International Journal of Religion 2024 Volume: 5| Number 12 | pp. 1672 – 1681 ISSN: 2633-352X (Print) | ISSN: 2633-3538 (Online) ijor.co.uk DOI: https://doi.org/10.61707/xn324t46 Mother Tongue Interference and Its Effects: A Case Study of a Selected Secondary School in Matabeleland South in Zimbabwe Bhebe C. 1 , Babane M.T 2 , Khosa M 3 Abstract The study was conducted in a selected secondary school in Matabeleland South Province of Zimbabwe where the problem of mother tongue interference on the teaching and learning involving African indigenous languages was detected. The inquiry adopted a qualitative paradigm while interviews and observations were data gathering instruments. The population comprised the Head of Department (HOD), IsiNdebele teachers and learners. The sample consisted of an HOD, two IsiNdebele teachers and forty form one and form two learners altogether. Collected data were thematically presented, discussed and analysed. Revealed in the study was that mother tongue interference is inevitable and has negative and positive effects. Although mother tongue interference is perceived negatively, its importance in education is that it provides the basis for acquiring of the target language. Hence, this spontaneous featuring should not be perceived as interference. Instead, it should be used to consolidate the acquisition of concepts in the target language. Keywords: Mother Tongue, Second Language, Interference and Bilingualism INTRODUCTION Throughout the colonial era, African languages and culture were denigrated (Nziramasanga 1999). This was evidenced by that the language of the coloniser which was not only imposed as the official one but was also the medium of instruction in the colonised country‘s education system. Currently, the linguistic situation in many African countries is that of bilingualism or multilingualism as is the case is in Zimbabwe which is a multilingual country with sixteen (16) spoken languages (Hachipola, 1998). The Zimbabwean Constitutions of 2013, English was the official languages while African languages Shona and Ndebele were relegated to an inferior status especially regarded as national languages taught in the education system. Those that included Shangaan, Venda, Kalanga, Nambya, Tonga, Chichewa, Sotho, Chikunda, Sena, Barwe, Hwesa, and Tshwawo were regarded as indigenous minority languages (Chimhundu 1997). Furthermore, Muchenje et al. (2013) assert that other indigenous languages such as Tonga, Kalanga, Venda, Shangaan and others suffered calculated neglect. An attempt to redress linguistic diversity problems in the country was later made through the 1987 Education Act which enhanced the status of some of the local languages while recognizing English as the language of business, administration and international relations (Nziramasanga 1999). For instance, in Zimbabwe, after independence the government realised the role played by the mother tongue in learning, thus an educational policy raised the status of indigenous languages (Ndamba, 2008). According to Muchenje system was acknowledged et al. (2013: 501) “For the first time the place of indigenous minority languages in the education”. It is the same with the South African Constitution of 1996 where nine African languages were elevated to the official status to join English and Afrikaans. Furthermore, Zimbabwe’s national language policy on education contained in the Education Act of 1987 (as amended in 1990 and 2006), categorically states that, in areas where minority languages exist, the Minister may authorise the teaching of such languages in primary schools in addition to English, Shona and Ndebele. In this regard, the Education Act enhances a conducive environment for teaching of indigenous minority languages for the benefit of all learners in the country. In concurrence, grossarchive.com/project (2020) stresses that the importance of mother tongue in education of a child cannot be over emphasised. The importance of mother tongue is further endorsed by Goduka (1998) who argues that 1 University the Free State, Department of Languages in Education 205 Mandela Drive, Bloemfontein 9300 South Africa. E-mail: cordbhebe@gmail.com 2 University of Venda, Department of African Languages Department of African Studies P.O. Box X5050, Thohoyandou 0950 South Africa. E-mail: babane@univen.ac.za 3 University of the Free State, Department of Languages in Education 205 Mandela Drive, Bloemfontein 9300 South Africa. E-mail: khosam@ufs.ac.za