INFORMATION AND COMMUNICATIONS UNIVERSITY

SCHOOL OF EDUCATION

CURRICULUM DEVELOPMENT

An assignment submitted in partial fulfillment of the requirements for the MA Degree in Education.

Assignment No. 2

STUDENT DETAILS: ISITEKETO JONATHAN KUMUYAYA

SIN: 1611167302

Lecturer’s Name: MR. LAWRENCE YAMBA

Year: 2017

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TOPIC: An assessment of the impact of teaching learners in familiar Zambian

languages on their academic performance: A case of schools in Mwandi Ward,

Mwandi District- Western Province.

ABSTRACT

This study sought to assess the impact of teaching learners in familiar Zambian languages on

their academic performance in Mwandi Ward, Mwandi District. A survey design which used

both qualitative and quantitative data was collected through questionnaires, lesson observations

and curriculum materials.

The theoretical framework to guide this study was based on Vygotsky theory which examines the

importance of language and learning in creating meaning and linking new ideas.

The sample of this study included eighteen (18) respondents from 3 Primary Schools of Mwandi

ward. Two categories of respondents were identified: (i) Three (3) Headteachers and (ii) fifteen

(15) Teachers. The method used was a set of structured questionnaires. The data was analysed

using statistical software called STATA. Data was checked for validity, reliability, identification

outliners and normality.

The findings of the study revealed that issuing instructions in local language is more beneficial

as the pupils grasp things faster, pupils‘ participations in classroom improves greatly however

some pupils may face language barrier more especially to pupils who come from transfer from

other regions and one issue that come out strongly was the lack of teaching and learning

materials. Additionally, the scarcity of learning materials and regular use of teacher-centered

methods was observed in the selected schools. Findings also show that overcrowded classrooms

and lack of physical facilities such as a library hamper effective learning and developing

language skills.

This study suggests that reading programs and oral exercises for children should be initiated in

schools to develop their language skills. Language training workshops and professional

pedagogy workshops for all subject teachers should be organized to improve teachers’ language

and pedagogy skills. The teacher should be able to speak three to four languages so as to help

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implement local languages in schools. The using of local language to issue instructions in class is

a good development that will improve the performance of pupils in all areas of study.

CHAPTER 1: INTRODUCTION.

1.1 Background of the study

The ability to read and write is a key factor in living a productive and successful life. It is a

highly valued skill for personal, social and economic wellbeing. It is through reading that

individuals access their democratic rights and learn about the world around them.

The significance of literacy development, especially in the early grades cannot be ignored. For

young children, reading is important because it helps develop their language skills. Through

reading children are exposed to new words, including their spelling and meanings. It enhances

their imagination and creativity when children read various kinds of stories and create stories of

their own. Governments and various societies all over the world are concerned with ensuring that

their populace is literate. Investments in infrastructure for learners, publishing of reading and

learning material, improving teacher training in order to ensure that teachers are well trained and

reviewing curriculum are some examples of activities that Governments undertake to ensure that

everything necessary for the learning and teaching process is available.

Globally, many countries with multiple languages have required a single language to dominate

their education sectors (Thomas & Bartlett, 2011). This phenomenon is particularly prevalent in

Africa. However, only 176 of these African languages are used in education, and for many

languages, their use is often limited to informal education programs (UNESCO, 2010). In

Zambia, seven vernacular languages have official status. These are Bemba, Nyanja, Lozi, Tonga,

Kaonde, Luvale and Lunda.

A recent matter of interest is the introduction of the main Provincial Zambian languages as the

vehicle for all primary school teaching until Grade 4.This was met with some resistance mainly

in the urban and peri-urban areas where other Zambian languages are spoken at home and

outside the home by sizable minorities whose mother tongue is not that of the majority in the

Province.

