The Paradigm of Zimbabwean English: Implications for ESL Teaching
Abstract
‘New Englishes’ in non-native English-speaking countries present challenges in
English as a second language (ESL) teaching. So far, the secondary school
English syllabus in Zimbabwe disregards the emerging variety of Zimbabwean
English, which is structurally diverse from native Standard English. This study
explores the place of Zimbabwean English in the teaching of ZIMSEC Ordinary
Level English. It examines classroom teaching methodologies, materials,
assessment practices and teacher training. Semi-structured interviews were
used to solicit perceptions from ten Form Four English teachers from various
schools in Zimbabwe. Guided by the Communicative Language Teaching (CLT)
approach, the study established that, teachers of English are not qualified for
variety-related instruction. Moreover, the teaching methods, materials and
assessment practices exclude the Zimbabwean variety of English.
Acknowledging Zimbabwean English as an appropriate model of instructionwill
eliminate variety-related challenges in the ESL classroom, and mirror the
sociolinguistic reality of English diversity.
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