LANGUAGE AND IDENTITY: PERCEPTIONS OF THE SHONA-NDEBELE LIVING IN ZAMBIA

Authors

  • Mbono Dube Lecturer, Zambian Open University, Zambia
  • Daniel Mpolomoka Lecturer, Zambian Open University, Zambia

Keywords:

Shona, Ndebele, language, identity

Abstract

This paper is informed by observations and revelations of long-drawn experiences with families of the Shona-Ndebele speaking people living in Zambia. At the core of exploring, the duo’s stay in Zambia is an undertaking to critically analyse their language movements, ethnic mobilisation and allegiance to their home country, Zimbabwe. The paper aligns itself to the contention by Bourdieu (1977) that the value ascribed to speech cannot be understood apart from the person who speaks, and the person who speaks cannot be understood apart from larger networks of social relationships.

Author Biographies

  • Mbono Dube, Lecturer, Zambian Open University, Zambia

    Dr. Daniel L. Mpolomoka is a lecturer in the school of education at the Zambian Open University (ZAOU), specializing in literacy, special and adult education. He holds a PhD in literacy and development. Daniel served as course coordinator of the ZAOU Transformative Engagement Network (TEN) Project supported by the Programme of Strategic Cooperation between Irish Aid and Higher Education Research Institute. He spearheaded the integration of HIV & AIDS in ZAOU curriculum, an initiative funded by the Association of African Universities. He is a fellow of the International Scholar Exchange Program championed by the African Council on Open & Distance Education (ACDE).

  • Daniel Mpolomoka, Lecturer, Zambian Open University, Zambia

    Dr. Mbono Dube is a lecturer in languages and linguistics at the Zambian Open University (ZAOU). She has vast experience in teaching at primary, secondary, college and university levels. Dr Dube loves writing novels, books, short stories and research papers. She is married, mother of three – one boy and two girls.

References

Achugar, M. (2006). Writers on the borderlands: Constructing a bilingual identity in Southwest Texas Journal of Language, Identity, and Education 5(2), 97-122.

Berard, T.J. (2005). On multiple identities and educational contexts: remarks on the study of inequalities and discrimination. Journal or Language, Identity, and Education, 4(1), 67-76.

Block, D. (2007). The rise of identity in SLA research, post Firth and Wagner (1997).

The Modern Language Journal, 91, 863-876.

Crawshaw, R., Callen, B. and Tusting, K. (2001). Attesting the self: Narration and identity change during periods of residence abroad [Electronic version]. Language and Intercultural Communication, 1(2), 101-119.

Evas, C.J. (2014). Minority languages fight for survival in the digital world. Retrieved from

www.theconversation.com/minority-languages-fight-for-survival-in-the-digital-age- 22571.

John, E.J. (2004). Language and Identity: National, Ethnic, Religious. New York: Palgrave

MacMillan.

Marfany, Joan-Liuis. (2005). Religion and the survival of ‘minority’ languages: the Caltan Case. Social History, 30(2).

Myhill, J. (2010). Identity, territoriality and minority language survival. Journal of Multilingual and Multicultural Development, 20(1).

Norton, B. (2000). Identity and language learning: Gender, ethnicity and educational change. Essex, UK: Pearson Education Limited.

Norton Pierce, B. (1995). Social identity, investment, and language learning. TESOL Quarterly, 29(1), 9-31.

Pietikäinen, S. and Dufva, H. (2006). Voices and discourses: Dialogism, Critical Discourse analysis and ethnic identity [Electronic version]. Journal of Sociolinguistics, 10(2), 205- 224.

Ros i Solé, C. (2004). Autobiographical accounts of L2 identity construction in Chicano literature [Electronic version]. Language and Intercultural Communication, 4(4), 229-241.

Taylor, F. (2013a). Self and identity in adolescent foreign language learning: A relational-

context perspective. Bristol: Multilingual Matters.

Taylor, F. (2013b). Relational views of the self in SLA. In Mercer, S and Williams, M (eds),

Multiple perspectives on the self in SLA. Bristol: Multilingual Matters.

Valdés, G. (2001). Heritage language students: Profiles and possibilities. In J. K. Peyton, D.A. Ranard, & S. McGinnis (Eds.), Heritage languages in America: Preserving a national resource (pp. 37-77). Washington, DC and McHenry, IL: Center for Applied Linguistics and Delta Systems.

Wallace, K.R. (2004). Situating multi-ethnic identity: Contributions of discourse theory to the study of mixed heritage students. Journal of Language, Identity, and Education, 3(3), 195- 213.

Weiyun, H.A. (2006). Toward an identity theory of the development of Chinese as a heritage

language. Heritage Language Journal, 4(1). From http://www.heritagelanguages.org/

Downloads

Published

2018-10-12

Issue

Section

Articles