The initiation of the language policy in Zambia can be traced back from colonial times. When

Western education was introduced in Northern Rhodesia, the education system encouraged the

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use of a local language to teach pupils from Sub A to Standard four (4) by teaching vernacular as

a subject and using it as medium of instruction. After independence, The 1966 Education Act

pronounced English as the sole official language in Zambia. The outcome of this language policy

shift was quite predictable because there was minimum improvement in pupil performance in

numeracy.

As time went by, the majority of citizens from various sections of the Zambian society expressed

their concern about the declining levels of reading and writing. It was clear that though pupils

were physically in school, they had no access to learning due to their inadequate reading ability

and could not read materials of their grade levels. To address this problem, the Ministry of

Education sought to improve the literacy levels through the National Reading Forum (NRF) in

1995 which led to the development of a Primary Reading Program. Similarly, the (1996)

education policy ‘Educating our Future’ revived the use of a familiar language to teach initial

literacy to grade (1) one pupils.

Despite all these efforts by the government, not much has been achieved in terms of raising

literacy levels among school pupils. Matafwali (2010) indicates that a good number of Zambian

children are reading below the expected grade level. She concludes that, children’s poor oral

language abilities have been identified as the underlying factor explaining difficulties in the

development of literacy skills observed among Zambian children

This study therefore aims to investigate the impact of teaching in local languages on pupils’

academic performance in Zambia’s education sector. It is hoped that at the end of this study the

partners in the education of the children in the research area and the nation at large will

understand the role the local language plays in the learning process of the pupils at primary

school.

1. 2. Statement of the Problem.

The inclusion of indigenous languages in the school system is a sensitive issue since it is

associated with socio-economic development (Coleman 2010). However, most education

stakeholders have complained about the deterioration of literacy levels among primary school

children. As a result, the Ministry of Education had been implementing a language policy which

saw initial literacy from early childhood to grade four taught in a Zambian language. Many

studies exist which support the current language policy which states that learning initial literacy

in a familiar or first language supports literacy development. It was important to assess whether

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the language policy was working as expected for all the children in Mwandi ward. Therefore, the

research was formulated to assess the impact of teaching learners in familiar Zambian languages

on their academic performance.

1. 3. Purpose of the study

The purpose of this study was to assess the impact of teaching learners in familiar Zambian

languages on their academic performance.

1. 4. RESEARCH OBJECTIVES

1. To assess the impact of teaching learners in familiar Zambian languages on their academic

performance.

2. To establish the perception of teachers towards the importance of teaching in familiar

language.

3. To establish whether teaching Indigenous Languages is effective or not.

4. To suggest ways of how Indigenous Language could be effectively taught in schools.

1.5 RESEARCH QUESTIONS

The following research questions guided the study.

1. What is the impact of teaching learners in familiar Zambian languages on their academic

performance?

2. How is the perception of teachers towards the importance of teaching in familiar language?

3. Is teaching of Indigenous Languages effective or not?

4. What are possible ways of improving the teaching of Indigenous Language in schools?

1. 4. SIGNIFICANCE OF THE STUDY

The findings of this study could be very important in the sense that it may reveal or provide

useful information on policy formulation pertaining to curriculum designing for the Literacy and

Language teaching, where curriculum designers may make appropriate adjustments to the

Zambian language syllabus to address local needs. Furthermore, the study may add to the

existing knowledge and the needed possible remedies to the effective teaching of indigenous

languages.

Additionally, this study aims to provide information to the present literature on current situation

learners are facing the local language of instruction and its impact on their performance.

It is hoped that the information generated in this study would contribute to current literature on

factors that contribute to the use of local languages as medium of instruction. The study was

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important because the findings provided very important information that would be useful to

school administrators, teachers, pupils, the Ministry of General education and the government at

large. Where challenges are identified, this study could shed some light on how to improve

pupils’ literacy skills. This might in turn have a positive impact on education standards because

literacy cuts across all subjects in the lower basic school.

1. 5. Scope and delimitation of the Study

Content scope: This study is limited to the assessment of the impact of teaching learners in

familiar Zambian languages on their academic performance.

