AN INVESTIGATION ON HOW TEACHING INITIAL LITERACY IN FAMILIAR

LOCAL LANGUAGE AFFECTS ENGLISH TEACHING AND LEARNING IN

SECONDARY SCHOOLS.

BY

RAFESTER CHALINGA

STUDENT ID: 224121922

RESEARCH PROPOSAL SUBMITTED TO CHALIMBANA UNIVERSITY IN

PARTIAL FULFILMENT FOR THE REQUIREMENT OF THE AWARD OF THE
DEGREE IN SECONDARY EDUCATION

CHALIMABA 2023

i
Table of Contents
CHAPTER ONE....................................................................................................................................1
INTRODUCTION.................................................................................................................................1
Overview...............................................................................................................................................1
1.2. Background....................................................................................................................................1
1.3. Statement of the problem...........................................................................................................2
1.4. Purpose of Study........................................................................................................................3
1.5. Research Objectives...................................................................................................................3
1.6. Research Questions.........................................................................................................................3
1.7. Significance of Study......................................................................................................................3
1.8 Limitations......................................................................................................................................4
1.9 Delimitation.....................................................................................................................................4
1.10 Theoretical framework...................................................................................................................5
1.11 Chapter summary...........................................................................................................................6
CHAPTER TWO...................................................................................................................................7
LITERATURE REVIEW......................................................................................................................7
2.1. Introduction....................................................................................................................................7
2.2. The significance of using local language in initial literacy.............................................................7
2.4. Ways which can minimize the challenges English teaching and learning.....................................10
2.5 Research gap..................................................................................................................................10
2.6 Conclusion.....................................................................................................................................11
CHAPTER THREE.............................................................................................................................12
METHODOLOGY..............................................................................................................................12
3.0 Introduction...................................................................................................................................12
31. Research Design............................................................................................................................12
3.2 Study Population...........................................................................................................................12
3.3 Sample Size...................................................................................................................................12
3.4 Sampling Procedure.......................................................................................................................13
3.5 Data collection instrument.............................................................................................................13
3.6 Data collection procedure..............................................................................................................13
3.7 Data Analysis................................................................................................................................13
3.8 Ethical Consideration....................................................................................................................13
3.9 Chapter summary...........................................................................................................................13
REFERENCES....................................................................................................................................15

ii
APPENDICES A.................................................................................................................................17
APPENDICES B.................................................................................................................................18
TIME LINE.........................................................................................................................................18
APPENDIX C: Teachers’ questionnaire..............................................................................................19
APPENDIX D; RESEARCH QUESTIONNAIRE FOR PUPILS.......................................................22

iii
 CHAPTER ONE
INTRODUCTION
Overview
In this this chapter background information, statement of the problem, purpose of study,
objectives, study questions, significant of the study, delimitation, limitation to study and the
definitions of terms that will be used in the study and the theoretical framework are headings
that will be presented among other headings. This chapter will start by discussing the
background as presented below.

1.2. Background
According to (Linehan, 2004), In Zambia, the issue of language and education was clear and
straight forward throughout the colonial and much of the federal period. Both the colonial
and federal governments favoured the use of the local languages to teach in the early years of
school. However, after independence, the medium of instruction in the country changed to
English from Grade One to the highest level of education which is University. The country
has continued facing numerous challenges concerning the language of instruction especially
in the lower grades and this has led to many changes in terms of language teaching programs
and also in terms of the language to be used of instruction to be used in lower grades.

The issue of poor performance in English in secondary schools in Zambia has, for some time
been a subject of concern of which some researchers have attributed this to the poor
preparation, particularly by those teachers who are teaching in public primary schools
(Mkandawile 2017) argues that, “most of the pupils who graduate to secondary section from
primary have very low comprehension of English, they can’t interact or read properly in
English language”. She further eludes that, “this leaves a lot of work to be done by secondary
teachers of English since they have to do some primary work as well”.

