Abstract :

The study assessed class teachers’ familiarity with the official language of instruction in selected urban government primary schools in Solwezi District of Zambia. The objectives of the study were to determine class teachers’ familiarity with the official language of instruction; establish the effects of teachers’ familiarity with the official language of instruction on literacy achievement among urban Grade 3 learners; and ascertain the language instructional strategies teachers who were non-speakers of the language of instruction used to teach in class. The study was guided by The Mother Tongue Instruction Theory, and employed a mixed methods design. Data were collected through interview, lesson observation and fluency test. The study established that teachers who were non-speakers were unfamiliar with the language of classroom instruction, kiikaonde. The fluency test results showed that the teachers’ oral fluency, reading fluency, vocabulary, comprehension, linguistic performance and articulation was generally poor. Interview and observation results showed that the teachers’ unfamiliarity with the official language of instruction impended teaching, learning and learners’ understanding in those classrooms. For instance, the learners misunderstood the concepts, it was time consuming, teachers could not deliver lessons very well because of language barrier and learners did not get the best from the teachers resulting in under performance among teachers and learners. The study also established that the unfamiliar teachers with the language of instruction used variety coping language strategies in the classrooms such as translation, code-switch, group work, individual work and question and answer. The study recommends teachers should be capacity built in familiar language through training in colleges and CPD in schools. The teachers who were unfamiliar with the official familiar language of classroom instruction should not be allocated to teach lower primary classes before they learn the familiar language of instruction by MOE authorities; and the use of variety coping strategies should be encouraged.

---

Keywords :

Familiar language of instruction, Kiikaonde, Solwezi, Teacher, Unfamiliarity.

---

References :

1. Agbevivi, S.J.G. (2022). Early Grades’ Learning in Mother Tongue: Parents and Teachers’ Perspectives. European Journal of English Language and literature Studies, 10( 8), 1-21.
2. Alimi, F.O., Tella, A., Adeyemo, G.O. & Oyeweso, M.O. (2020). Impact of Mother Tongue on Primary Pupils’ Literacy and Numeracy Skills in Osun State. International Online Journal of Primary Education, 9(2).
3. Ball, J. (2011). Enhancing Learning of Children from Diverse Language Backgrounds: Mother Tongue-based bilingual or Multilingual Education in Early Childhood and Early Primary School Years. Paris: UNSECO
4. Ball, J. (2014). Children Learn Better in their Mother Tongue. International Online Journal of Education and Teaching (IOJET) 2020, 7(1), 60-82.
5. Benson, C. (2004). The Importance of Mother Tongue-based Schooling for Educational Quality. Background Paper Prepared for Educational for All Global Monitoring Report 2005, The Quality Imperative.
6. Buhmann, D. & Trudell, B. (2007). Mother Tongue Matters: Local Language as a Key to Effective Learning. Paris: UNSECO
7. Chella, J., Tambulukani, G.K.,and Mkandawire, S.B. (2023). The Contribution of ‘Room to Read’ Libraries and Reading Materials to Literacy Development in Selected Primary Schools of Zambia. British Journal of English Linguistics, 11(3), 66-85. https://doi.org/10.37745/bjel.2013/vol11n36685
8. Chileshe, C. A., Mkandawire, S. B. & Tambulukani, G. K. (2018). Primary Reading Programme versus Primary Literacy Programme: Exploring their Similarities and Differences. Journal of Lexicography and Terminology, 2 (2), 77-102.
9. Chilora, H & Harris, A. (2001). Investigating the Role of Teacher’s Home Language in Mother Tongue Policy Implementation: Evidence from IEQ Research Findings in Malawi. American Institutes for Research and Academy for Educational Development. Educational Curriculum and Research Centre.
10. English, T.P. & Boholano, H. B. (2022). The Use of Mother Tongue in Teaching Elementary Mathematics. Psychology and Education, 59 (2), 1-10.
11. Field, A. (2009). Discovering Statistics using SPSS. Third ed. Sage: London. https://www.academia.edu/leegacy.senate.gov.ph/press-release/2023 (accessed 15^th November, 2023)