Geographical scope: it covers the assessment of the impact of teaching learners in familiar

Zambian languages on their academic performance in Mwandi Ward. The study was conducted

in selected primary schools of Mwandi District in Mwandi ward. The three schools were

purposefully picked were adequate as the case study required a small number. These sites were

chosen because they use the local language (Silozi) as the medium of instruction.

1. 6. Limitation of the study

In this study, the researcher encountered some challenges. The researcher faced reluctance from

some participants to answer all questions due to insufficient time. Other challenges during the

research process included issues whereby some respondents were not willing to give out

information, language barriers for children in grades 1 to 4, inadequate time and several setbacks

in the research process. Finances were also inadequate for the researcher to carry out the research

1. 7. Theoretical framework

Vygotsky proposed that learning can be looked at in the context of a socio-cultural process and

that it is a life-long process which begins at birth and continues until death (Woolfolk, 2013).

This means that learners grow intellectually and cognitively through their interactions with other

people during the process of performing routine duties, in which they get opportunities to

practice their own knowledge, skills and understanding in real life situations. Vygotsky also

argued that some of the specifically human capacity for cognitive development is language,

speech and cultural tools (Donald, Lazarus & Lolwana, 2000). In today’s generation, there is a

growing awareness of the multicultural and multilingual nature of the contemporary classroom.

Bearing this idea in mind, teachers should use the language that is familiar to the learners. From

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the lower levels of education, teachers are supposed to teach in local languages and use examples

within the cultural setting of children.

1. 8. OPERATIONAL DEFINITION OF TERMS

This section of the dissertation defines and clarifies the concepts used in this study.

Indigenous language: It is a language of a place or a particular nation.

Regional Official Language: Is one that has been selected for either teaching purposes or for

the purpose of communication in Zambia. In Zambia, regional official languages include:

Bemba, Nyanja, Lozi, Tonga, Kaonde, Lunda and Luvale.

Medium of Instruction: This is a language that is used to teach other subjects. In Zambia,

English is used as a medium of instruction right from grade one.

Local Language: This is a native language found in an area or community.

Mother tongue – The first language which a child learns to speak at home with proficiency.

CHAPTER 2. LITERATURE REVIEW.

2.0. Introduction

This chapter reviews literature related to the topic under study. This part reviews research and

other relevant secondary sources on the assessment of the impact of teaching learners in familiar

Zambian languages on their academic performance. An attempt is made to include literature on

the global and national context of research.

2.1. Background information.

The Zambian education policy in the post-independence era had English as the official language.

Alongside English, the seven local languages namely Bemba, Kaonde, Lunda, Luvale, Lozi,

Nyanja and Tonga were recognized in the nine provinces used for teaching, public speaking and

also in the text books (Linehan, 2005). The reports submitted by the National Reading

Commission in 1995 indicated that the language of initial literacy instruction was separated from

the language of overall instruction, with preference to Zambian languages. This culminated into

the inclusion of local languages as teaching and learning subjects into the curriculum

[MESVTEE 2013).

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2.2. Global perspective.

One of the issues surrounding curriculum development in developing countries is literacy and

language development. At a 2000 Dakar conference, the concern of language learning in schools

was addressed. It was unilaterally agreed by the delegates that language development should be

looked into with the seriousness it deserves because the levels of literacy in most African

countries were going down. Consequently, several nations started have changing their policy

regarding the use of initial languages in education. For example, Papua New Guinea (PNG), with

820 living languages abandoned its English policy (Gordon, 2014). These decisions were

advanced because it was asserted that knowledge and skills gained in the mother tongue can

transfer across languages and that improves learner performance in other school subjects.

2. 3. Regional perspective.

Literature on literacy development attests to the benefits of using a child’s mother tongue and

that the level of proficiency in the first language has a direct influence on the development of

proficiency in the second language. For example, in two experimental studies of bilingual

education in Guinea-Bissau and in Mozambique (Benson 2000), the students in the bilingual

programme performed better when tested in the second language than their monolingual

counterparts. More recently, Senegal has launched a scheme to revive local languages in which

children are to be taught in their mother tongue at pre-school. This improved general learner

academic performance. A study conducted in Nigeria by Afolayan (1999) reported that use of the

local language (Yoruba) as the medium of instruction in the Western region of Nigeria was more

effective in aiding the acquisition of literacy skills than English. These skills would then be

transferred to a language that the child was not so familiar with (English).

