According to this study, a large number of parens and teachers in a Tonga-speaking community in Nyaminyami District of Mashonaland West Province of Zimbabwe, approve the use of Shona as language of instruction in the first three primary school grades, especially with regard to the integration of Tonga children into the wider Zimbabwean society. The researchers themselves though advise the opposite for native Tonga-speaking pupils for pedagogical, psycholinguistic and socio-linguistic reasons.