Learning literacy in a familiar language: comparing reading and comprehension competence in Bemba in two contrasting settings in Northern Zambia

Abstract

The latest language in education policy in Zambia is to use a �familiar� language in the initial stages of education before transitioning into a regional and later foreign language medium. Investigating the use of a familiar language�Namwanga�in Northern Zambia, in the context of a regional language�Bemba�the article shows that learning of literacy in the regional language is better supported by classrooms that allow free use of the �home� language or mother tongue. Results from a reading and comprehension task show no hindrance to the achievement of reading fluency in a regional language when a familiar language is encouraged in the classroom. The article provides support for multi-literacies developed through languages that learners are exposed to in their environment rather than a foreign language.

Analysing the Role of Language in Mathematics Instruction: Challenges of Teaching Mathematics in a Multilingual Context in Kalomo District

“…Teachers advocate for the sustained use of local languages throughout the early and intermediate grades, supplemented by the gradual introduction of English to ensure a smoother linguistic and cognitive progression. Empirical evidence supports this model, with studies showing that continued mother tongue instruction not only reinforces literacy development but also serves as a critical scaffold for acquiring pro ciency in a second language like English (Kula & Mwansa, 2022). In the absence of such a phased strategy, the abrupt introduction of English at a critical academic juncture-often coinciding with the introduction of more abstract mathematical concepts-may lead to cognitive overload and learner disengagement.…”

Analysing the Role of Language in Mathematics Instruction: Challenges of Teaching Mathematics in a Multilingual Context in Kalomo District

“…Teachers advocate for the sustained use of local languages throughout the early and intermediate grades, supplemented by the gradual introduction of English to ensure a smoother linguistic and cognitive progression. Empirical evidence supports this model, with studies showing that continued mother tongue instruction not only reinforces literacy development but also serves as a critical scaffold for acquiring pro ciency in a second language like English (Kula & Mwansa, 2022). In the absence of such a phased strategy, the abrupt introduction of English at a critical academic juncture-often coinciding with the introduction of more abstract mathematical concepts-may lead to cognitive overload and learner disengagement.…”

�Languages don�t have bones, so you can just break them�: rethinking multilingualism in education policy and practice in Africa

“…Moreover, these language policies have implications for social justice issues and access to power. Kula and Mwansa (2022) focus on education in Zambia. This country's language policy is ostensibly more inclusive, as it allows for the use of a 'familiar language' in the first four years of education.…”

Analysing the Role of Language in Mathematics Instruction: Challenges of Teaching Mathematics in a Multilingual Context in Kalomo District

“…Teachers advocate for the sustained use of local languages throughout the early and intermediate grades, supplemented by the gradual introduction of English to ensure a smoother linguistic and cognitive progression. Empirical evidence supports this model, with studies showing that continued mother tongue instruction not only reinforces literacy development but also serves as a critical scaffold for acquiring pro ciency in a second language like English (Kula & Mwansa, 2022). In the absence of such a phased strategy, the abrupt introduction of English at a critical academic juncture-often coinciding with the introduction of more abstract mathematical concepts-may lead to cognitive overload and learner disengagement.…”

�Languages don�t have bones, so you can just break them�: rethinking multilingualism in education policy and practice in Africa

“…Moreover, these language policies have implications for social justice issues and access to power. Kula and Mwansa (2022) focus on education in Zambia. This country's language policy is ostensibly more inclusive, as it allows for the use of a 'familiar language' in the first four years of education.…”

Analysing the Role of Language in Mathematics Instruction: Challenges of Teaching Mathematics in a Multilingual Context in Kalomo District

“…Teachers advocate for the sustained use of local languages throughout the early and intermediate grades, supplemented by the gradual introduction of English to ensure a smoother linguistic and cognitive progression. Empirical evidence supports this model, with studies showing that continued mother tongue instruction not only reinforces literacy development but also serves as a critical scaffold for acquiring pro ciency in a second language like English (Kula & Mwansa, 2022). In the absence of such a phased strategy, the abrupt introduction of English at a critical academic juncture-often coinciding with the introduction of more abstract mathematical concepts-may lead to cognitive overload and learner disengagement.…”

�Languages don�t have bones, so you can just break them�: rethinking multilingualism in education policy and practice in Africa

“…Moreover, these language policies have implications for social justice issues and access to power. Kula and Mwansa (2022) focus on education in Zambia. This country's language policy is ostensibly more inclusive, as it allows for the use of a 'familiar language' in the first four years of education.…”