2. 4. Zambian Perspective.

In Zambia, the usage of English for teaching and learning from pre-school to lower primary was

unsatisfactory as evidenced by the report of the Southern African Consortium for Monitoring

Educational Quality (SACMEQ) in 1995. According to the report only 3% of learners could read

at defined desirable levels (Trudell, 2016). This could be attributed to the longer period in which

English language was used for instruction at the lower section of primary education. By the time

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the Education policy of 1996 was in its final stages of inception, awareness from concerned

stakeholders was growing that the development of literacy was better done in a learner’s familiar

language. The teaching and learning in a language that is unfamiliar to the majority of children is

believed to be a drawback in reading and a major factor in fostering rote learning in reading for

many Zambian children. Therefore, the education policy established that initial literacy and

numeracy would be developed through a language which was familiar to children. Further

literacy programmes were established with the launching of the New Breakthrough to Literacy

(NBTL) course under the Primary reading Programme (PRP).

2. 5. Current language policy

In 2013, the Ministry of Education declared that Zambian languages must be used for teaching

all subject areas from early childhood to grade 4. This declaration was supported by several local

scholars who showed displeasure in the usage of English as medium of instruction for literacy

development at lower school levels (Sampa, 2005, Tambulakani and Bus, 2011). The Ministry

position on language policy was necessitated by the National Guide document which highlighted

the negative reading culture in the schools. This could probably be attributed to the use of

English as the language of instruction in Zambia and the way the seven provincial languages

were perceived. “However, with evidence that some school catchment areas have been found to

be disadvantaged because their familiar language or language of play is not any of these seven, it

has become imperative that other dialects be brought on board” (MoESVTEE, 2013, p. 4).

After a thorough consultative process, the Curriculum Development Centre (CDC) published a

National Literacy Framework that gives a central place to Zambian language-medium of

instruction. According to CDC (2013), the rationale behind the move was to enhance proficiency

in English through the skills acquired in learning in the mother tongue. The teaching

methodology used in the new literacy course are synthetic phonics and daily instruction that

offers learners opportunities to practice reading, writing, speaking and listening in the local

language” (ibid p. v).

2. 6. Analysis of the National Literacy Framework

The National Literacy Framework provides the importance of Learning in one’s first language in

literacy development. When Children come to school they carry a word bank with oral

vocabulary words from their mother tongue. However, they are unable to use and build upon

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these skills because they are instructed in English. Dismissing this prior knowledge, and trying to

teach children to read in a language they are not accustomed to hearing or speaking, makes the

teaching of reading difficult, especially in under-resourced schools in developing countries (ibid.,

p. 5). This means that the use of English as the medium of instruction has been disadvantaging

children. A 2011 study by Tambulukani and Bus (2011) tested the degree of fit between

students’ home language and the language of instruction, on the reading skills of those students.

The study found that “a better fit between children’s most familiar Zambian language and the

Zambian language in which basic reading skills are practiced leads to better reading skills in the

Zambian language (p. 154).

2. 7. Challenges with the new Language of Literacy policy.

Even though the initial mother tongue is offered at the lower school primary, English is still the

language of instruction. Most textbooks are still in English as teachers are encouraged to use the

local language whenever it benefits learning and understanding. It has also been argued that

initial literacy through a local language would mean that all teachers would have to be deployed

to areas where their own language was spoken and this would create challenges both for the

teachers and learners. There was a fear that parents would see this as a backward move since

English has long been the high status language of education, public life, commerce, and therefore

opportunity (Banda & Kabubi, 2016).

