Intersecting Language Policies and Linguistic Diversity in the Context of Commercialisation of Education: The Case of Marymount Teachers College

The qualitative study was carried out to explore how language policies and linguistic diversity intersect with commercialisation of education at Marymount Teachers College in Mutare, Zimbabwe. The study was grounded in the constructivist paradigm and the Critical Identity Theory was employed as the theoretical framework. A case study was used. A purposive sample of twenty participants was drawn from educators, students, policy makers and language advocates. These research subjects participated in individual interviews and focus group discussions of ten participants each. Thematic content was employed to analyse quantitative data. A dominant concern among participants was the increasing emphasis on the English language as the educational institution studied adopted it in order to meet market demands. Indigenous languages were being devalued and not being emphasised in the formal education. Participants also noted that standardised language policies favour commercial partners like the Cambridge examination consortium. Focus group discussions revealed strong perceptions that commercialisation of education imposes a situation where some languages like English, are valued for their market, while others, like the indigenous ones are excluded. The study recommends an urgent need for balanced policies that promote multilingualism and protect indigenous languages, ensuring education systems are both economically viable and culturally inclusive.