Thwala, J. J.Babane, M. T.Bhebe, Cordial2022-11-222022-11-222022-11-10Bhebe, C. (2021) Language interference involving Isindebele and Kalanga in a selected secondary school in Bulilima District in Matabeleland South Province in Zimbabwe. University of Venda. South Africa.<http://hdl.handle.net/11602/2342>.http://hdl.handle.net/11602/2342PhD (African Languages)Department of African LanguagesThe 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.1 online resource (xiv, 199 leaves)enUniversity of VendaMother tongueUCTDSecond languageLanguage interferencesCode-switchingBorrowingLiteral translationDiglossiaBilingualism372.6596891Language and languages -- Study and teaching -- ZimbabweSecond language acquisitionLanguage and education -- ZimbabweLanguage and languagesIsindebele language -- Rhetoric -- Study and teachingKalanga language -- Rhetoric -- Study and teachingShona language -- Rhetoric -- Study and teachingThesisBhebe C. Language interference involving Isindebele and Kalanga in a selected secondary school in Bulilima District in Matabeleland South Province in Zimbabwe. []. , 2022 [cited yyyy month dd]. Available from: http://hdl.handle.net/11602/2342Bhebe, C. (2022). <i>Language interference involving Isindebele and Kalanga in a selected secondary school in Bulilima District in Matabeleland South Province in Zimbabwe</i>. (). . Retrieved from http://hdl.handle.net/11602/2342Bhebe, Cordial. <i>"Language interference involving Isindebele and Kalanga in a selected secondary school in Bulilima District in Matabeleland South Province in Zimbabwe."</i> ., , 2022. http://hdl.handle.net/11602/2342TY - Thesis AU - Bhebe, Cordial AB - 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. DA - 2022-11-10 DB - ResearchSpace DP - Univen KW - Mother tongue KW - Second language KW - Language interferences KW - Code-switching KW - Borrowing KW - Literal translation KW - Diglossia KW - Bilingualism LK - https://univendspace.univen.ac.za PY - 2022 T1 - Language interference involving Isindebele and Kalanga in a selected secondary school in Bulilima District in Matabeleland South Province in Zimbabwe TI - Language interference involving Isindebele and Kalanga in a selected secondary school in Bulilima District in Matabeleland South Province in Zimbabwe UR - http://hdl.handle.net/11602/2342 ER -