The article addresses the question of integrating primary languages into the education systems within bilingual and bicultural settings. It reviews studies undertaken to promote the student's home language and culture in bilingual and bicultural education systems. The policies and possibilities in the Zimbabwean system are examined. The article argues that for a child to be identified with the entire education process, the role played by the child's native culture and language and that of the native language teacher should not be underplayed. It concludes that a synthesis of all the elements of the child's home language and culture equips the child with strong and deep skills that the child will require in operating in a multilingual-cultural environment.
Read
