| dc.description.abstract | This paper investigates ideological challenges and implications associated with two models in the teaching and learning of Shona at university level. The UZ model involves the use of English as a medium of instruction for Shona courses while MASU pedagogy employs Shona for the same purpose. Both approaches raise fundamental pedagogical and linguistic issues conceptualized within the framework of broad diglossia, functionalist and bilingual education perspectives. Data was gathered through participant observation, interviews and questionnaires. Proponents in favour of Shona argue that it is a carrier of culture, pride, consciousness, value systems, fosters a participatory approach to development and offers a window for decolonization and total emancipation. Those in favour of English highlight its expressiveness and utility in the global context. However, it is argued that all languages are equally expressive and as such Shona can be used for pedagogical purposes at any level of education. At the moment, researchers, policy makers and other relevant stakeholders should make concerted efforts in language planning, curricular designing and policy formulation in order to empower indigenous languages and hence indigenous people, their value systems and developmental potential. | en |
