Teaching of literacy in first grades in Zambia and Norway: exploring some similarities and differences
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Date
2020
Authors
Chibamba, Agnes Chileshe
Journal Title
Journal ISSN
Volume Title
Publisher
Multidisciplinary Journal of Language and Social Sciences Education
Abstract
This article presents the findings of the study conducted
in Zambia and Norway on the teaching of literacy in the
first grades. The aim of the study was to broadly reflect on
the language of instruction and initial literacy situation in
three grade one multilingual classrooms in both Zambia
and Norway, and possibly highlight on the similarities
and differences in the teaching of literacy between the
two countries. Apart from reflecting on pedagogical
and the general implementation in the classroom, other
salient features and themes surrounding the topic were
also highlighted. This was a qualitative study as data
was collected through face to face interviews with two
school managers (one from Zambia and one from Norway)
from the two selected schools in the two countries. Four
grade 1 classroom ( two in Zambia and two in Norway)
observations were also conducted. The data collected was
analyzed thematically and the findings revealed that there
were several similarities and differences between the two
countries. Among the noted ones were that both countries
are multilingual with the language policy that demand the
use of local languages as media of instruction as well as
languages of initial literacy. The only difference was that
for Norway, Norwegian is used as language of instruction
at all levels (grades 1-13) in all public schools, including
the University level, while for Zambia a local language is
used as medium of instruction from Grade 1 to Grade 4.
The other feature was that in both countries some parents
supported the language policy whereas, others wanted
their children’s mother tongue to be used as both language
of instruction and language of initial literacy. In addition,
teachers in both countries taught constrained finite skills
such as alphabetic letters, letter-sound relationships and how one sound blended with others to form syllables, and
slow learners were taken care of by receiving remedial work.
Another similarity was that there were talking walls and
teaching and learning materials in both countries although
for Zambia, serious inadequacy of teaching and learning
materials was noted. On the issue of helping children from
different language backgrounds other than Cinyanja, results
showed that there was no specific policy in Zambia that
explained how teachers should be helping pupils in schools
that were not speakers of language used to teach initial
literacy, while Norway has a sounding policy of helping
the minority speaking pupils without sufficient language
skills in Norwegian. In both countries there was mutual
collaboration between the schools and the community.
Finally, the paper commended the working collaboration
that exist between the two countries, and recommended for
continuity and support from both parties in aspects of good
pedagogical practices. Zambia should also emulate Norway
in formulating inclusive language policies that do not
disadvantage the minority languages in terms of teaching
initial literacy.
Key Terms: Literacy teaching, language policy, local language,
language of instruction, initial literacy, first grade learners
Description
Article
Keywords
Literacy teaching , language policy,