Navigating Linguistic Diversity: Evaluating Foreign Language Acquisition Constraints and Enhancement Strategies in Zimbabwe’s Government Schools

Abstract

This study examines the limitations and opportunities associated with foreign language acquisition in Zimbabwe’s government schools. Despite the government’s efforts to integrate foreign languages into school curricula, uptake remains low. The study explores how these limitations, compounded by policy challenges, hinder effective foreign language education, and considers the implications for educational outcomes. Data were collected from key stakeholders, including learners, teachers, school heads, educational inspectors, officials from cultural institutions, and curriculum development specialists. Adopting a predominantly qualitative research design, supported by selected quantitative components, the study provides an in-depth analysis of linguistic diversity, educational resources, and policy frameworks in the Zimbabwean context. Based on findings, the research proposes contextually grounded, evidence-based recommendations, conceptualised as practical solutions and innovative strategies, aimed at enhancing the uptake and teaching of foreign languages in government schools. These solutions and strategies include measures to strengthen teacher capacity, improve resource provision, align policy with classroom realities, and foster community engagement. Collectively, these seek to improve learner acquisition and proficiency, and advance Zimbabwe’s linguistic competitiveness in a global context.