Language in education and language development in Zimbabwe

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dc.contributor.authorNkomo D.
dc.date.accessioned2011-05-15T16:03:54Z
dc.date.available2011-05-15T16:03:54Z
dc.date.issued2008
dc.description.abstractThis article analyses the language in education policy of Zimbabwe. It attempts to highlight the factors that informed the formulation of this policy, as well as the challenges and constraints that have affected its implementation. The country's language in education policy can be traced back to the colonial history of the country, when formal education was introduced by missionaries. Since then, unconvincing efforts have been made to improve the policy; and because of a number of challenges and constraints, as discussed in this article, success has thus far been very limited. Finally, the article highlights the contributions of higher education institutions in the country towards the success of the language in education policy. Copyright © NISC Pty Ltd.
dc.description.versionArticle
dc.identifier.citationSouthern African Linguistics and Applied Language Studies
dc.identifier.citation26
dc.identifier.citation3
dc.identifier.issn16073614
dc.identifier.other10.2989/SALALS.2008.26.3.4.631
dc.identifier.urihttp://hdl.handle.net/10019.1/12836
dc.titleLanguage in education and language development in Zimbabwe
dc.typeArticle
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