Moreover, (Zimba ,S 2017) argues that, children in primary schools lacks proper practice that
can enhance their English comprehension skills…..they spend half of their primary grades
learning and interacting in local languages. They start learning in English when they go to
secondary education. This gives a lot of weight to the teachers especially those that have to
teach entirely in English. Furthermore, it should be mentioned that learners in lower primary
learn initial literacy in their familiar language. Meaning that they start to learn basics of
English in grade five; of which (Mkandawile 2019) argues that, teachers do not follow
government policies because for example, according to the language policy learners in grade

1
five have to learning English and they have to learning in English as a language of
instruction, but what is on the ground is that learners in upper primary are learning in their
familiar language instead of English. It is important to note that the teaching of initial literacy
using the local languages was advocated for because of the low reading levels among learners
in Zambia. Presently, initial reading in Zambia is done in the officially recognised local
language of the region where the school is located. There are seven officially recognised
Zambian languages: Bemba, Kaonde, Lozi, Lunda, Luvale, Nyanja and Tonga. According to
Sitwe (2018) When the patriotic front came into power in 2011 it saw that it was necessary to
revamp the use of English language as the medium of instruction in the pre and lower
primary level which is from grade 1-4 and introduced the use of Zambian local languages to
be used in the pre and lower education as the medium of instruction to improve the quality of
education in the country. This was proposed to happen in a way that depending on the
location of the province and the type of local language they use in that particular area to make
it neutral.

The Zambia policy on education recognizes the use of familiar Zambia languages as the
official languages of instruction in the preschools and early grades (grade1-4). This is
because there is evidence that children learn more easily and successfully through language
that they know and understand well. However, on the other hand, as noted by the researchers
(Mkandawile 2019, Zimba ,S 2017), it has been observed that teaching children in their
familiar local language and teaching initial literacy in familiar local language has some
effects on the teaching of English language in secondary grades. This is because learners in
primary grades spend more than half of their primary grades learning and interacting in their
local language; making it almost impossible for them to communicate effectively using
English especially when they go to secondary grades. As such the researcher seeks to
investigate if the use of familiar local language to teach initial literacy in primary grades is
affecting English language teaching and learning in secondary grades.

1.3. Statement of the problem

(Zimba ,S 2017) observed that many secondary school pupils failed to communicate in the
language of instruction (English), (Mambwe 2021) also was observed that a few learners who
came from private schools had fewer challenges in English learning and performed better
compared to their counterparts who went through public schools. He concluded that, “This
could be because those in private schools learned initial literacy in English and they also used
English as medium of instructions”. To add on, during teaching practice the researcher also

2
observed that learners in secondary schools were unable to identify the meaning and
pronounce in most English words. Marking it very difficult to teach English without using
their familiar language it is not yet known if the teaching of initial literacy in familiar
language has negative effects on the teaching and learning of English in secondary grades,
The problem therefore is: little is known about the impacts that teaching in local languages
has brought in Zambia’s education sector to both the teachers and pupils especially in English
as a subject but with such observation the researcher aims to investigate if the teaching of
initial literacy in familiar language can be affecting the teaching and learning of English in
secondary grades.

1.4. Purpose of Study

The purpose of the study will be to investigate if the teaching of initial literacy in local
language affects the teaching of English in secondary grades.

1.5. Research Objectives

i. To assess the significance of using local language in initial literacy teaching program in
early primary Grades.

ii. To examine the challenges that are brought about by teaching initial literacy in familiar
language for English language teaching and learning in secondary.

iii. To explore ways which can minimize the challenges that are brought by teaching initial
literacy in familiar language for English teaching and learning in secondary grades.

1.6. Research Questions

i. What is the significance of using familiar language in initial literacy teaching in early
primary Grades?

ii. What are the challenges that are brought about by teaching initial literacy in familiar
language in secondary English teaching and learning?

ii. What are ways that can be employed to minimize the challenges that are brought by
teaching initial literacy in familiar language in secondary grades?

1.7. Significance of Study

This study might be significant because it may point out at the challenges that the teachers
and learners face in teaching and learning of English in secondary grades especially those
brought by the use of familiar language for lower primary. The study might also suggest

3
applicable solution to the government and curriculum developers on the effective use of local
languages as a medium of instruction in primary schools. Curriculum developers may also
utilise some of the findings to improve on the provision of quality education

1.8 Limitations
There is tight schedule such that it may be difficult to complete the study within the planned
time frame. This is because the researcher will also be doing the teaching practice at the time
that this study will be conducted. However, the researcher will set deadlines and request the
respondents to return the questionnaires at the earliest time possible. So that the data needed
for the study should be collected and analysed at an earliest time. With the reports of poor
economy in the country, it is also expected that some respondents might be asking for some
money before accepting to be respondents. However, the researcher will try and convince
them by telling them that this study is not just of benefit to the researcher but to the ministry
of education and that complication of this study lies of their cooperation.

