Impact of the Language of instruction on Writing Competence of Learners in Zimbabwean secondary Schools: A case of Gweru Region

Dube Precious; Gumbo Lettiah

Vol-5,Issue-3,May - June 2020

Author: Dube Precious, Gumbo Lettiah

Keywords: Writing competence, translation, translanguaging, code switching; bilingualism, multilingualism, proficiency.

Abstract: This study seeks to analyse how language of instruction affects writing competence of learners in selected schools in Zimbabwe. Competence according to Chomsky (1965) refers to, the native speaker’s knowledge of the language, that is, knowing the rules of the language. Writing competence therefore includes, a set of different abilities which are necessary for composing good texts. This study will look at the writing competence of learners in Zimbabwe, since writing can be seen as a process for which suitable work techniques must be available. This study used the qualitative approach with a sample of secondary school teachers, from both public schools and private schools, secondary school learners from form four (4) classes, from both public schools and private schools, parents, and government officials who are in charge of these schools. Questionnaires and interviews and documentary review were used as research instruments for this study. This study concludes that language of instruction has a major influence on learners’ academic achievement. While most teachers have a good command in the language of instruction, they have to use coping strategies such as code-switching and translation to help students understand the lesson properly.

DOI: 10.22161/ijels.53.26