THE SHOCKING decision by the Binga Rural District Council to ban the teaching of Ndebele at the local authority’s schools is immature and smacks of a lager mentality.
Councillors claimed the resolution was passed to promote the dominant Tonga language and preserve traditional values.
This follows the passing of the new Constitution last year, which recognised the so-called minority languages such as Tonga.
Before the historic passing of the Constitution, English, Ndebele and Shona were recognised as the only official languages in Zimbabwe.
However, Tonga speaking children can now be taught in their mother tongue at primary level and this is a big milestone in as far as efforts to address issues of marginalisation are concerned.
Binga is generally considered one of the poorest districts in Zimbabwe and its inhabitants who are Tonga speaking often complain of marginalisation.
As reported elsewhere, councillors felt that one of the best ways to address this was to ban the teaching of Ndebele completely.
From the surface, the argument may appear valid especially with concerns that children were now doing five subjects instead of four.
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Tonga is said to be widely spoken in the Zambezi Valley covering Binga and Hwange districts in Matabeleland North province, Gokwe North in the Midlands and parts of Nyaminyami district in Mashonaland West.
But the reality is that there are few people who speak the language in Zimbabwe and barring students from learning Ndebele, the dominant language in the region may prove very counterproductive.
Learners from Binga would need the Ndebele language later in life as they graduate into the job market as some organisations insist on employing people conversant in the dominant languages for ease of communication.
There is nothing wrong with Binga schools continuing to teach those interested in the Ndebele language.
The introduction of the previously excluded indigenous languages such as Tonga would not be achieved overnight, but would be a process.
A lot needs to be done in terms of sourcing learning materials and engagement of properly trained teachers to tutor the languages.
Phasing out the teaching of dominant languages should not be based on emotion, but must be done after a serious evaluation of the likely implications.
The resolution by council is likely to entrench tribalism and leave schoolchildren disillusioned.
