendations and suggestions for further study and research. References: 0 0 • 0 •••••• 0 0 0 0 0 0 0 0 0 0 oC 0 0 • 0 0 0 •• 0 • 0 0 0 0 0 0 0 0 ••• 0 0 0 0 121 Appendix One: o... 0••00000000000•0•0000000000•0000••00•00 131 Selected field notes Fieldwork questions, responses, observations and summaries: bath spoken and written Appendix Two: 00000000000•00000•••00000000000••0••000•0 o. 156 Fieldwork contexts, categories and "'. • a selection ofcomments • ABSmACf This study focuses on the use ofEnglish as the sole medium of instruction in Zimbabwean schools and the effect ofsuch a policy on the educa:ional achievement of students, particularly in seconc!aIy schools. The raie ofShona and Ndebele, two other Zimbabwean official languages, in schooling is aIso exarnined. Sorne ofthe findings reveal a learning and teaching environment that prevents strategies from addressing linguistic, social and cultural development with a coherent workable vision in the English classroom. Because English is the worlàng language ofgovernment, business, and industry in Zimbabwe, an English-oIÙY policy seems to he a practical means to prepare students for higher education and the workforce. The growing status ofEnglish as an interna- . tional lingua franca provides additional support for such a policy. This study reveals the need to rethink the ùnposition ofan English-oIÙY policy. The findings indieate that current teaching approacheslmethods and materials do not entirely support language development in English, largely becanse they do not take into accoWlt the economic, social, and Iinguistic situations ofthe students. The study supports and calls for a multifaceted approach to the way language is currently taught in Zimbabwe, and sees this as one way seconc!aIy schools can produce, through the medium ofEnglish instruction, students and teachers who can adapt to rapid change, and relate to people from diverse socio-cultural and linguistic backgroWlds. The study emphasizes the integration and expectations ofpeople's views on language and education, as heard and expressed by many respondents. This is con­ sidered central te any meaningful effort tewards Iinguistic competence, a chaIIenging but stimulating learning environment, and better commtmication among students and teachers. • • RESUME Cette étude e.'=lÏne l'utilisation de l'anglais comme seul médium d'i:1S1IUction dans les écoles au Zimbabwe et l'effet de cette politique sur l'accomplissement éducatif des étudiants, particulièrement à l'école secondaire. Le rôle des deu.x autres langues officielles, Shona et Ndebele, est aussi examiné. Certains résultats de cette recherche révèlent tm environnement d'enseignment et d'apprentissage qui rend inefficace les stratégies qui s'adressent au développement linguistique, social et culturel d'tme vision cohérente et réalisable dans les classes d'anglais. A cause du fait que l'anglais est la langue de travail du gouvernement. des affaires et de l'industrie, tme politique de l'anglais-seulement semble être tm moyen pratique de préparer les étudiants aux études supérieures et à la main d'oeuvre. La croissance du statut de l'angiais comme langue internationale (lingua franca) procure tm appui supplémentaire à cette politique. Cette étude révèle la nécessité de repenser l'imposition de cette politique de l'anglais-seulement Les résultats ont démontré que les approches, les méthodes et les matériaux d'enseignement actuels n'appuient pas entièrement le développement de la langue anglaise, en grande partie à cause dù fait qu'ils ne tiennent pas compte des situations écononùques, sociales et linguistiques des étudiants. Cette étude maintient et fait appel à tme approche multi-facette en ce qui concerne les processus de développement clefs de l'apprentissage de la langue, et voit ceci comme étant tme façon de produire à l'école secondaire, par le médium de l'ensei­ gnement de l'anglais-seulement, des professeurs et des étudiants qui peuvent s'adapter au changement rapide et qui peuvent établir des rapports avec des gens de diverses nùlieux socio-culturels et linguistiques. Cette étude met en relief la nécessité d'intégration de la perception des gens et de lans attentes en ce qui concerne la langue et l'éducation telles qu'exprimées par les répondants. Ceci est considéré le point central de tout effort significatifvers tme compétence linguistique, ce qui est tm défi, mais qui offie un environnement stimulant et tme meilleure communication entre professeurs et audîants. • Il • ACKNO This work has depended on the rime, ideas and experiences ofmany other people,
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