Exploring perceived impacts of the transition from learning literacy in local languages to learning in English in Serenje District, Zambia

• In Event: Linguistic diversity & program strategies: Precursors & potential for foundational learning

Proposal

In Zambia, children begin learning to read in one of seven Zambian languages, transitioning to English as a language of instruction (LOI) across the third and fourth grades. Starting in fifth grade, English is the LOI. Empirical studies in sub-Saharan Africa have demonstrated that LOI policies that require mother tongue instruction can be effective in improving learning levels (Brunette et al., 2019; Piper et al., 2016; Sailors et al., 2010). Even countries which require mother tongue learning in primary grades, however, often transition to a post-colonial or international language such as French or English as the LOI in secondary school, if not earlier. Such language policies require learners to transition from local language to English at some point through their progression, raising questions related to what policy guidance, pedagogies, strategies, and materials serve teachers and students who make this transition. Research relating to the policies, processes, and timing of LOI transition, teacher competencies and materials for successful transition, and parental responses to such transition is scant.

Complex social, cultural, economic, and political factors affect language-learning policy and practice including transition to a second language after instruction in mother tongue in the early grades. The need to teach children in their mother tongue for as long as possible often conflicts with parental and societal demand for learning in languages such as English and French. Parents often prefer for their children to learn in non-indigenous languages for reasons including concerns over children’s long-term academic performance and employment outcomes (Laguarda & Woodward, 2013; Muthwii, 2004; Naom & Sarah, 2014; Trudell, 2005). Practical constraints such as the lack of teachers trained to handle transition and limited materials that can facilitate transition further complicate the tasks of teachers, parents, and students.

All these issues resonate in Zambia, where the Zambia Education Curriculum Framework of 2013 (Curriculum Development Centre, 2013b) prescribes instruction in preschool and early grades (grades one through four) in one of the seven official local languages—Chitonga, Cinyanja, Icibemba, Kiikaonde, Lunda, Luvale, and Silozi. The LOI policy assumes that children will acquire sufficient literacy skills in the Zambian languages and can then transfer and use these skills for literacy in English. English instruction begins in grade two and continues alongside the local language until grade five, when English becomes the LOI (Ministry of Education, 2013). Limited research looks at how the transition from local language to English has proceeded in the years since the introduction of this LOI policy in 2013.

This participatory action research (PAR) project, supported by the U.S. Agency for International Development, aimed to examine these factors in four primary schools in Serenje, Zambia. Study participants included teachers, parents, and Ministry of Education (MOE) officials. The PAR approach placed teacher educator leadership at the forefront of the study, aiming to minimize the power imbalances that can occur in cross-university collaborations and in the context of development projects. The research questions developed by the PAR team were as follows:
1. What strategies, materials and pedagogies do teachers use to transition learners from literacy in a local language to literacy in English?
2. How does the transition from use of a local language to literacy in English instruction impact parents and community participation?
3. How well do the Ministry of Education curriculum and materials align with best practices in transitioning from literacy in local language to literacy in English?

Regarding teacher pedagogy and materials, we found that phonics-based approaches were frequently used by grade 3 and 4 teachers, as well as learner-centered approaches. In a theme that cut across all research questions, the teachers noted that they did not have sufficient teaching and learning materials to support the language of instruction transition. One teacher reported, for example, having two English books for every ten students. Other teachers noted that while the LOI policy was clear, the actual implementation of the policy was not, resulting in a lack of clarity on how to guide students through this period. At all four schools, we found teachers using outdated literacy program materials to fill this gap.

Turning to community and parental perceptions, we found a great deal of support for initial literacy instruction in local languages, in contrast with much of the literature on parental preferences. Parents identified many of the same challenges as teachers in terms of lack of materials designed specifically to help students transition. While some parents were well equipped to help their children learn English, others did not have the literacy and/or English skills needed to help their children learn at home.

Looking at transition program design, Zambia’s LOI policy is an early-exit transitional policy (Benson, 2021). As compared to late-exit transitional policies, students have only a few years to develop literacy in their local language before moving to English as the language of instruction. This design therefore runs a greater risk of children starting to learn the second language before they have developed significant competency in the first.

Our recommendations include the development of a specific transition curriculum for grades 3 and 4, in alignment with the National Literacy Framework (Curriculum Development Centre, 2013); corresponding alignment of the pre-service and in-service teacher training systems; and the provision by the MOE of sufficient materials specifically designed to support transition, including home reading materials.

Authors

• Stephanie Zuilkowski, Florida State University

• Joseph Mandyata, University of Zambia

• Gift Masaiti, University of Zambia

• Amogh Basavaraj, Florida State University