Intellectualising African languages in literature and linguistics at selectedZimbabwean higher learning institutions

Abstract

The incorporation of specialised domains of knowledge such as STEM subjects into the discourse surroundingthe intellectualisation of African languages has become increasingly prevalent. However, scant attention has beengiven to examining the extent to which the intellectualisation of African languages for the instruction and study ofliterature and linguistics at institutions of higher learning has progressed. The article argues that prior to focusingon a variety of fields of knowledge, the intellectualisation of African languages should begin with the areas ofliterature and linguistics. In addressing this argument, a questionnaire containing literature and linguistics termswas distributed to 15 lecturers selected from four institutions of higher learning, comprising two teachers' collegesand two universities in Zimbabwe. The results of the study revealed that literature and linguistics terms for identicalconcepts in the same language vary across Zimbabwean institutions of higher education. In some cases, evenwithin the same institution, the terms used by lectures for the same concepts differed. It is concluded that thedecolonisation of education at higher institutions of learning should begin with the intellectualisation of Africanlanguages through the development of standard terminologies for the instruction of literature and linguistics