Language Practices in Multilingual Classrooms of Selected Primary Schools in Livingstone - Zambia

Milimo Simachenya; Kelvin Mambwe

doi:10.35877/454RI.daengku1899

Milimo Simachenya University of Zambia, Department of Arts, languages and Literary Studies, Lusaka, 10101, Zambia (ZM)
Kelvin Mambwe University of Zambia, Department of Arts, languages and Literary Studies, Lusaka, 10101, Zambia (ZM)

https://doi.org/10.35877/454RI.daengku1899

Keywords: multilingualism, translanguaging, language practices, classroom, Livingstone, Zambia

Viewed = 0 time(s)

Abstract

This study investigated language practices in multilingual classrooms in selected primary schools of urban areas of Livingstone city in Zambia among teachers and learners. The purpose of the study was to establish the motivations that teachers and learners had for drawing ‘linguistic features’ from Nyanja, Tonga and English languages in negotiating meaning during teaching and learning activities. The study also interrogated the language practices against the legislative prescription of language(s) to be used in the formal classroom situations in Zambia. Using purposive sampling, the data were collected from twenty teachers and twenty pupils through semi-structured interviews as well as direct observations of the twenty lessons. The study shows that learners prefer using linguistic features drawn from the named languages as resources in making meaning and for the purposes of learning. The study also establishes that teachers use Nyanja and English as resources for linguistic inclusiveness in order to facilitate teaching. These findings seem to counter the traditional expectation in education set ups in Zambia in which highly formalised monolingual languages are to be applied in teaching and learning processes. Therefore, the assumption which language policy formulators make regarding the choice of language(s) to be used in a particular locality for a specific function are contested. In this regard, the study augments the current debate on multilingualism which moves away from the traditional conception of named languages used in informing the formulation of the Zambia Education language policy.

References

Arthur, J. (1996). “Code Switching and Collusion: Classroom Interaction in Botswana Primary Schools.” Linguistics and Education8, 17-33

Baker, C. (2001). Foundations of Bilingual Education and Bilingualism (3rd ed.). Clevedon: Multilingual Matters.

Baker, C. (2011). Foundations of Bilingual Education and Bilingualism. (5th ed.). Clevedon: Multilingual Matters

Banda, F (2020b). Sociolinguistics and modes of social class signalling: African perspectives. Journal of Sociolinguistics 24:3–15.

Banda, F (2018). Translanguaging and English-African language mother tongues as linguistic dispensation in teaching and learning in a black township school in Cape Town, Current Issues in Language Planning, 19:2, 198-217.

Banda F, Jimaima H, Mambwe K & Simungala, G (2019). Interrogating terminological aggregation and inconsistencies in the Zambia’s language-in-education policy. In: Banda F (ed.) Theoretical and Applied Aspects of African Languages and Culture. Cape Town: Centre for Advanced Studies of African Society. 243–264.

Blackladge, & A. Creese (eds). (2014). Heteroglossia as Practice and Pedagogy. Srpinger Dordrecht Heidelberg New York/London, pp.1-20.

Bui, Y. N. (2009). How to Write a Master’s Thesis. Los Angeles: SAGE Publications

Cohen, C., Manion, L and Morrison, K. (2007). Research Methods in Education. 6th ed. London: Routledge

Creswell, J. W. (2009). Research Design: Qualitative, Quantitative and Mixed Methods Approaches. (3rd ed.). Los Angeles: SAGE Publications

Crystal, D. (2014). Language Death. Cambridge: Cambridge University Press

Gal, S. (2007). Multilingualism. InRoutledge Companion to Sociolinguistics 149 – 156. London: Routledge.

Garcia, O. (2009). Bilingual Education in the 21st Century: A Global Perspective. Oxford: Wiley-Blackwell

García, O. (2009). Bilingual Education in the 21st Century: A Global Perspective. Malden, MA: Wiley-Blackwell.

Garcia, O. and Wei, L. (2014). Translanguaging: Language, Bilingualism and Education. Basingstoke: Palgrave Macmillan

Jørgensen, J. N., M. S. Karrebæk, L. M. Madsen, and J. S. Møller. (2011). “Polylanguaging in Superdiversity.” Diversities Journal 13 (2): 32–54.

Linehan, S. (2004). “Language of Instruction and the Quality of Basic Education in Zambia: A Paper for UNESCO” Background Paper Prepared for the Education for All Global Monitoring Report 2005, 2 – 16

Makolo, M. F. (2014). An Investigation into Patterns of Translanguaging in Classrooms in the Foundation Phase in a Primary School in the Limpopo Province. (Master’s Degree Thesis). University of Limpopo

Mambwe, K. (2014). Mobility, Identity and Localization of Language in Multilingual Contexts of Urban Lusaka. (Unpublished PhD Thesis), University of the Western Cape

Manchishi, P. C. (2004). “The Status of Indigenous Languages in Institutions of Learning in Zambia: Past, Present and Future”. 4/1: 11 – 19. In: Nkolola-Wakumelo, M. (2013). “A Critical Analysis of Zambia’s Language-in-Education Policy: Challenges and Lessons Learned”. In H. McIlwraith (ed.). Multilingual Education in Africa: Lessons from the Juba Language-in-Education Conference. London: British Council

Meeuwis, M &Blommaert, J. (2002). Code-switching among Zairians in Belgium. In P. Auer (Ed.). Code-Switching inConversation Language: Interaction and Identity (pp. 76 – 98). New York: Taylor & Francis e-Library.

Ministry of Education. (1977). Educational Reform: Proposals and Recommendations: Lusaka: Ministry of Education

Ministry of Education. (1996). Educating Our Future: National Policy on Education: Lusaka: Zambia Educational Publishing House

Ministry of Education. (2013). Zambia Education Curriculum Framework 2013. Lusaka: Curriculum Development Centre

Nkolola-Wakumelo, M. (2013). “A Critical Analysis of Zambia’s Language-in-Education Policy: Challenges and Lessons Learned”. In H. McIlwraith (ed.). Multilingual Education in Africa: Lessons from the Juba Language-in-Education Conference. London: British Council

Ogechi, N. O. (2009). “The Role of Foreign and Indigenous Languages in Primary School: The Case of Kenya.” Stellenbosch Papers in Linguistics Plus, Vol. 38, 143 – 158

Snelson, P.D. (1974). Educational Development in Northern Rhodesia 1883 – 1945. Lusaka: NEDCOZ

Thomason, S. G. (2001). Language Contact. Edinburg: Edinburg University Press

UNESCO. (1964). Report on the UNESCO Planning Mission: Education in Northern Rhodesia. Lusaka: Government Printer. In: Linehan, S. (2004). “Language of Instruction and the Quality of Basic Education in Zambia: A Paper for UNESCO” Background Paper Prepared for the Education for All Global Monitoring Report 2005, 2 – 16

Wei, L. (2011). “Moment analysis and translanguaging space: Discursive construction of identities by multilingual Chinese youth in Britain.” Journal of Pragmatics, 43, 1222-1235.