1.9 Delimitation
This research will confine itself to a study of selected schools of Chipata district, time
constraints does not allow for a broader coverage of any other additional districts.

1.10 Definition of terms

TEACHING: The concerted sharing of knowledge and experience, which is usually

organised within a discipline and, more generally the provision of stimulus to the
psychological and intellectual growth of a person by another person or artefact

INITIAL LITERACY: Time when an individual is expected to learn the basics in a

particular field such as reading and writing in a particular language.

FAMILIAR LANGUAGE: Familiar language refers to the language that which can be
easily recognized and reflects the close relationship of the people speaking, usually used on a
regular basis.

LOWER PRIMARY: Grades ranging from grade one to grade four (4)

AFFECTS: A change or changed state occurring as a direct result of action by somebody or

something else

ENGLISH: A subject taught in school.

4
ENGLISH LANGUAGE: a language used as medium of instruction in the Zambia
educational curriculum in upper primary to secondary section.

LEARNING: The acquisition of knowledge or skill

SECONDARY: Grads ranging from grade eight to grade twelve.

1.10 Theoretical framework

This study will be guided by the socio-emotional context of learning theory, socio-emotional
context of learning is the process of developing self-awareness, self-control. And
interpersonal skills that are vital for school. People without social emotional skills are not
able to cope with challenges that they face in school. The socio-emotional context of learning
using an unfamiliar Language of instruction is rarely discussed in education. a number of
papers mention fear or anxiety in relation to low classroom participation or the requirement to
speak English (Early and Norton 2014; Mokgwathi and Webb 2013; Mokibelo 2016; Rea-
Dickens and Yu 2013; Sibomana 2022; William and Ndabakurane 2017). Similarly, research
considering the use of multiple languages on student learning has sometimes been related to a
positive emotional effect (Benson 2002; Gabrieli, 2020). There is research that highlights the
prevalence of fear as part of the broader school environment, often referencing the continued
use of corporal punishment or other forms of humiliation in schooling (Joyce-Gibbons et al.
2018; Mligo and Mshana 2018; Ouane and Glanz 2011). Several language commentators
point specifically to both historical and contemporary use of fear and shaming as
punishments for failure to express oneself in English. However, apart from shaming students
for the use of unsanctioned languages, students’ feelings and experiences of shame relating to
language are largely absent from considerations of language-in-education in this context.
Opoku-Amankwa (2009, 126) identifies language anxiety and self-esteem as ‘the two factors
which the pupils consistently alluded to as conditions stalling their participation in classroom
communication’. This finding is certainly in line with the assertion of SLA researchers that
language anxiety is ‘the affective factor that most persuasively obstructs the learning process’
(Arnold and Brown 1999, 8). In this theory, it can easily been seen that a number of authors
attributed fear to lack of emotional skills. Many leaners fail to speak or to express themselves
in English and to participate in English lesson due to fear, the question is what brings that
fear? As to whether it is a limited English vocabulary or something else is what this study
will be attempted to bring to light. Thus, this theory is important to this study because using
this theory the study will find out if luck of vocabulary and comprehension brought by lack of

5
English activities in literacy in primary grades is affecting the teaching and leaning of English
as a subject in secondary education.

1.11 Chapter summary

The chapter has introduced the topic by discussing the background of the study, statement of
the problem, purpose of the study, objective of the study, research questions, and significance
of the study, delimitation, and operational definition of key terms as well as the theoretical
framework that will guide the study.

6
 CHAPTER TWO
LITERATURE REVIEW
2.1. Introduction
The following chapter carries out a review of previous works carried out by other researchers
in the field of English learning. It examines it based on its strengths and weaknesses in
relation to the present study. To remain focused in this study, literature review will generate
from the following themes which are; the impact of guidance and counselling on students
discipline. the challenges faced by the guidance and counselling departments in secondary
schools and strategies to improve guidance and counselling services in schools.

