Abstract:
The study was undertaken to investigate the language interference involving IsiNdebele and Kalanga in a selected secondary school of Bulilima District in Matabeleland South Province in Zimbabwe. Language interference refers to the effect of the learners’ mother tongue on their production of the target language. The population of Bulilima District is largely of Kalanga speakers, hence Kalanga is the indigenous and dominant language in the district. Although the dominant language spoken in Bulilima is Kalanga, learners in secondary schools learn IsiNdebele, which is their second indigenous language. It is in the light of this observation that this study examined the interference of Kalanga, as the mother-tongue, in the learning and teaching of IsiNdebele as a subject among learners from predominantly Kalanga-speaking communities. While it cannot be disputed that children may acquire a second language naturally or informally, the reality of the situation in Bulilima District is that IsiNdebele is not their first language. Thus, one way or the other, they experience problems and/or challenges in their teaching and learning processes. The study used a qualitative research paradigm and purposively selected a secondary school in a predominately Kalanga-speech community in Bulilima District. Data collection instruments used in this study included interviews, observations and document analysis. The collected data were qualitatively analysed and presented through descriptive and narratives, depending on the nature of the given responses. The study concluded with recommendations based on the research findings highlighted following the Zimbabwe language policy on teaching and learning of languages in multilingual communities.
