Language regulation in post-independence Zimbabwe (1981–2015) and Kalanga linguistic citizenship

Abstract

Kalanga is a language spoken in Zimbabwe and Botswana. Residing in the borderlands of both countries, the Kalanga have a shared precolonial history that was affected by the involuntary separation caused by the establishment of colonial borders and historical displacements. Employing document analysis and an integrative literature review, this article examines the post-independence Zimbabwe policy documents that played a crucial role in shaping Zimbabwe’s linguistic status, paying particular attention to Kalanga. These policies include the 1987 Education Act, 2006 Education Amendment Act, the 2013 Zimbabwean Constitution and the online content of the Kalanga Language and Cultural Development Association (KLCDA). Distinct from the first three government policy documents analysed, KLCDA is a non-governmental association. The findings revealed that the 1987 Education Act did not authorise the use of the then minority languages in the school curricula, while the 2006 Education Amendment Act only suggested the teaching of the then minority languages within their sphere of influence until Form Two (equivalent to Grade 9 in other African countries) of secondary education. The 2013 Constitution officially recognised previously marginalised minority languages such as Kalanga. KLCDA has been proved to be a platform where the Kalanga community uplift their language through literature production and hosting annual Kalanga festivals. The article uses the cultural hegemony theory and linguistic citizenship to juxtapose the role of civic and political structures in defining a language as well as the potential of language speakers in advocating for their language, even through grassroots means.