CHAPTER 3: METHODOLOGY

3. 1. INTRODUCTION

This section covers the following: research design, target population, sample and sampling

procedures, research instruments, validity of instruments, data collection procedure and ethical

considerations. Discussed also are the problems encountered during data collection, data analysis

and data interpretation.

3. 2. Research Site and demographic profile.

The research was conducted in Mwandi ward of Mwandi District of western province. Located

on the Eastern side of the Zambezi River, the schools under study form a linear pattern. The

ward shares boarders with Namibia to the South-West, Simungoma ward to the west, Mabumbu

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ward to the northern direction and Kazungula district to the North-East. Mwandi ward is one of

the ten (10) wards found in Mwandi constituency. The total population of the ward is 4171 of

which 818 are households. Out of 4171, 2050 are male while 2221 are female. Almost all (90%)

of the ward is rural and 10% is peri-urban (BRE, 2015).

3. 3. DISTRIBUTION OF INSTITUTIONS.

Mwandi ward has three primary schools namely UCZ Mwandi primary which lies at the center

of the ward, Sikuzu primary situated at the Eastern side and Sooka primary found on the West.

The researcher chose the area because of his familiarity with the region which will enhance

better management of the study, familiarity with an area, time limitations and money may

influence the researcher’s choice locale. It was an ideal setting for the researcher’s interest, easily

accessible and allowed good rapport with the participants for easy data collection.

3. 4. The Research Design

A descriptive cross-sectional survey was utilised because it provides an accurate portrayal or

account of the characteristics, for example, behaviour, opinions, abilities, beliefs, and knowledge

of a particular individual, situation or group. The research used a cross-sectional survey design

adopting qualitative methodology to a smaller extent and quantitative method to obtain evidence

to answer research questions.

3.5 The Research Population

The target population comprised of Headmasters and Teachers of Grade 4 and below all from 3

Primary schools of Mwandi Ward in Mwandi District.

3.6 SAMPLE AND SAMPLING PROCEDURE

The 3 primary schools were purposefully picked because the ward under research had only three

schools. To select the school administrators, the researcher also used purposive sampling. As a

result, three (3) school administrators from three (3) schools in the ward were purposefully

selected because of their positions in the schools.

Simple random sampling method was used to make sure that teachers in the schools had an equal

opportunity to be selected. Names of all teachers were written on pieces of paper and were put

into a box. Pieces of paper were then mixed thoroughly and were picked from the box. The

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names picked randomly from the box constituted the sample. Therefore, fifteen (15) teachers,

five from each school were picked.

3.7 Data Collection

Secondary data for the research was obtained through the use of sources such as; the public

documents, such as the National Literacy Framework journals, past researches and the internet.

Primary data was collected from the field using one set of survey questionnaires. The

questionnaires were administered to two categories of respondents namely the Headteachers and

teachers who teach grades 4 and below.

3.8 Research Instruments

The data collection instruments used in this phase of the study was a set of two (2) survey

questionnaires for the respondents (Headmasters/Teachers and grade pupils) developed by the

researcher.

3.9 Data Analysis

Data that was collected was systematically entered on Microsoft data excel sheet and later

analyzed using the statistical package (STATA) a software programme which interpreted the

quantitative data into tables, frequencies and graphs while qualitative data was analyzed

following the emerging themes and sub-themes which were objectively described analyzed and

interpreted.

3. 10. ETHICAL CONSIDERATIONS

During the course of the study, the respondents were assured of strict confidence as the

information was purely going to be used for academic purposes only. In addition to seeking

permission, in advance, from the DEBS office, school administration and the particular site to be

visited, as well as all respondents, anonymity was promised to all participants. The nature of the

study was explained fully to all the respondents before data collection. The data were used for no

other purpose other than the intended one. Verbal consent was also sought from the respondents

and ensured that subjects participated voluntarily. The researcher also maintained an open and

honest approach and ensured that the names of the respondents and of the schools involved were

not used in the report.

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CHAPTER 4: PRESENTATION AND DISCUSSION OF FINDINGS.

