Interrogating paradoxes in the multilingual provisions of the new 2013 Zimbabwean constitution

Abstract

The general understanding that goes with ‘officialising’ a language is that, its status is raised and its functions are diversified so much that it may be used in all facets of life. This study interrogates the possibilities of translating this official recognition into actual practice. The main issues to be discussed are; respondents’ awareness of the multilingual linguistic provisions in the 2013 constitution, respondents’ attitudes towards the multilingual provisions of the 2013 Zimbabwean constitution and the dichotomy between separate development of related varieties and harmonising related varieties. The study further looks at the practical possibilities of implementing these provisions by examining the conduciveness of the situation on the ground in Zimbabwe for such a change. The study also questions the commitment of the Zimbabwe government in promoting linguistic pluralism given its failure to implement the provisions of the 1987 Education Act on languages to be taught and used in schools. The study found that there are contentious issues to be considered. The first contentious issue identified by this research is on the need to maintain the unity in the country. The study argues that there is need to balance the desires of unity in diversity without getting lost in idealism. Although this may give these varieties space in the education sector, the problem is that, only a handful of varieties were chosen from a cluster of several such varieties in a similar situation.