In 2002, the Zimbabwean authorities officially poclaimed the policy of minority language education in elementary schools in the regions where they are spoken. Only Nambya, Shangani, Tonga and Venda have as yet been examined at Grade 7. Bourhis and Taylor's (1977) ethnolinguistic vitality theory is used to explain that the main malfunction in the teaching and learning of Venda, which falls behind, is the absence of interaction and coordination within and between micro and macro planes.