National unity in language

Christopher Charamba Features Correspondent
The late South African President Nelson Mandela once said: “If you talk to man in a language he understands, that goes to his head; if you talk to him in his language, that goes to his heart.”

Language is a key component of understanding a people, their history and their culture. In fact the novelist Khaled Housseni wrote: “If culture was a house then language was the key to the front door, to all rooms inside.”

Language carries with it important cultural nuances through proverbs for example that lose meaning or are watered down when translated.

Therefore in order for one to fully understand another’s culture and concurrently another’s history it is important for one to speak the language of the other.

Yesterday the country celebrated Unity Day. It is day that is couched in very important political and social dimensions.

The conflict of the early and mid-1980s, which resulted in many losing their lives before an agreement was reached between the two dominant parties Zanu-PF and PF-Zapu led by Cde Mugabe and Cde Joshua Nkomo, was political as much as social. In fact, ethnicity and language became markers of differences among the people, namely Shona and Ndebele.

Language is one aspect of national life that requires national introspection especially in relation to national unity and cohesion. The political pact of December 22, 1987 may have healed most part of the political differences but socially, and especially linguistically, it has not.

Today, a speaker of a different language in a different region may spawn discomfit, even with political undertones.

This is because it is a fundamental that was not remodelled – but one that needs to be, as a matter of principle and fact.

And this must be holistic.

The Zimbabwean Constitution recognises 16 languages: Chewa, Chibarwe, English, Kalanga, Koisan, Nambya, Ndau, Ndebele, Shangani, Shona, Sign Language, Sotho, Tonga, Tswana, Venda and Xhosa.

Although it may be impractical for all Zimbabweans to be conversant in all 16 languages, it would definitely serve the nation better and continue to nurture national unity if Zimbabweans learnt more local languages.

According to Neville Alexander, language policy options in Zimbabwe proffered by Zimbabwean academic Emmanuel Ngara at independence suggested that there be three languages in the country: Shona, Ndebele and English.

Kathleen Heugh points out that, immediately after independence, English was used as the medium of instruction at school while Shona and Ndebele were taught as subjects.

After 1984, parents could choose to have their children taught in English, Shona or Ndebele for the first three years of schooling, after which English became the only medium of instruction.

In fact the education language policy as enunciated by the Education Act 1987 (as amended in 1996) states that the three languages of Zimbabwe, namely, Shona, Ndebele and English shall be taught

in all primary schools from the first

grade – Shona and English the medium of instruction in areas where the mother tongue of majority of the residents is Shona and Ndebele and English in all areas where majority of the residents is Ndebele.

The Act goes on to state that in areas where minority languages exist, the minister of education may authorise the teaching of such languages in primary schools.

Local languages are permitted as a medium of instruction prior to Grade Four while from Grade Four English was to be the main medium of instruction.

In May this year the Primary and Secondary Education Ministry proposed changes to the school curriculum that would see Chinese, French, Swahili and Portuguese become compulsory subjects in Government schools.

While it is a noble idea to teach foreign languages to Zimbabweans and certainly prudent for regional and international communication, local languages should be given the same prominence if not more, as those from abroad.

It would be folly for two Zimbabweans from different ethnic backgrounds gathered at a local tavern to be conversing in a foreign language which historically has little or no connection to the nation while abandoning indigenous languages.

By incorporating more local languages into the school curriculum it would give Zimbabweans the opportunity to communicate with each other in an indigenous language regardless of location.

The Ministry of Primary and Secondary Education should therefore make further amendments to the Education Act to make Shona, Ndebele and English as the three main languages in Zimbabwe compulsory in all schools. Zimbabweans should also learn another of the 16 languages in the Constitution.

Being conversant in the major languages of the country would certainly make it easier for Zimbabweans travelling around the country but would also show an appreciation by all Zimbabweans for the diversity of people, culture and history.

Not only would it be practical for conversation purposes but it would also mean that all Zimbabweans are employable nationwide and would not be impeded by an inability to speak to a fellow Zimbabwean.

Writer Michael Gove noted: “Learning a foreign language and the culture that goes with it is one of the most useful things we can do to broaden the empathy, imaginative sympathy and cultural outlook of children.”

This is necessary and useful not only for children but also for adults. One of the greatest frustrations people find is not being able to understand each other be it physically or emotionally. By learning one another’s languages it provides platform for people not only to understand each other but to be understanding of one another. In order to build nationalism and national unity and do away with ethnic divisions, Tanzania’s first President Mwalimu Julius Nyerere through his Ujamaa policy made Swahili the main medium of communication. Everyone speaking a common language made it easier for the national identity of Tanzanians to be formed. Zimbabwe is fortunate to have founded its national identity through the liberation struggle which was then strengthened by the Unity Accord of 1987.

The country has a rich and diverse history which should be honoured and celebrated by Zimbabweans nationwide and from all walks of life. However, in order for Zimbabweans to fully appreciate this culture and history they must first know and understand the language.

The Bible, in the book of Genesis, tells of how people began to speak many different languages after they attempted to build the Tower of Babel to reach the heavens. Language became a means of dividing people and seeing them abandon their project as they could no longer understand each other. Zimbabweans should not be like the people of the biblical story who were divided by their different languages. Instead they should learn each other’s languages and work to build to country to greater heights, together.