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Students refuse that shona is the first language in Zimbabwe
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A tense confrontation unfolded at Phakamani High School in Plumtree, Matabeleland South, on Friday when learners challenged their teacher after she allegedly misrepresented the status of languages during a Heritage Studies lesson. The commotion erupted when the teacher claimed that Shona was the "most recognised" language in Zimbabwe, sparking outrage among students who pointed out the constitutional recognition of all 16 national languages.
According to reports, the female teacher, while teaching the hierarchy of languages and culture, stated, "In Zimbabwe we have 16 languages, Shona being the first language." This statement allegedly did not sit well with the learners, who immediately questioned the teacher, reminding her that the Zimbabwean Constitution recognizes all 16 languages, including Ndebele, Shona, English, and others.
The heated exchange prompted the students to protest what they perceived as an attempt to mislead them about the cultural and linguistic equality enshrined in the country's laws.
The Primary and Secondary Education Ministry's spokesperson, Taungana Ndoro, addressed the incident, clarifying that the government's Heritage-Based Curriculum acknowledges all national languages, including Sign Language, and emphasizes that no language is considered compulsory. "Besides, no language is compulsory, even English is not compulsory," Ndoro said. "Therefore, the allegations do not represent the government's position, and we are going to send a team to the school to investigate."
In response to the learners' protest, Mthwakazi Republic Party leader Mqondisi Moyo praised the students for standing up for their linguistic rights. He emphasized that the incident highlighted the importance of cultural preservation and educational equality.
"I applaud the learners for knowing their right to their language and culture and resisting the imposition of other people's language and culture on them," Moyo said. "What happened at the school was a significant event marking a pivotal moment in the struggle for cultural preservation and educational equality."
Moyo further cautioned against the potential for tribal friction caused by the distortion of cultural facts. He argued that imposing a dominant language or culture could marginalize local languages and hinder social cohesion. "Tribal egotism can hinder national unity, social cohesion and inclusive development," he said. "It can also hinder Matabeleland learners' education and cultural heritage by imposing a dominant culture and language, marginalizing or erasing Ndebele and other local languages, histories, and cultural practices."
The dispute at Phakamani High School underscores the ongoing conversations around cultural and linguistic rights in Zimbabwe, particularly in light of the country's diverse linguistic landscape. The Ministry of Education's investigation into the incident is expected to shed more light on the teacher's comments and the broader issue of language representation in schools.
According to reports, the female teacher, while teaching the hierarchy of languages and culture, stated, "In Zimbabwe we have 16 languages, Shona being the first language." This statement allegedly did not sit well with the learners, who immediately questioned the teacher, reminding her that the Zimbabwean Constitution recognizes all 16 languages, including Ndebele, Shona, English, and others.
The heated exchange prompted the students to protest what they perceived as an attempt to mislead them about the cultural and linguistic equality enshrined in the country's laws.
The Primary and Secondary Education Ministry's spokesperson, Taungana Ndoro, addressed the incident, clarifying that the government's Heritage-Based Curriculum acknowledges all national languages, including Sign Language, and emphasizes that no language is considered compulsory. "Besides, no language is compulsory, even English is not compulsory," Ndoro said. "Therefore, the allegations do not represent the government's position, and we are going to send a team to the school to investigate."
"I applaud the learners for knowing their right to their language and culture and resisting the imposition of other people's language and culture on them," Moyo said. "What happened at the school was a significant event marking a pivotal moment in the struggle for cultural preservation and educational equality."
Moyo further cautioned against the potential for tribal friction caused by the distortion of cultural facts. He argued that imposing a dominant language or culture could marginalize local languages and hinder social cohesion. "Tribal egotism can hinder national unity, social cohesion and inclusive development," he said. "It can also hinder Matabeleland learners' education and cultural heritage by imposing a dominant culture and language, marginalizing or erasing Ndebele and other local languages, histories, and cultural practices."
The dispute at Phakamani High School underscores the ongoing conversations around cultural and linguistic rights in Zimbabwe, particularly in light of the country's diverse linguistic landscape. The Ministry of Education's investigation into the incident is expected to shed more light on the teacher's comments and the broader issue of language representation in schools.
Source - southern eye
