Perceptions of English language learning and teaching: Implications for social justice in Chivi district primary schools, Zimbabwe

Abstract

In this study we critically investigated English as the language of learning and teaching (LoLT) in the Chivi district (Zimbabwe) and the  implications of its use as the LoLT for social justice education. Data were collected through semi-structured interviews, focus-group  interviews, observation and document analysis. The results show that social justice education is achievable when both learners and  teachers have equal access to the language of their choice in teaching and learning. The findings further reveal that English as the  language of instruction is considered to be a threat to people’s culture and identity. With this study we contribute to the existing body of  knowledge by advocating for social justice within the education system in the Chivi district of Zimbabwe.