Chapter 3 has outlined the methodology used in the collection of data that constitutes this

chapter. In this chapter, the results of the study are presented below:

Teacher qualifications

Table 1: What is your highest professional qualification?

Response Frequenc

y

Percentage

Primary teacher Certificate 12 66.6% Diploma 4 22.2 % Degree 2 11.1% Total 18 99.9%

Research has established that the influence of teacher qualifications on learning achievement has

produced varied results. While some studies have established that teachers’ educational

qualifications affect students’ performance (Adeyemi, 2010), other studies have found no

significant relationship (Ravkin et al., 2005). In this study, the majority of teachers (66.6%) had

a primary teacher certificate as the only teaching qualification. While the primary Teacher’s

certificate is a requisite basic teacher qualification, it may not necessarily help teachers with the

necessary skills to impart literacy learning in children. From this study there was a significant

relationship between teacher qualification and literacy acquisition by the learners.

Teachers’ perception towards the importance and teaching of indigenous languages.

Concerning the teachers’ perception towards the importance and teaching of indigenous

languages, all the respondents were in agreement that indigenous languages were as important as

the English language.

Figure 1: respondents’ opinion on the perception towards the importance and teaching of

indigenous languages.

100%

Teachers Perceptionstrongly AgreeAgreeFairly AgreeDisagree

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In order to establish the impact of issuing academic instructions in local language to pupils of

pre-school to grade 4, the respondents were asked to give their views of the matter as indicated

below:

Table 2: The impact of teaching learners in familiar Zambian languages.

%

Easy understanding 74

Overall academic and literacy performance 80

Fast learning 90

Content retention 85

Easy to relate local language to English 56

From table 2, it has been gathered that there are positive effects of teaching in local language on

learners’ academic performance with fast learning and content retention on higher rates..

CHAPTER 5: CONCLUSION.

5.0 INTRODUCTION

Chapter four has presented the research findings. This chapter discusses the findings of the study

under four headings.

5.1 ATTITUDE OF STAFF TOWARDS THE TEACHING OF FAMILIAR LANGUAGES

The study addressed the question of attitudes teachers had towards indigenous languages. From

the findings, it was noted that teachers strongly regarded indigenous languages to be necessary

for teaching the lower section. In addition, data collected through interactions with teachers

indicated lack of skilled manpower and inadequate materials contributed to non-teaching of

indigenous languages.

5.2 ACADEMIC AND PROFESSIONAL QUALIFIATIONS

From the survey, the researcher wanted to know whether there was a connection between the

teachers’ professional qualifications and their input in relation to effective teaching of familiar

languages. From the results gathered, a large number of teachers had certificates in Primary

teaching which may result into poor teaching methodologies and skills. This was predominant on

the pre-service teachers who were not well prepared to teach initial literacy in a local language.

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The inability to acquire Linguistic knowledge in indigenous languages, impacted negatively on

classroom performance as earlier indicated by Sampa, (2005).

5.3. THE IMPACT OF TEACHING IN THE FAMILIAR LANGUAGE.

The impact of using the local language in teaching small learners enhances the child’s cognitive

learning processes, and facilitates effective learner-centred learning. Using the mother tongue in

the classroom also enhances classroom participation and increases the likelihood of family and

community engagement in the child’s learning. Additionally, learning in local language has more

advantages than learning in English. This is so because English has irregular forms and some

words with the same spelling sound different (Banda & Kabubi, 2016).

5.4. CONCLUSION

The study has noted that teachers strongly considered familiar languages to be important for

early childhood education. This was manifested in the positive responses about the impact of

teaching in the familiar language. However, the prominent role English plays in the education

system and other spheres of life in Zambia give it an edge over indigenous languages. This

explains why even every little effort made to promote learning and teaching of indigenous

Zambian languages inadvertently ends up as a complementary activity to better learning of

English.

Finally, it can be said that the positive impact of teaching in the familiar language from ECE to

Grade 4 can be seen in the following points:

• Not every child that comes to the school knows other peoples’ traditions hence the need to have

the current language policy to continue.

