Reducing conflict in the language domain: A challenge for diverse learner populated schools in mining towns in Zimbabwe

Abstract

Linguistically diverse ethnic groups settled in mining towns in Zimbabwe where employment opportunities were high. As a result of this economic-motivated migration which engineered a diverse population, conflict in the language domain characterises primary schools that are administered by mines. This study aimed to investigate how conflict in the language domain can be reduced. A phenomenological research design was used. A sample of 38 participants consisting of three school administrators, three School Development Committee (SDC) members, two company managers and thirty Grade 6 learners was purposively drawn. Document analysis and interviews were used to gather data. The study revealed that diverse learner populated schools were besieged by language-based conflict which manifested as hatred, exclusion of some indigenous languages from the curriculum and competition over the indigenous language to be used as the language of instruction or the subject of study. It also emerged that language-based conflict could be minimised not only by teaching and learning languages spoken in and around the school but also by tolerating them.

Keywords: Linguistic diversity, cultural conflict, multicultural education, education plan, diverse learner, populated schools.