2.2. The significance of using local language in initial literacy

The importance of literacy in early childhood cannot be ignored because it is the foundation
for learning and academic achievement later in a person’s life (Mkandawire, 2018). Without
literacy, certain subject areas are inaccessible. In line with this, some scholars (Hamilton et
al, 2016, p. 401) state that learning to read in the early years of education provides a
foundation for later literacy development and academic success. In Zambia, literacy is a
major part of the school curriculum and is the responsibility of government to see that every
child is able to read and write by the end of the primary education. Reading and writing skills
are not just important in education but also in social life (Silavwe et al, 2019). This is why the
government of the republic of Zambia in 2013 decided to come up with the new Curriculum
Literacy Framework which aims at improving the reading standards among the school going
children through the teaching of literacy using local languages as media of instruction.
Norway too use Norwegian (a local language) as the language of instruction at all levels in
public schools (Banda et al, 2012). In this study, a local language and the first language will
be used interchangeably to mean the language of instruction and the language of initial
literacy. The teaching of initial literacy using a familiar language as the medium of
instruction has proved to be effective in improving literacy levels in children. Once learners
have basic literacy skills in the L1, they can begin reading and writing in the L2 by easily
transferring the literacy skills they acquired in L1.

A review by Escamilla (2009) on ‘Language-Minority Children and Youth’ for example,

revealed that there is clear evidence that tapping into first-language literacy can confer
advantages to English learners. This is because the first-language oral proficiency also
influences developmental patterns in second language speech discrimination and production.
In fact, first language literacy is related to literacy development in English, including word

7
and pseudo word reading, reading comprehension, reading strategies, spelling and writing.
Therefore, language minority students who are literate in their first language are likely to be
advantaged in the acquisition of English literacy. Learning to read is also most efficient when
learners know the language used.

In line with this Veii (2003,67 ) also stated that “the development of second language literacy
skills depends on the extent to which a child’s first language skills are developed”.
Tambulukani and Bus (2011, p. 15) also stated that, “practising reading in a familiar Zambian
language is an incentive for learning to read in English. This is probably because a better
understanding of the relationship between spelling and phonology in the Zambian language
as a result of learning in a familiar language facilitates learning to read in English”.
Technically, the expectation is that instruction in the local language at the foundation stage
will support learners as they progress towards English. This recognizes Zambia as a multi-
lingual society, where the use of local languages and English coexist as part of formal and
informal communication. Cummins (2007) supported this assertion when he argued that: …
[The relationship between first and second language literacy skills suggests that effective
development of primary language literacy skills can provide a conceptual foundation for
long-term growth in English literacy skills. This does not imply, however, that transfer of
literacy and academic language knowledge will happen automatically; there is usually also a
need for formal instruction in the target language to realise the benefits of linguistic transfer

2.3. Challenges that are brought about by initial literacy teaching in secondary grades.

In contexts where schooling is delivered through an unfamiliar language of instruction

(Language of instruction ), it has been widely observed that this presents significant
challenges for students (and teachers) (Afitska et al. 2013); Researchers have commonly
found that the use of an unfamiliar Language of instruction results in dramatically limiting
classroom talk, either to rote, chorus responses, single word answers, or silence. Many of
these examples come from countries in Sub-Saharan Africa, including Ghana (Opoku-
Amankwa 2009), Botswana (Mokgwathi and Webb 2013), Kenya (Kiramba 2018) and
Tanzania (Brock- Utne 2007; Vuzo 2010). But the use of an unfamiliar Language of
instruction is not limited to African contexts and similar observations have been made in
India (Verma 2017) and Nepal (Sah and Karki 2020). Most often, lack of understanding of
the medium of instruction is pointed to as the key explanation for low student participation
(Kamwendo 2016; Rea-Dickens and Yu 2013; Samuelson and Freedman 2010).

8
In Eastern and Southern Africa, many countries have language-in-education policies that
recognise the value of learning in the mother tongue, or another familiar language, at least in
the early years of schooling (Trudell 2016b). However, even when students begin their
education in a familiar language, the vast majority of these countries transition to the use of a
European language, most often English, before students have developed sufficient
proficiency to use it as an effective medium for learning (Brock-Utne 2014; Heugh 2006).
This means that teaching and learning becomes a dual process as students are trying to
engage with subject content at the same time as striving to acquire the Language of
instruction (Barrett and Bainton 2016). One result of this is that, although official language
policies and curricula assume familiarity with English, and unproblematic transition to its use
as the monolingual Language of instruction , the reality is frequently multilingual as teachers
translate into students’ known languages to help them to understand (Westbrook et al. 2022).
However, teachers in Africa are rarely trained to teach multilingually or to strategically
support learners who are transitioning between languages (Afitska et al. 2013; Alidou and
Brock-Utne 2011). Instead, these practices are often reactive rather than purposefully
planned, and are viewed as ‘illicit’ but necessary to compensate for students’ linguistic
‘deficits’ (Kiramba 2019; Li and Martin 2009; Probyn 2015). The use of familiar languages is
also often controlled by the teacher, and students are offered little support to express their
ideas in the official Language of instruction (Arthur 1996; Mokgwathi and Webb 2013;
Simasiku 2016).

