Disparities between language policy and implementation
A case study of Masvingo Urban Primary Schools: Zimbabwe
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The study was on the disparities between language policy and implementation: An assessment of the extent to which Shona is used as a medium of instruction in the first three years of primary education in selected Masvingo Urban primary schools. The four schools selected were Victoria Junior, Helen McGie, St Don Bosco and Rujeko Primary Schools. The descriptive survey design was used with questionnaire and interview techniques employed to collect data. The population comprised of four heads, four teachers in charge of infant grades, twenty four teachers of infant grades and ninety - six pupils....
The study was on the disparities between language policy and implementation: An assessment of the extent to which Shona is used as a medium of instruction in the first three years of primary education in selected Masvingo Urban primary schools. The four schools selected were Victoria Junior, Helen McGie, St Don Bosco and Rujeko Primary Schools. The descriptive survey design was used with questionnaire and interview techniques employed to collect data. The population comprised of four heads, four teachers in charge of infant grades, twenty four teachers of infant grades and ninety - six pupils. The information collected was presented in tables and narrative forms for analysis and discussion. The research findings indicated that English is highly regarded as the medium of instruction from Grades 1 3. Shona was rather not opted for because of what respondents felt it failed to do for them. All the text books and teaching learning materials are written in English. The pupils enjoy learning in English because of its supposedly acquired position from colonial period as compared to Shona. The research, therefore, concluded that unless Shona is incentivised people will not opt for it.
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