Analysing Teachers’ and Pupils’ Classroom Language Choices and Practices in Selected Grade Five Classrooms in Zambia’s Chongwe District

Abstract

From 2013 up to date, the curriculum framework stipulates that the language of instruction for initial literacy is familiar local language from Grades one to four (1-4) while from grade five (5) onwards, English is the sole medium of instruction. The purpose of this study was to analyse the transitional language practices among the grade five teachers and learners in selected primary schools of Chongwe district. The study adopted a mixed methods design where both qualitative and quantitative data was collected and analysed.  8 primary schools were randomly selected while 40 grade 5 teachers were purposively sampled. Data was collected through classroom lesson observation, interviews with the teachers and questionnaire. The classes which were observed had 216 pupils collectively. Qualitative data was analysed through thematic analysis while quantitative data was analysed using the Statistical Package for Social Sciences. The findings showed that the teachers did not have a common way of transitioning as some were using abrupt transitioning while others who are the majority are using gradual transitioning. In the questionnaire, most the teachers indicated that they used both English and local Zambian languages to teach in order to help the learners. However, the lesson observations showed that in fact, some teachers transitioned to English at the expense of the learners since some learners had not yet broken through to literacy at the beginning of grade five. In view of the findings, it is recommended that primary teachers should be trained on how to transition at grade five.From 2013 up to date, the curriculum framework stipulates that the language of instruction for initial literacy is familiar local language from Grades one to four (1-4) while from grade five (5) onwards, English is the sole medium of instruction. The purpose of this study was to analyse the transitional language practices among the grade five teachers and learners in selected primary schools of Chongwe district. The study adopted a mixed methods design where both qualitative and quantitative data was collected and analysed.  8 primary schools were randomly selected while 40 grade 5 teachers were purposively sampled. Data was collected through classroom lesson observation, interviews with the teachers and questionnaire. The classes which were observed had 216 pupils collectively. Qualitative data was analysed through thematic analysis while quantitative data was analysed using the Statistical Package for Social Sciences. The findings showed that the teachers did not have a common way of transitioning as some were using abrupt transitioning while others who are the majority are using gradual transitioning. In the questionnaire, most the teachers indicated that they used both English and local Zambian languages to teach in order to help the learners. However, the lesson observations showed that in fact, some teachers transitioned to English at the expense of the learners since some learners had not yet broken through to literacy at the beginning of grade five. In view of the findings, it is recommended that primary teachers should be trained on how to transition at grade five.