• To appreciate other tribe’s language heritage.

• Zambian languages are regarded as first language of children; teachers must be conversant with

them to communicate effectively.

• To preserve culture of the ethnic tribes.

• Zambian languages are the backbone of other foreign language.

• The English language does not suffice performing all functions of language in Zambia.

• Some concepts are better expressed in indigenous languages for example proverbs.

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RECOMMENDATIONS

The researcher came up with the following suggestions for the government and curriculum

specialist.

The government should involve teachers, as stake holders and implementers of education

policy, in the consultative and process on matters that affect language teaching and

learning.

Government to consider the mother tongue of teachers before deploying them to schools

across the country.

Conduct sensitization campaigns and workshops in order to deal with any misconceptions

parents may have about the language policy.

Speed up the appointment of teacher educators who have both content and pedagogical

knowledge in the teaching of indigenous languages in colleges of Education.

Provide enough teaching and learning materials in the familiar language.

RECOMMENDATIONS FOR FURTHER RESEARCH

Research on teacher beliefs and attitudes about teaching in the familiar language will

need to be explored in order to determine the possible challenges, hindrances and

resistance teachers might have towards this policy.

There is need to use observations as a method of data collection, in addition to

questionnaires. Observations will provide additional, first-hand information on the actual

practices and classroom activities teachers engage in.

The theoretical model used in the study could be improved upon by focusing on specific

variables that relate to those generally referred to in the model. These include: teachers’

cultural and professional experiences, learner experiences and competencies.

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REFERENCES.

Banda, L. M., & Kabubi, M. (2016). The Positive Impact of Using Local Language as a Medium

of Instruction in Primary Schools in Zambia. International Journal of Multidisciplinary Research

and Development. Volume 3; Issue 10.pp. 34-3.

Benson, C. (2000). The primary bilingual education experiment in Mozambique, 1993 to 1997.

International Journal of Bilingual Education and Bilingualism 3, (3), pp. 149-166.

Chusa, S. (2013). Zambia: Revised school curriculum unveiled. Times of Zambia 14 Feb 2013.

Curriculum Development Centre [Zambia]. 2013. National Literacy Framework 2013. Lusaka:

Ministry of Education,

Donald. D, Lazarus. S., & Lolwana. P. (2000). Educational Psychology in social context.

Challenges of development, social issues and special needs in Southern Africa. Cape Town:

Oxford

Gordon, R. (2014). Language of Education Planning in Zambia. Linguistic Portfolios, 3, (6).

Linehan, S. (2004). Language of instruction and the quality of basic education in Zambia. New

York: UNESCO.

Matafwali, B. (2010). The relationship between oral language and early literacy development: A

case of Zambian languages and English. PhD thesis, University of Zambia.

Ministry of Education, Science, Vocational Training and Early Education [Zambia]. (2013).

Medium of Instruction in the Early Education and Lower Primary: National Guide. Lusaka:

Ministry of Education, Science, Vocational Training and Early Education.

Sampa, F. K. (2005). Zambia’s Primary Reading Program (PRP): Improving access and quality

of education in basic schools. In African Experiences: Country Case Studies. Paris: Association

for the Development of Education in Africa (ADEA).

Tambulukani, C. and Bus, A. (2012). Linguistic diversity: A contributory factor to reading

problems in Zambian schools. Applied Linguistics 33.2, 141-160.

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Teshome, N. (2007). The impact of learning with the mother tongue on academic achievement:

A case study of Grade 8 students in Ethiopia. In H Coleman (ed.), Language and Development:

Africa and Beyond. Proceedings of the 7th International Language and Development Conference,

Addis Ababa, Ethiopia, 26-28 October 2005. Addis Ababa: British Council. Pp. 51-61.

Thomas, M., & Bartlett, L. (2011). Ensuring Quality by Attending to Inquiry: Learner-Centered

Pedagogy in Sub-Saharan Africa. Addis Ababa: UNESCO: International Institute for Capacity

Building in Africa.

