Local Applied Action Research: A Key Step to Improving Local Language Instruction

• In Event: Improving Teaching and Learning

Proposal

Objective:
Following the introduction of the revised National Curriculum in early 2014, project implementers, in collaboration with the Ministry of General Education (MOGE) and the Zambia Institute for Special Education (ZAMISE) developed a study to advance discussions and inform policy development to better support improved early grade reading outcomes. This presentation aims to share the findings and recommendations from this applied action research study.

Perspective/Theoretical Framework:
In 2014 the MOGE introduced a revised National Curriculum which expanded upon the 2013 policy, which called for local language reading instruction in Zambian primary schools. Given the research that suggests that “…where possible, children’s initial instruction should be in their mother tongue. However, in many contexts, identifying a language that qualifies for mother tongue instruction is not simple matter…and language spoken by the majority in the children’s environment is optimal for instruction.” The MOGE, recognizing the challenge of ensuring mother tongue instruction, called for the use of familiar local languages in the implementation of the new curriculum. Despite these revisions, challenges related to improving early grade reading outcomes persist. In order to further the conversation and identify specific areas for continued growth, this study aims to understand the current context specifically related to local language instruction in the early grades.

ZAMISE researchers conducted interviews and focus groups, and administered questionnaires to stakeholders at 21 government schools and 16 community schools in four districts of Lusaka province. The sample included school administrators, teachers, parents, and students in order to gain a deeper understanding of the current context of reading instruction, particularly with regard to the revised curriculum.

With technical support related to research methods, ZAMISE researchers collected and analyzed the data in order to identify further areas of inquiry and recommendations for education policy makers:
• Parents are generally supportive of familiar, local language instruction, when it is a part of an additive bilingual model.
• Teachers must be placed in schools where they are comfortable speaking and teaching in the local language.
• Students and teachers should have access to appropriate teaching and learning materials in the local language.
• Teacher training should emphasize the knowledge and skills necessary to teach both local languages and English.

Importance/Connect to Conference Theme:

While international research suggests that familiar local language instruction is a best practice for improved early grade reading outcomes, this study builds upon international findings and provides localized, Zambian specific data to strengthen the implementation of the national curriculum. While implementing policies related to local language instruction is challenging, policy revisions and actions to support these findings help to ensure that all children have equitable access to quality learning.

Structure:
This presentation will highlight the research process and findings related to the use of local languages from this applied action research study. By shedding light on the research process, this presentation will share specific recommendations related to the use of local language instruction as a means to achieve equity in education in Zambia.

Authors

• Laura Conrad, Chemonics International

• Justin Lupele, Chemonics International