The teachers' perceptions on the use of Indigenous languages as medium of instruction for Early Childhood Education learners: Case Study of Ardbennie Primary School in Harare

Abstract

The aim of this research was to explore the perception of facilitators in using Indigenous Language as a medium of instruction to ECE learners at Ardbennie Primary School in Mbare / Hatfield District in Harare Metropolitan Province. A qualitative research approach was used to gather data using focus group interviews and observations. Eight ECD facilitators were the participants. It was found that at the particular school facilitators were indeed using Indigenous Languages as a medium of instruction. However there were some noted arguments from the facilitators as most of them were following the Zimbabwean Language Policy on use of Indigenous Language. Some were following the preference of parents and the Head of the school who emphasized the use of English. Most facilitators were of the opinion that IL was best as it offered flexibility among learners who in this case are mostly Shona speaking. Since most of the learners were socialized in IL at home it made it easier for the facilitators to interact with the learners. The facilitators also argued that during their professional training it is emphasized that IL is the best language for an ECE learner that is why they were using IL. Some learners who first attended ECE centres before formal environment at the school were facing challenges in communicating as they were taught English. Their language acquisition was poor as they ended up not being proficient in any of the two languages. Based on the findings the infant department should hold staff development meetings with other staff members so that the positive attitudes of ECE facilitators on Language Policy should be put into practice.