Under these circumstances, it is unsurprising that studies based on class room observation at
all levels of education have found that student answers to teachers’ questions are
predominantly limited to rote, chorus responses, ‘safe-talk’, single word answers, ‘inaudible
mumblings’, or silence (Brock-Utne 2007; Issa Mohamed and Banda 2008, 104;McKinney et
al. 2015; Ngwaru 2011; Vuzo 2010; Webb and Mkongo 2013). This is consistently linked to
the Language of instruction , which by secondary level in nearly all countries in SSA is a
dominant, European language, most commonly English. Commenting on observations from a
study of a 4th grade class in Kenya, at the point where the Language of instruction policy
shifts to monolingual use of English, Kiramba (2018, 303) notes that ‘the main effect…is
silencing’. The most prominent explanation offered by researchers for students’ limited
participation and silence is poor understanding of the unfamiliar Language of instruction , an
explanation that is strongly supported by studies that compare interaction patterns in English-
medium lessons and lessons taught in a familiar language (Afitska et al. 2013; Brock-Utne

9
2007; Mwinsheikhe 2009; Rea-Dickens and Yu 2013). However, this paper argues that lack
of understanding is not a straight-forward explanation. If we do not look more fully at
students’ classroom experiences, we risk misrepresenting some students’ levels of
understanding and may neglect the important influence of the individual and classroom socio-
emotional context.

2.4. Ways which can minimize the challenges English teaching and learning.
After conducting a research on Strategies for improving low academic performance in
English language (J. Suganya 2021), concluded that The strategy for improving low
academic performance in English language emphasis students that regular practise will help
them to overcome the difficulties they might be experiencing to improve their English
language skills. Practise makes perfect, which means, to improve certain skill one need to
practise it as much as possible. The survey taken to improve the low academic performance
in English language shows that the students need to improve their grammar and vocabulary
skills. Students should learn at least five words a day and they should try to employ it as often
as possible. They don’t need to waste time on extremely specific words they will never
actually use. Instead, they can focus on conversational English which is likely to be relevant
in the exams. Working through vocabulary, grammar and developing English communication
skills regularly will help the students to accelerate their knowledge and understanding of
English. The study shows that if attention of the students is on the practising side of English
language usage and learning as much as possible will definitely improve their academic
performance.

2.5 Research gap

This study does not deny the importance of using a familiar language to teach initial literacy.
However, it argues that, if we want to develop a fuller picture of students’ learning
experiences and reluctance to speak, we must expand the focus of research. Here is a
scenario, were a learner spend four years of lower primary learning things in his/her mother
tongue. In upper primary they have little interaction in the language of instruction which is
English. Them they go to secondary school with very little vocabulary and understanding of
the language of instruction. Doesn’t that lead to poor leaning of English and other subjects
that are supposed to be taught in the same language?. Hence with such a question in mind the
research seeks to investigate if there are challenges that are brought in English teaching and
learning in secondary teaching when we teach initial literacy in family language only.

10
2.6 Conclusion
This chapter has discussed the related literature to the topic at hand. The maters discussed in
this chapter includes. The significance of using local language in initial literacy, Challenges
that are brought about by initial literacy teaching in secondary grades, Ways which can
minimize the challenges English teaching and learning and the research gap has been
discussed.

11
 CHAPTER THREE
METHODOLOGY
3.0 Introduction
This chapter presents the methodology that will be employed in this research; it will include
the Research Design, Study Population, Sample Size, Sampling Procedure, Data collection
instrument, Data collection procedure, Data Analysis and Ethical Considerations.

