CREATING EQUITABLE LANGUAGE SPACES: LANGUAGE AS A GATEKEEPING TOOL IN ZIMBABWEAN HIGH SCHOOLS

Abstract

The Zimbabwean education system adopts English as the primary medium of instruction despite the country’s linguistic diversity, which includes 16 officially recognized languages. This policy imposes standardized expectations across the academic landscape: classroom instruction, textbooks, and national examinations are exclusively conducted in English. Consequently, students lacking English proficiency face systemic disadvantages, perpetuating inequalities in educational access and achievement. Beyond academic performance, the dominance of English exacerbates sociocultural disparities among learners, influencing their sense of identity, belonging, and power relations within schools. Children whose linguistic and cultural backgrounds deviate from the dominant “English” narrative often experience marginalization, as the prevailing language norms dictate who is recognized as a legitimate learner in the classroom.

This paper investigates the impact of Zimbabwe’s language policy on diverse cultural groups, with a focus on the inequities embedded in linguistic spaces and the resulting dynamics within classrooms. Framed by theories of cultural capital and linguistic human rights, the study interrogates how English functions as a gatekeeping mechanism, systematically excluding indigenous languages and reinforcing hierarchies of linguistic privilege. It further explores whether the education system can realistically transition toward equitable language practices that validate multilingual identities and empower all learners. By critically analysing policy implementation and classroom realities, the paper contributes to broader debates on language rights and inclusive education in Zimbabwe.

Keywords: linguistic spaces, multilingualism, language rights, cultural capital, educational equity.