SOAS Research Online

Abstract

The 2013 constitutional changes in Zimbabwe recognised Ndau as a distinct language, alongside other minority languages, to promote linguistic diversity. Before this, only Ndebele and Shona were national languages, and English was the sole official language, marginalising many indigenous languages. Despite the policy change, Ndau education still faces challenges, particularly in Chipinge and Chimanimani, where it is predominantly spoken. This study investigates these challenges through interviews and document analysis. The findings indicate that Ndau is often perceived as a Shona dialect, leading to its replacement by Shona in some schools. Additionally, the study uncovered other challenges, such as the lack of trained Ndauspeaking teachers, instructional materials, and positive attitudes towards the language. The study discusses the broader social, political, and educational implications of these issues and offers recommendations for improving the teaching and learning of Ndau.