12. Iversen, J. Y. & Mkandawire, S. B. (2020). Comparing Language Ideologies in Multilingual Classrooms Across Norway and Zambia. Multilingual Margins, 7(3), 33-48.10.14426
13. Kafusha, M. M., Mwelwa, J., Mkandawire, S. B., & Daka, H. (2021). Reading Culture in Zambia: Perspectives of Selected Households of Zambia on their Reading Practices. Journal of Lexicography and Terminology, 5 (2), 80-106
14. Kamangala, B. (2009). Teachers’ Preparedness to Teach Initial Literacyin Zambia Indigenous Languages under the New Breathrough to Literacy Programme: A Case of Solwezi College of Education and Selected Basic Schools in Solwezi District of Zambia. (Unpublished Masters Dissertation The University of Zambia Repository).
15. Kapenda, M. (2020). Mismatch between Familiar Language and Language of Instruction among Pupils: Effect on Reading Comprehension in Selected Schools in Lusaka. (Unpublished Masters Dissertation The University of Zambia Repository).
16. Kelly, M.J. (1999). The Origins of Education in Zambia. Lusaka: UNZA Press.
17. Kothari, C.R. 2019. Research Methodology: Methods and Techniques. 4th Edition, New Age International Publishers, New Delhi.
18. Kothari, C.R. (2019). Research Methodology: Methods and Techniques. 4th Edition, New Age International Publishers, New Delhi.
19. Lambani, M.N. & Nephawe, F.T. (2022). Use of Question –And –Answer Method in Teaching English Prepositions to Primary School Learners. International Journal of Language and Literacy Studies, 4(3).
20. Lungu, D. & Mkandawire, S. B. (2022). The Contribution of the Physical Environment to the Teaching and Learning of Literacy in Selected Primary Schools of Lusaka District of Zambia. Zambia Journal of Education, 7(1), 47-62.
21. Maala, A. & Mkandawire, S. B. (2022). Factors Contributing to Low Performance in English Reading Comprehension in Selected Secondary Schools of Lusaka District. Multidisciplinary Journal of Language and Social Sciences Education,5(1), 111-132.
22. Machinyise, E. (2019). The Impact of Familiar Language Medium of Instruction on Zambian Primary School Pupils’ Academic Performance: A Case Study of Mumbwa Primary Schools. International Journal of Family Business and Management, 3(1), 1-3. ISSN: 2577-7815.
23. Machinyise, E. and Pali, J. (2023). The Transitioning of Learners from Zambian Language Literacy to English Literacy in Grade Three in Livingstone District of Zambia: Were Teachers Prepared to Manage it? SHANTI JOURNAL, 2(1).
24. Mata, L. (2014). Pedagogical Competencies for Mother Tongue Teacher Education.
25. Mcmillan, J.H. & Schumacher, S. (2006). Research in Education: Evidence – Based Inquiry. USA.
26. Ministry of Education. (2013). Zambia Education Curriculum Framework. CDC: Lusaka.
27. Mkandawire, S. B. (2019). Selected Common Methods and Tools for Data Collection in Research. In: M. K. Banja (Ed.). Selected Readings in Education Volume 2. (Pp.143-153). Lusaka: Marvel Publishers.
28. Mkandawire, S. B. (2017). Familiar Language Based Instruction Versus Unfamiliar Language for the Teaching of Reading and Writing Literacy Skills: A Focus on Zambian Languages and English at Two Primary School in Lusaka. Zambia Journal of Language Studies, 1 (1), 53-81.
29. Mkandawire, S. B. (2022). A Comparative Assessment of Grade One Learners’ Reading Achievements between Speakers and Non-Speakers of the Language of Instruction in Multilingual Classes of Lusaka Vis-À-Vis Monolingual Classes of Katete District of Zambia [Unpublished Doctoral Thesis].University of Zambia/ Inland Norway University.
30. Mkandawire, S.B., Zuilkowski, S.S., Mwansa, J.M., & Manchishi, P. C. (2023). Instructional strategies used by teachers in multilingual classes to help non-speakers of the language of instruction learn initial reading skills in Zambia. International Multilingual Research Journal,17(3), 1-26. doi: 1080/19313152.2023.2255777
31. Mkandawire, S.B., Mukonde-Mulenga, E., Simwinga, J., Musonda, B.L, Mwansa, J.M., Mwendende, B., & Muyangana, A. (2022). English versus Zambian Languages:  Exploring some Similarities and Differences with their Implication on the Teaching of Literacy and Language in Primary Schools. British Journal of Multidisciplinary and Advanced Studies: English Language, Teaching, Literature, Linguistics & Communication, 3(2),1-20. DOI: https://doi.org/10.37745/bjmas.2022.0037

