Language policy row deepens in Matebeleland schools

In classrooms across Matebeleland, a quiet but consequential struggle is unfolding - one that pits language, identity and educational outcomes against the realities of policy implementation.

The debate, now firmly on the agenda in Parliament, centres on concerns from legislators and parents that Zimbabwe's language policy is disadvantaging learners, particularly in regions where teachers do not speak the dominant local language, Ndebele.

For years, communities in Matabeleland have raised alarm over the deployment of non-Ndebele speaking teachers in both primary and secondary schools. Critics argue that this linguistic mismatch is a major contributor to declining academic performance in the region.

The issue has proven politically sensitive. In 2025, Emmerson Mnangagwa dismissed Bubi legislator Simelisizwe Sibanda after he publicly opposed the placement of a non-Ndebele speaking teacher in his constituency. Although Sibanda was later reinstated, the episode highlighted the tensions surrounding language and governance.

More recently, the debate has taken a broader policy turn. Senator Michael Bimha proposed a unified language framework in which learners nationwide would study the same core languages - Shona, Ndebele and English - regardless of region.

"Languages unite people," Bimha argued, suggesting a standardised curriculum could strengthen national cohesion.

However, Primary and Secondary Education Minister Torerai Moyo pushed back, emphasising the government's commitment to inclusivity and the protection of all 16 officially recognised languages.

"We value all 16 languages," Moyo told the Senate, warning that prioritising a select few could amount to cultural erasure. He acknowledged, however, that the current system has shortcomings, particularly for minority language speakers such as Tonga and Ndau.

Zimbabwe's approach is anchored in the Zimbabwe Early Learning Policy, which mandates that children from early childhood development (ECD) to Grade Two be taught in their mother tongue - a legal requirement designed to protect linguistic rights and improve comprehension.

Yet implementation remains fraught. Minister Moyo conceded that while the policy is sound in principle, delivering instruction across multiple languages in practice presents significant logistical challenges.

"It may be a challenge to teach the child all 16 languages," he said.

Comparisons with other countries have also surfaced. Senator Sesel Zvidzai pointed to Tanzania, where Swahili serves as a unifying national language.

But Moyo rejected the idea of adopting a single dominant language, cautioning that enforced uniformity could marginalise minority groups rather than unite them.

"If we force everyone to speak one language, we may think we are uniting people, but in fact we will be oppressing others," he said.

Instead, he argued that national cohesion should be built through shared values and cultural identity rather than linguistic conformity.

For many parents in Matabeleland, however, the policy debate remains secondary to an immediate concern: children struggling to understand lessons delivered in unfamiliar languages.

As government seeks to balance inclusivity with practicality, the unfolding debate underscores a deeper national question - how to reconcile linguistic diversity with equitable access to education in a multilingual society.