African languages as media of assessment in the teaching of indigenous languages in higher education: A paradigm shift

Abstract

This study advocates a paradigm shift in the language of assessment in higher education, specifically in Teaching Practice at a Zimbabwean State University. Despite the university's language policy emphasizing the instruction of African languages in their respective languages, this research explores challenges faced by student teachers of African languages, who are taught and examined through indigenous languages in all modules except for Teaching Practice. Using a qualitative approach, the study interviews ten randomly selected student teachers specializing in ChiShona, along with ChiShona section and Teaching Practice coordinators. Document analysis of assessment reports supplements the findings. The study reveals that English instruments used for assessing students in work-related training were designed for supervisors not specializing in indigenous languages, leading to translation difficulties for both supervisors and supervisees during document preparation and lesson delivery. Limitations imposed on ChiShona student teachers due to difficulties in interpreting the English instrument hinder their full potential. The conclusion asserts that using English in assessing Teaching Practice for African languages compromises quality in both practice and supervision. It recommends the use of assessment instruments in indigenous languages for more effective evaluation.