31. Research Design

According to Omari (2011), research design refers to a distinct plan on how a research
problem will be attacked. Creswell, (2003) & Kerlinger (2007) defined research design as the
plan, structure and strategy of investigation conceived so as to obtain answers to research
questions and control variance. This study will use a descriptive research survey. In
Descriptive Research survey, the researcher describes the situation or case in depth in their
research materials. This research design is chosen because unlike in experimental research
survey, the descriptive research does not control or change any of the variables. Therefore,
the results that will be generated will be based on facts and happenings on the ground.

However the study will use both quantitative and qualitative research approaches.
Quantitative approach helps to quantify the study by generating numerical data or data from
the field and transform them into useable statistics; Qualitative approach helps to study
attitudes, opinions and behaviours of teachers toward the teaching English in secondary
school.

3.2 Study Population

The target population of the study is the large group of people, which has one or more
characteristics in common on which the research study will be focused (Kothari 2004). The
population of this study will be all secondary school teachers and pupils from Chipata
district.
3.3 Sample Size
According to Best & Kahn (1993) a sample can be defined as a group or subset of the total
populations selected for observation and analysis. This study will have a number of 70
respondents of which 30 will be the teachers and 40will be secondary school pupils from
Chipata district.

12
3.4 Sampling Procedure
The study will use purposive sampling methods. Purposive sampling means that respondents
are chosen on the basis of their knowledge of the information desired (Calderon, 1993). In
this case, the researcher will target primary teachers and pupils who are in secondary schools
in Chipata district. This will be done with the aim of getting data that has is with the
information that is required to generate the findings.

3.5 Data collection instrument

The researcher will use primary data collection instruments for this study. Primary data will
be used to collect data through questionnaires. Questionnaires will be used because they are
easy to be administered within a short time and they can be collected at any time. Moreover
its results could easily be tabulated and interpreted (Calderon & Gonzales, 1993).

3.6 Data collection procedure

Official permission to conduct the research will be sought from the District Education Board
Secretary of Chipata. The instruments will be administered through personal visit on
appointment with school Managers, teachers and pupils.

3.7 Data Analysis

According to Kothari (2004), data analysis is a process of editing, coding, classification and
tabulation of collected data. The process involves operations which are performed with the
purpose of summarizing and organizing the collected data from the field. In this study, Data
collected using questionnaire will be analysed using Microsoft excel (ME).

3.8 Ethical Consideration

Ethical Considerations can be specified as one of the most important part of research.
Bryman and Bell (2017), pointed the most important principles related to ethical
considerations in dissertation which are; the protection of privacy of research participants has
to be ensured, adequate level of confidentiality of the research data should be ensured, full
consent should be obtained from the participants prior the study.in this research the use of
names was not allowed in older to protect the respondents identity. All issues of ethics were
observed and all information collected was used for academic purposes only.

3.9 Chapter summary

This chapter described research methods and techniques that will be used in conducting this
research. Some of the issues that will be discussed in this chapter include research design, the

13
Study Population, Sample Size and Sampling method, the methods of data collection, data
analysis and ethical consideration that was used when conducting this research.

14
 REFERENCES
Banda, D., Mostert, L.,& Wikan, G. (2012). The language of education policy
Implementation, practice and learning outcomes in Zambia, Namibia and Norway. Lusaka:
Unza press
Brynman and Bell (2017), Business research methods. Oxford University Press, Oxford.
Cook, T. (2006). “An Investigation of Shame and Anxiety in Learning English as a Second
Language.” Unpublished doctoral dissertation. Los Angeles, CA: University of Southern
California.
Creswell, J. W. (2003). Research Design: Qualitative, quantitative and mixed method
approaches (2nded.). California: Sage
Cummins, J. (2007). Promoting literacy in multilingual contexts. Toronto: university of
Toronto
Escamilla,K. (2009). English Language Learners: Developing Literacy in Second-Language
Learners. Report of the National Literacy Panel on Language. U.S.A: Rutledge
Gabrieli, P., E. Sane, and R. Alphonce. (2018). “From Access to Quality Secondary
Education: Developing Language Supportive Textbooks to Enhance Teaching and Learning
of Biology. Massachusetts: Bergin & Garvey Publishers.
Kelly M. J. (1999). The Origins and Development of Education. Lusaka: Image Publishers
Ltd.
Kerlinger, M. (2007). Research Methods Education and Social Sciences. London: Edward
Arnold.
Kombo, D.K. and Tromp, D. L. A. (2009). Proposal and Thesis Writing: An Introduction.
Nairobi: Paulines Publications Africa.
Kothari, C. K. (2004). Research Methodology; Methods and Techniques (2nd Edition). New
Age International Publishers: India.
Linehan, (2004). Native and non-native teachers in the classroom. London: Smp

M. John Suganya(2021). Strategies for improving low academic performance in English

language. Coimbatore: PSG College of Arts and Science.