32. Mubanga,V. (2012). Effects of the use of Chiyanja to Teach Initial Literacy in a Predominant Soli Speaking Area of Lwimba in Chongwe Distrct. (Unpublished Masters Dissertation Submitted to The University of Zambia, Lusaka).
33. Mugenda, O.M & Mugenda, A.G. (2013). Research Methods:Quantitative and qualitative
34. Mumba, C. & Mkandawire, S. B. (2019). The Text-Based Integrated Approach to Language Teaching: Its Meaning and Classroom Application. Multidisciplinary Journal of Language and Social Sciences Education, 2(1), 123-142.
35. Mumba, M. & Mkandawire, S. B. (2020). Reading Achievements of Pupils with Preschool Background and Those Without at A Primary School in Lusaka District of Zambia. Malcolm Moffat Multidisciplinary Journal of Research and Education, 1(1), 53 – 80.
36. Muzata, K. K. (2015). Familiar Language versus Mother Tongue: An Analysis of the Implications of the Current Language of Instruction Policy in Zambia. Zango, 31.
37. Muzeya, N. (2023). An Analysis of Classroom Language Practices in Selected Multilingual
38. Mwambazi, ( 2011). Factors and the Nature of Low Reading Achievement schools among Grade Two pupils: The case of selected schools in Mpika and Mbala Districts. ( Unpublished Masters Dissertation submitted to the University of Zambia, Lusaka).
39. Mwanza, D.S. (2020). In Search of High Literacy Levels in Zambian Primary Schools: Does Duration of Mother Tongue Instruction before Transitioning into a Second Language Matter? International Journal of Education and Research, 8(2).
40. Mwelwa, W. (2020). Teachers’ Classroom Strategies aimed at Developing Communicative Competence in Learners during English Grammar Lessons in Selected Secondarry Schools in Nakonde District. Master Thesis: University of Zambia
41. Mwendende, B., & Muyangana, A. (2022). English versus Zambian Languages:  Exploring some Similarities and Differences with their Implication on the Teaching of Literacy and Language in Primary Schools. British Journal of Multidisciplinary and Advanced Studies: English Language, Teaching, Literature,Linguistics & Communication, 3(2), 1. org/10.37745
42. Phiri, (2012). Teachers’ Perception on Factors which prevent some Grade one Learners from Breaking Through to Initial Literacy in the Primary Schools of Solwezi. (Unpublished Masters Dissertation Submitted to The University of Zambia, Lusaka).
43. Pinnock, H. (2009). Language and Education: The Missing Link. How the Language used in Schools threatens the achievement of Education for All. Berkshire: CfBT Education Trust. London: Save the Children.
44. Primary Schools of Choma District of Zambia. Master Thesis: University of Zambia.
45. In: M. K. Banja (Ed.). Selected Readings in Education 2, 143-153. Lusaka: Marvel Publishers.
46. Samalesu, G., Mwiinga, C. & Sakambuta, J. (2023). Strategies of Teaching English as a Second Language in Multilingual Classrooms in Meheba Refugee Resettlement, Kalumbila District, Zambia. Accepted: Chalimbana University Multi-disciplinary Journal of Research.
47. Steiner, K. (2022). Multilingual Zambia – Language Issues in Primary/Secondary Schools of the Eastern/Southern Provinces. Nebraska: University of Lincoln.
48. Tambulukani, A.G. & Bus, A. (2011). Linguistic Diversity the Cause of Reading Problems.
49. Torpsten, C. (2018). Investigated Translanguaging in a Swedish Multilingual Classroom. Journal of Multicultural Perspective 20 (2) pp. 104-110
50. Trudell, B. (2016). The Impact of Language Policy and Practice on Children’s Learning: Evidence from Eastern and Southern Africa. Nairobi: UNICEF ESARO.
51. (2018). UIS Education Data Release. Paris: UNESCO. [Available at https://uis.unesco.org]
52. (2016). If you don’t understand, how can you learn? Policy Paper 24 of Global Education Monitoring Report. Paris:UNESCO.
53. USAID Transforming Teacher Education. (2022). Literacy Module Two. USID.
54. Wakumelo, M.N. (2013). Cacophony in unison: Translationstrategies in achieving ‘singability’ in the Silozi and Citonga versions of the Zambian National Anthem. (Available at https://repository.unam.edu.na).
55. Winfield, L. (2016). The Thai-Lao Mother Tongue: Teacher Needs, Competencies, and Conditions for Effective Instruction. Centre for International Education: University of Massachusetts Amherst.
56. Wisbey, D. (2017). Mother Tongue-based Multilingual Education. Unesco.org. (Accessed 16 November, 2023.
57. World Bank. (2011). SACMEQ III Project 2005- 2010. World Bank.
58. Zambia: Perspectives of Selected Households of Zambia on their Reading Practices. Journal of Lexicography and Terminology, 5 (2), 80-106.
59. Zergani, M. (2016). Effects of Using and Teaching with Mother Tongue Language in Primary.