Trudell, B. (2016). the impact of language policy and practice on children’s learning Evidence

from Eastern and Southern Africa. Nairobi: UNICEF.

Woolfolk. A. (2013). Educational Psychology. (12th Ed.). Cape Town: Pearson.

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Appendix A

INFORMATION COMMUNICATIONS UNIVERSITY

A QUESTIONNAIRE ON THE ASSESSMENT OF THE IMPACT OF TEACHING

LEARNERS IN FAMILIAR ZAMBIAN LANGUAGES ON THEIR

ACADEMIC PERFORMANCE: A CASE OF SCHOOLS IN MWANDI WARD,

MWANDI DISTRICT- WESTERN PROVINCE.

B. Questionnaire for teachers.

Dear Respondent,

This questionnaire is meant to collect information on the assessment of the impact of teaching

learners in familiar Zambian languages on their academic performance: A case of schools in

Mwandi Ward, Mwandi District- Western Province.

Please kindly respond to the questionnaire truthfully. It is purely an academic exercise and please

be as honest as possible. Your response will be treated with strict confidence while the

information gathered shall be used for academic purposes. Where several options are available,

indicate your choice with a tick in the space provided. Do not write your name or any personal

identification on the questionnaire.

SECTION A. PERSONAL DETAILS

1. Name of school: ……………………………………………

2. Age: …………

3. Sex: Male Female

4. What tribe are you? ……………………………………………………

5. Academic qualifications:

Form three

Form five

Grade twelve

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6. Professional qualifications:

Certificate

Diploma

Degree

Masters Degree

7. Did the training you took have an impact on what you are currently teaching in the school?

Very much

Quite much

Very little

Note related

SECTION B. BACKGROUND

8. Have you ever taught at primary (Basic) School?

Yes No

9. If your answer to question 13 is yes, how long did you teach there? ................

10. Is the teaching of initial literacy in a local language taking place in your school?

Yes No

11. If your answer in (8) above is yes, how is the teaching done? …………………..................

………………………………………………………………………………………………

PART C. INITIAL LITERACY

12. Do you perceive the teaching of Indigenous languages as important?

1. Strongly agree

2. Agree

3. Fairly agree

4. Fairly disagree

5. Strongly disagree

6. Not sure

13. Indigenous languages should be taught in lower primary level.

1. Strongly agree

2. Agree

3. Fairly agree

4. Fairly disagree

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5. Strongly disagree

6. Not sure

14. Do you think teaching of indigenous languages from pre-school to Grade 4 is effective?

Yes

No

15. If your answer to question 25 is yes, give reasons:……………………………......

…………………………………………………………………………………………

16. If your answer to question 25 is no, state what has caused the ineffectiveness.

…………………………………………………………………

17. Did you receive training in any of Zambian Local Languages to be able to instruct

successfully in initial literacy? 1. Yes 2. No

18. How long have you been teaching Grade ones to Grade 4?

______________________________

The following statements make reference to the impact of teaching in the familiar language.

Please tick the response that most accurately reflects your view on each of the statements.

Q. id

Question Response For official use

I9What is the predominant local language spoken by most pupils at your school?

20Generally, what language do teachers use when issuing instruction in classrooms?

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Does delivering academic instruction in local language improve pupils’ performance?

1. Strongly agree

2. Agree3. Disagree4. Strongly

disagree22 What is your

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explanation for 21?

23 What is the effect either positive or negative of teaching in the local language?

Positive:……………………………………………………………..……………………………………………………………................Negative: ……………………………………………………………………....…………………………………………………………………..….

23. Briefly answer the following questions as they apply to you personally.

(a) As a teacher of literacy, what do you experience as your greatest challenge in teaching in the

familiar language to the learners?

______________________________________________________________________

______________________________________________________________________

(b) What are your suggestions of addressing the above stated challenges?

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

_________________________________________________________________________

Thank you for your co-operation

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