Discrepancy between Speech and Written Versions of Shona: The Case of the Karanga of Chivi District in Masvingo, Zimbabwe

Authors

  • Beatrice Taringa

    Department of Language Education, Arts and Culture, University of South Africa, Pretoria, South Africa

DOI:

https://doi.org/10.30564/fls.v6i5.6709
Received: 31 May 2024 | Revised: 11 July 2024 | Accepted: 25 July 2024 | Published Online: 15 November 2024

Abstract

Schooling in Zimbabwe have a socially constructed hidden definition that impacts language learning. The ‘racialised bilingual tainted educationists’ measure learning through the influence of some recognised languages. Scholarship underestimate linguistic power dynamics in the ‘nativised foreign languages’. The phenomenon of ‘languaging education’ can be traced back to Christian missionaries in the 1890s and orthography harmonisation efforts. In an effort to decentre English, the government attempted a native language centred approach through Section (6) of the Zimbabwean Constitution, officially recognising 16 languages. To inclusivity, the medium of instruction for infant learners during the first three years is to be done using their native language. This reversal corrective measure has, in some circumstances, caused more harm than good. Through cultural capital theory this article examines, the discrepancy between written Shona and spoken Karanga dialect, the extent to which the Karanga dialect is a social capital for native infants in school, and its impact on academic success. The research is qualitative in nature and it employs case study design of purposively sampled experts. Key informants were interviewed and focus group discussions were done. The findings were triangulated with the textual analysis of reports, circulars and policy documents. The findings revealed a disjunction between the language spoken by the Karanga dialect native speakers and written versions of Shona. Thus, Shona just like the English language, is to quite an extent a foreign language that is neither native nor cultural capital to the educational success of Karanga learners.

Keywords:

Cultural Capital Theory; Native Language; Inclusivity; Orthography; Mono-Dialect; Multi-Dialect

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How to Cite

Taringa, B. (2024). Discrepancy between Speech and Written Versions of Shona: The Case of the Karanga of Chivi District in Masvingo, Zimbabwe. Forum for Linguistic Studies, 6(5), 1002–1016. https://doi.org/10.30564/fls.v6i5.6709

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Vol. 6 , Iss. 5 (November 2024)

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Copyright © 2024 Moussa Diagne Faye, Vini Yves Bernadin Loyara, Amadou Keita, Mamadou Diop, Angelbert Chabi Biaou, Mahamadou Koita, Hamma Yacouba

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