Perception and attitude towards the study of African languages in Zimbabwean high schools : implications for human resources development and management

Abstract

The study sought to explore perception and attitude towards the study of African languages in high schools and the resultant implications on human resources development and management. The research basically explored the diverse perception and attitude that prevail towards African languages in African countries in general and Zimbabwe in particular. The descriptive survey research design was used mainly for its effectiveness in exploratory research. Participants were drawn from selected high schools and universities in Zimbabwe. Questionnaires, interviews, focus group discussions and documentary analyses were used to collect data. Data gathered were then subjected to both qualitative and quantitative analyses for triangulation purposes. Major findings indicated that the perception and attitude towards the study of African languages in Zimbabwean high schools is generally negative. English language is preferred to and valued more than African languages. Such perception and attitude determine choices of programmes of study at tertiary level and the selective channeling of people into specific professional fields. Consequently, that impact on the development and management of potential human resources in professions related to African languages. The current language policy in Zimbabwe has no clear instrument that defines the place of African languages in the curriculum and work place as is the case with English. The choice of language to study at high school is thus determined by fossilised perception and attitude towards languages in general, coupled with lack of career guidance on the link between African languages and related career opportunities, in the belief that English is the gateway to success. The study clearly reveals that it is the Zimbabwean education system that should realize the potential of schools as agents of change in improving the status of African languages. Hence the study advocates restructuring of the curriculum. Proposals and recommendations to re-engineer the Zimbabwean curriculum so that indigenous African languages are made compulsory up to ‘A’ level were made. Such a bold move would uplift the status of African languages and at the same time improve perception and attitude towards their study as well as indirectly, but positively, impacting on human resources development and management in related disciplines.