Writing and publishing in a standardised language with a dialect bias: Implications for Shona Literature development in Zimbabwean education
DOI:
https://doi.org/10.64754/thedyke.v20i1.480Keywords:
Shona, novice speaker-writer , literature, orthography, language planning, word divisionAbstract
This study examines the impact of dialect bias in standardised Shona on the development of Shona literature in Zimbabwe. While Shona has multiple dialects, the Zezuru-based version is privileged in education and literature, marginalising other dialects like Karanga, Manyika, and Korekore. The research employed a qualitative approach using interviews and textual analysis to explore the challenges faced by novice Shona writers and their effects on literary creation and reception. Ten participants were purposively sampled, including writers, editors, and reviewers across the country. The gathered data were thematically analysed, and the study was informed by the Cultural Capital Theory. The study found that the dominance of Zezuru-based Shona creates barriers for speakers of other dialects, who feel disconnected from literature that does not reflect their linguistic and cultural realities. It concluded that this bias inhibits linguistic diversity and creativity, impacting the production and consumption of Shona literature in education. The study advocates for a more inclusive approach to standardisation that preserves dialectal diversity, accessibility, and engagement in schools while promoting national linguistic identity for a richer and more engaging literary landscape.
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