Abstract
This thesis explored the dynamics of heritage language (HL) maintenance among Shona-speaking Zimbabwean migrants in Namibia by focusing on the tension between the tendency towards assimilation to English and efforts to preserve the Shona language. Adopting Spolsky’s Family Language Policy, Vygotsky’s Socio-Cultural Theory and Karan’s Perceived Benefit Model, the study investigated language practices in- and outside the home, exploring children’s language proficiency outcomes, contributing factors, attitudes, strategies and the challenges that migrant families face with the maintenance of their (HL). Data were collected using open-ended interviews and participant observations involving six families, comprising 10 parents and 14 children. The findings reveal that socio-economic status significantly influenced language maintenance, with families in high-density areas displaying more positive attitudes to Shona, while more affluent families emphasised English. The study underscores the family unit’s pivotal role in transmitting and maintaining the Shona language without institutional support. Families with intentional language policies, such as the consistent use of Shona at home, were more successful in fostering bilingual development among their children. However, the dominance of English for educational and social integration purposes led to a noticeable shift towards English in many homes. Attitudes towards Shona varied, with some families valuing it for cultural identity and cognitive benefits, while others prioritised English for its global utility.
The different strategies employed by migrant parents to transmit the Shona language included regular visits to Zimbabwe, integrating Shona cultural elements at home and maintaining social connections with the Shona-speaking community in Namibia. Despite these efforts, challenges such as pressure to conform to an English-speaking environment, the influence of siblings and a lack of parental availability hindered effective language transmission.
This study contributes valuable insights into the sociolinguistic interplay between the preservation of the HL and the broader cultural, social and educational dynamics in a multilingual environment like Namibia, dominated by English. It highlights the
iii
resilience and adaptability of Shona-speaking, Zimbabwean families in navigating these challenges while striving to preserve their cultural identity and linguistic heritage. Additionally, it reveals the profound impact of digital technology on language acquisition, emphasising its dual role as both a tool for language learning and a potential hindrance to active language engagement. The findings provide a nuanced perspective on sustaining minority languages in diaspora communities and inform future policy and educational strategies for fostering linguistic diversity and cultural heritage.