Mambwe M.E(2021) The Factor of Language in Zambia. Lusaka: Kenneth Kaunda

Foundation. London: Applied Science Dictionary.

Mligo, E. S., and D. L. Mshana. (2018). Community Secondary Schools in Tanzania. Eugene:
Resource Publications

15
Mkandawile ,B (2019) The Effect of English Language in Zambia. Educational Resource and
information al site,february29.national assessment survey report (2003). Lusaka:
Examinations Council of Zambia.

Mkandawire, S. B. (2012). An Evaluation of the Neganega Literacyn Programme in

Mazabuka District of the Southern Province of Zambia. Unpublished Masters Dissertation.
The University of Zambia.

Mokgwathi, T., and V. Webb. (2013). “The Educational Effects of Code-Switching in the
Classroom London: International African institute.

Mokibelo, E. 2016. “Transition from Setswana to English: A Policy Dilemma.” Journal of

Language Teaching and Research. Australia: Flinders University. Setbacks.

Omari, I. M. (2011). Concept and Methods in Educational Research “A Practical Guide

Based on Experience”. Dar es Salaam: Oxford University Press.

Silavwe, A., Mwewa, T., and Mkandawire, S. B. (2019). Understanding the Concept of
Functional Literacy by Selected Residentsof Lusaka District of Zambia. Journal of
Lexicography and Terminology, 3 (2), 1 -30.

Sitwe. B (2018), Familiar Language Based Instruction Versus Unfamiliar Language For The
Teaching Of Reading And Writing Literacy Skills: A Focus On Zambian Languages And
English At Two Primary School In Lusaka. Lusaka: S.B.M Publications

Tambulukani, G. & Bus, A. (2011) Linguistic Diversity: The Cause of Reading Problems
Among Learners in Zambian Primary Schools, Journal of Applied Linguistics Oxford: Oxford
University Press

Veii, K. R. H. (2003). Cognitive and linguistic predictors of literacy in Namibian Herero-

English bilingual school children. Thesis submitted for the degree of Doctor of Philosophy.
University of Surrey Guildford, Surrey United Kingdom.

William, F., and J. J. Ndabakurane. 2017. “Language Supportive Teaching and Textbooks
(LSTT) for Bilingual Classrooms. New York: State University of New York Press.

Zimba ,S (2017), The Effect of Nyanja as a Language of Initial Literacy in a predominantly

Tumbuka- Speaking area: The Case of Lumezi area in Lundazi District. Unza: lundazi

16
APPENDICES A

Proposed budget

ITEM AMOUNT QUANTITY TOTAL AMOUNT

REAM OF PAPER 160 1 K160

PENS 10 2 K 20

STATIONARY K600 - K600

TRANSPORT K 1200 - K1200

BINDING K 50 1 K50

INTERNET DATA 5GB - K100

FOOD K 500 - K500

Total K2630

17
APPENDICES B
TIME LINE

TASK WEEKS
PERSONNEL
Finalize data collection.
Week 1-week 2 Researcher

Finalize research proposal.

Week 3 Researcher

Seek research permission from research Week 4 Researcher

authority.

Print out an interview guide questionnaire. Week 5 Researcher

Carry out pre-test of data collection tool. Week 6-week 7 Researcher

Make adjustments to methodology. Week 8-week 10 Researcher

Data collection.
Week 11-week Researcher
12
Data analysis
Week 13 Researcher
Report writing
Week 14-week Researcher
15
Submission of complete report
Week 16-week Researcher
19
Dissemination of results
Week 20 Researcher

18
APPENDIX C: Teachers’ questionnaire
Dear teachers

My name is Rafester Chalinga, and I am a student at Chalimabana unversity Am conducting

a study on “an investigation how teaching initial literacy in familiar language in lower
primary affects English teaching and learning in secondary Chipata district.

