Take the study of English seriously

Freedom Mutanda, Post Correspondent

THE year 2020 is upon us and the back to school craze that had drained parents and students is over.

Zimbabwe is one of the leading countries in the provision of education in Africa, putting the study of English, as a nexus to other subjects, to the fore.

English is the lingua franca of many countries as Britain controlled 25 percent of the world in 1914.

ECD marks the beginning of education, in the context of the updated curriculum, but we know learning starts from the day of conception.

Policy dictates that the mother’s tongue is the mode of instruction for ECD learners and it is inconceivable for teachers to begin teaching them in English, unless it is their native language.

Thus, while some of the parents may be happy to hear their children speak the Queen’s language with an exaggerated accent, policy dictates that every ECD learner must be able to access the teaching or learning situation in one of the 16 languages on offer in Zimbabwe.

More importantly, the pupil must be a member of that ethnic language — be it Shona, Ndau or Venda and later, when the learner graduates to Grade 1, English is then used across the curriculum.

There are more than 10 subjects at primary level and all, but Shona, are taught in English. However, the big question is: Do teachers teach them in the second language?

More than 50 percent of the time the indigenous language is used to teach all other subjects and even the teaching of English is conducted in the native language. Nothing is further from the truth!

Children are very observant and psychologically geared for any eventuality.

Hence, if they see that their teacher always repeating what he taught in the native language, they are bound not to pay any attention.

Therein lies the problem and I urge teachers to make it a habit to speak the ethnic language when it is time to use it and always use English to teach Mathematics or any other subject.

The story is told of a young boy who was very brilliant, but after an end of year test, he returned wearing a sullen face.

The following is the exchange between him and his Mathematics teacher:

Student: Madam, I should have obtained 100 percent in the Mathematics test today, but eish I failed you.

Madam: What is it, son? Many people say the Mathematics test was easy and I expect you to get a distinction.

Student: There was this item, 100 minus half. I scratched my head but I still feel that the answer I came up was incorrect.

As the conversation continued, the teacher realised that her student did not know that MINUS actually meant the symbol (–).

Against such a background, it is incumbent upon teachers to teach English across the curriculum.

Consequently, children’s linguistic skills improve greatly.

Therefore, the four macro skills, namely speaking, writing, listening and writing, are enhanced as teachers use the time they teach other subjects in the classroom.

One may argue, and rightly so, that by putting English at the centre of all learning areas, we run the risk of being victims of neocolonialism through cultural imperialism.

Communication experts say the world has become a global village and that is a stimulus for the study of English which is spoken almost throughout the world.

We know that English is the language of commerce; isn’t it quite right to equip our children with the right advantage?

The tug-of-war between teachers in various learning areas and the English language teachers is legendary and this is where a concerted effort by these professionals can bring forth desired results for the child.

All efforts at whatever level should be directed at the child.

Let’s face it. Without English at O-Level, one may not be able to pursue a preferred career.

If English is so integral to human development, why shouldn’t people wake up and smell the coffee?

Take the study of English seriously.

Granted, a teacher in a different learning area may find it useful to use the mother tongue in that particular subject, but we have to look at the bigger picture.

The child needs English as part of a repertoire of subjects to succeed in life.

Teachers must help them realise this goal.