An analysis of classroom language practices among first graders upon entry into grade one in Chongwe urban district.
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Date
2024
Authors
Mulesu, Sandra
Journal Title
Journal ISSN
Volume Title
Publisher
The University of Zambia
Abstract
Zambia is considered as a multilingual country with most of the classrooms being multilingual. While the National Literacy Framework (2013) policy currently states that the official regional languages of instruction be used in all schools from grade one to grade four, with English taking over from grade five onwards. The aim of this study was to analyse the classroom language practices of the early graders upon entry into grade one in Chongwe urban district. Thus, the study was guided by three objectives namely: (i) to Analyze grade one teachers’ and learners’ classroom language practices in the first month, (ii) to Establish teacher’s views on the appropriate language practices in the initial stages of grade one schooling, and (iii) to Identify language related challenges faced by teachers when teaching grade ones in the first two months. Purposive sampling was used in this study to come up with 270 participants of which 20 were grade one teachers and 250 were grade one learners. Data was collected using interviews and classroom lesson observations. Triangulation of data provided detailed information on the multilingual nature of the classrooms, teachers’ and learners’ language practices in the classroom, teachers’ language views towards informal languages and the challenges teachers face when teaching grade ones in the first two months in the classroom. Qualitative data was analyzed thematically according to research objectives. The findings of the study are that the grade one classrooms of Chongwe District were multilingual as teachers and learners were able to speak more than one language. The study also found that the commonly spoken languages in the schools were Cinyanja, Soli, Bemba and English. The findings also showed some aspects of translanguaging though not fully. Some teachers tried to teach using the different languages of play for the children in class. The study further revealed that teachers had communication challenges when using Cinyanja to teach learners from different linguistic background. Inadequate teaching and learning materials, overcrowding and time management were some of the challenges which both teachers and learners faced. The study concluded that since learners entered grade one without adequate proficiency in the regional language, teachers used translanguaging to bridge the gap between home and school literacies. Against this background, the study recommended that the Government through the curriculum Development Center should, (a) Revise the language in Literacy Curriculum Framework (2013) policy to match the linguistic composition of the classrooms by developing Dual-language or Dynamic Bilingual Education system instead of the current Transition Bilingual Education’ (b) legitimize translanguaging; and (c) production of teaching and learning materials which will suit the demands of such learners.
Description
Thesis of Master of Education in Literacy, Language and Applied Linguistics.