Language in education and language development in Zimbabwe

Abstract

This article analyses the language in education policy of Zimbabwe. It attempts to highlight the factors that informed the formulation of this policy, as well as the challenges and constraints that have affected its implementation. The country's language in education policy can be traced back to the colonial history of the country, when formal education was introduced by missionaries. Since then, unconvincing efforts have been made to improve the policy; and because of a number of challenges and constraints, as discussed in this article, success has thus far been very limited. Finally, the article highlights the contributions of higher education institutions in the country towards the success of the language in education policy.

Southern African Linguistics and Applied Language Studies 2008, 26(3): 351–362