Mother Tongue Interference and Its Effects: A Case Study of a Selected Secondary School in Matabeleland South in Zimbabwe

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.