Community Perspectives on Cultural and Psychosocial Challenges of Rural Primary School ESL Learners in Zimbabwe.

Abstract

Influenced by a poststructural perspective, this study explored the community perception of cultural and psychosocial challenges experienced by rural primary school learners of English as a second language (ESL) in Murewa District, Zimbabwe. Rural primary school ESL learners encounter a complex and psychosocial challenges that disrupt their lingustic progress and psychological well-being. The study employed a qualitative research approach, data were gathered through in-depth interviews with community members and naturalistic observations of learners in their home settings. The data were then analyzed. The findings of the study revealed that although participants reported that ESL offers learners access to broader educational opportunities and cognitive growth, it may contribute to cultural identity shifts in learners, which often reduces participation in community cultural activities and psychosocial stress. Other themes that emerged were related to the intergenerational tensions that may occur, language-driven social self-positioning by the learners, threats to the preservation of indigenous cultural practices, and diminished self-esteem. Findings of the study also included psychosocial challenges including anxiety and lower self-esteem in ESL learners which also reduce active participation during classroom instruction. Participants suggested that the community could mitigate these challenges by actively supporting learners as they underwent the process of cultural identity negotiation. The study recommends that ESL learning in rural contexts be conceptualized as a dynamic process in which learners go through a process of cultural identity transformation. This highlights the importance of community support during reconstruction for the holistic well-being of ESL learners in rural contexts and the need for culturally responsive approaches and the need for school-based support.