An analysis of the management and implementation of the transition from instruction in Zambian languages literacy to english at grade three in selected primary schools of Mansa district - Zambia.
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Date
2025
Authors
Mumba, Amos
Journal Title
Journal ISSN
Volume Title
Publisher
The University of Zambia
Abstract
The general purpose of the study was to assess how primary school teachers manage the implementation of the transition from Zambian language (ZL) literacy to English at grade three. Specifically, it sought to examine whether learners are able to transfer their literacy skills from ZL to English; investigate how primary school teachers are managing the transition from ZL literacy to English and find out the challenges primary school teachers
face in effectively implementing the transition from ZL literacy to English at grade three. Since the study focused on such objectives, the researcher selected an explanatory sequential mixed research design and employed methods of data collection from both quantitative and qualitative approaches. Data was collected using reading assessment tools in Zambian language and English, lesson observations, questionnaires, structured interviews and document analysis. The researcher used purposive sampling technique to select six (6) primary schools implementing the transition method from three zones of Mansa urban district in Zambia. Hence, participants were also sampled on purpose such as six (6) primary school teachers, one (1) grade three teacher from each school. One (1) School In-set Coordinator (SIC), one (1) Zone In-set Coordinator (ZIC), one (1) District Resource Centre Coordinator (DRCC) and six (6) Head teachers as well as six (6) learners from each selected primary school were involved in the study. Therefore, the sample size for this research was 51. The study revealed that eighty percent of grade four learners were not able to transfer basic literacy skills from Zambian language to English. It was also discovered that some grade three teachers were teaching learners English language instead of literacy in English. While others employed Teaching Handwriting, Reading and Spelling Skills (THRASS) which they thought was literacy in English language. These observations indicated that grade three teachers were not able to teach learners literacy in English. As result, the study found out that all the grade three teachers as key stakeholders were not adequately trained on how to manage the implementation of the transition from ZL literacy to English at grade three (3). Additionally, the study again found out that teaching and learning materials for literacy in English language were not adequately supplied to primary schools and the District Resource Centre. Based on the above findings, the study recommended that the Ministry of Education should organize training workshops on how to implement the transition from ZL literacy to English for all key stakeholders at provincial, district and primary school level and provide them with appropriate and adequate teaching and learning materials to facilitate effective implementation. In addition, the District Recourse Centre Coordinator and Head teachers in primary schools should sustain literacy teaching
knowledge and skills by organizing GRACE meetings for grade three teachers at the resource centre and Teacher Group Meetings in schools.
Description
Thesis of Master of Education in Literacy, Language and Applied Linguistic.