Harnessing the Potential of Indigenous Language Instruction in Zambian Lower Primary Schools: A Comprehensive Examination

Abstract

This study examines the impact of using local languages versus English as the medium of instruction in Zambian primary schools. It focuses on grades one to four in selected schools in Livingstone District, following the policy change to promote local languages. Using a case study approach, both qualitative and quantitative methods are employed, with data collected through questionnaires. The sample includes 50 participants (pupils, teachers, and administrators) selected randomly. SPSS and Excel are used to analyze the collected quantitative data.

Findings reveal that Zambian children face similar challenges in learning to read English as those learning a new language. Language divergence between the learner’s dialect and the instructional dialect significantly affects learning and reading difficulties. The greater the divergence, the harder the learning process becomes. Bridging the gap between vernacular-speaking children’s existing language forms and those found in reading materials and teacher instructions is crucial, particularly during initial literacy instruction. The study presents compelling evidence supporting the use of local languages as the medium of instruction instead of English.