Challenges of using icibemba in the learning of initial literacy in selected primary schools in Serenje district of Zambia: an analysis of views of teachers and learners.
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Date
2019
Authors
Chibesakunda, Mwimba
Mulenga, Innocent Mutale
Journal Title
Journal ISSN
Volume Title
Publisher
Multidisciplinary Journal of Language and Social Sciences Education
Abstract
The purpose of this study was to establish views and
investigate challenges faced by teachers and learners in the
use of Icibemba in teaching initial literacy in primary schools
in Serenje district. A descriptive research design supported
by qualitative data collection techniques was employed. A
purposive sampling procedure was used to select all the
participants giving the study a sample size of 56 comprising
of 40 grade four learners and 16 of their teachers sampled
from 10 primary schools. Researchers decided to have more
learners in this study since they were the direct beneficiaries
of the curriculum. And thus the need to have a wider view from
them. This was also done so as to have enough participants
from each school. Data was collected through interviews,
focus group discussions and classroom observations of
literacy lessons. Lesson observation was used to get first
hand information on the learning experiences and helped the
researchers to triangulate with what participants expressed
during interviews and focus group discussions. Focus
group discussions and interviews enabled participants to
provide their detailed views of the exact situation learners
and teachers encountered. Thematic analysis was used to
analyze all the data. It involved organizing data through
use of open, axial and selective coding before presenting
the emerging themes. The findings revealed that although
the Ministry of General Education zoned Serenje district
under Icibemba instead of Icilala in teaching initial literacy,
learners’ performance was low because the language used
in school was unfamiliar to learners. Additionally, findings
also showed that there was a lack of teacher’s guide books
and learners’ text books to use in teaching initial literacy
hence teacher’s delivery of lessons was negatively affected.
Researchers concluded that learners performed poorly
in literacy due to the fact that the zoned language was
unfamiliar to learners in that area where it was used as a
medium of teaching literacy. It is therefore recommended that
the Ministry of General Education through the Curriclum
Development Center should develop and produce and
distribute learning materials for the teaching of literacy in
grades one to four. Furthermore, lessons for literacy should
be taught using concrete and real teaching and learning
resources that can enhance learning. Additionally, there is
a need to start thinking about the possibility of rezoning the
whole country.
Description
Keywords
Literacy. , Language--study and teaching. , Local language. , Language of instruction.