Kindly not that, there is no any award for answering the questionnaires. But this study relies
on your participation. Please be informed that you have been selected to participate in this
study by answering the questions that I shall ask you. Your co-operation will be highly
appreciated .You are rest assured that the information you will provide in this questionnaire
will be treated with highest confidentiality.

a. Indicate you sex.

Male [ ] female [ ]

Read the sentences and put a tick in box that has the answer of your choice below.

Significance of using local language in initial literacy in early primary Grades

1. Local languages will break class silence and the linguistic classes.
Agree[ ] neutral [ ] disagree [ ]
Indicate the reason for your answer above
…………………………………………………………………………………………
…………………………………………………………………………………………
…………………………………………………………………………………………
……………………………………………………………………………………
2. Teaching in local languages promotes an educational principle of moving from known
to unknown
Agree [ ] neutral [ ] disagree [ ]
Indicate the reason for your answer above
…………………………………………………………………………………………
…………………………………………………………………………………………
…………………………………………………………………………………………
……………………………………………………………………………………

19
 3. Teaching a child in unknown language burdens the child with two unknown things:
The language itself and the subject matter to be learnt.
Agree [ ] neutral [ ] disagree [ ]
Indicate the reason for your answer above
…………………………………………………………………………………………
…………………………………………………………………………………………
…………………………………………………………………………………………
……………………………………………………………………………………
4. Teaching a child in unknown language burdens the child with two unknown things:
The language itself and the subject matter to be learnt.
Agree [ ] neutral [ ] disagree [ ]
Indicate the reason for your answer above
…………………………………………………………………………………………
…………………………………………………………………………………………
…………………………………………………………………………………………
……………………………………………………………………………………
5. Local languages facilitate easy access to information for all Zambians not only in
class but also the fact that people can defend themselves in courts.
Agree [ ] neutral [ ] disagree [ ]
Indicate the reason for your answer above
…………………………………………………………………………………………
…………………………………………………………………………………………
…………………………………………………………………………………………
……………………………………………………………………………………
6. Using local language in primary grades helps to develop vocabulary and makes it easy
for leaners to learn other languages?
Agree [ ] neutral [ ] disagree [ ]
Indicate the reason for your answer above
…………………………………………………………………………………………
…………………………………………………………………………………………
…………………………………………………………………………………………
……………………………………………………………………………………

Explore ways which can minimize the challenges.

20
Explain what you thing should be done to eliminated the challenges that are found in English
teaching and learning that are coursed by teaching initial literacy in local languages.

.
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………

21
APPENDIX D; RESEARCH QUESTIONNAIRE FOR PUPILS
Dear Respondent,

My name is Rafester Chalinga, and I am a student at Chalimabana unversity Am conducting

a study on “an investigation how teaching initial literacy in familiar language in lower
primary affects English teaching and learning in secondary Chipata district. .

Please be informed that you have been selected to participate in this study by answering the
questions that I shall ask you. Your co-operation will be highly appreciated .You are rest
assured that the information you will provide in this questionnaire will be treated with highest
confidentiality.

SECTION A

Please complete this questionnaire by ticking the appropriate answer and comments were
necessary.

1. Sex of respondents?

A. Male [ ]

B. Female[ ]

Indicate your grade [ ]

Challenges that are brought about by teaching initial literacy

1. How do you rate English as a subject?

Simple [ ] fair [ ] difficult [ ]
2. Do you express yourself well in English lessons?
Yes[ ] sometimes [ ] NO[ ]
3. What are some of the things that you find, or use to find difficult to do in English
when you went to secondary grades
Pronouncing the words [ ]
Reading [ ]
Understanding what was read [ ]
Following instructions [ ]
Listening to explanations

22
 4. Coming from primary grades, do you think you had enough understanding to listen,
speak read, and write in English.
Yes [ ]
No [ ]
Not sure [ ]

4a. briefly state the reason for your answer above?

…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
55. do you have classmates who used to learn in English in their previous schools?

Yes [ ]

No [ ]

No sure [ ]

Is your answer is yes in the question five above, do you believe they have a better
comprehension and performance in English compared to others that started in public
schools??

Yes [ ]

No [ ]

No sure [ ]

If your answer is yes in the question above, state the reason for your answer.

…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
………………………………………………………………………………………………

23