The use of the vernacular languages in education monographs on fundamental education V111. The Bulletin of the Zambian Language Group 22. The State of Affairs of Cultural Literacy in Zambia’s Multicultural Institute for African Studies, University of Zambia. Paper presentation at the English Teachers Association (ETAZ) The Growth of Education since Independence. A paper Presentation at Voices of Change Conference. Achieving Equitable Education through Zambian Languages. Zambia Primary Reading Programme (Draft). 3 Oslo: Institute for Educational Research. Multilevel analysis for applied research. The Centre for advanced studies of African society. The classification of Languages in Zambia and Malawi. Disabling or Abling? The quick transition of the Language of Instruction (LOI) for initial literacy from Mother tongue (L1) to English (2). Language policies and language practices in West Africa. Policy and Experiment in Mother-Tongue Literacy. Page(s): 01-07 Date of Publication: 22 January 2022 The findings revealed that learning in the mother tongue at early grade level helps in language development of the child as well in comprehending concepts easily enhancing early literacy attainment helps children to grasp literacy and learn how to read and write faster and that it even becomes easier for learners in later grades to learn other languages and subjects in the curriculum as they would have the foundations. Data was then analyzed by the use of software MS Access and MS Excel. Frequency, percentages, tables, graphs and pie-charts were used to analyze the quantitative and qualitative data obtained. Data was obtained from respondents by means of interviews, questionnaires and classroom observation schedules. The study employed a mixed paradigm and descriptive survey design that sampled two primary schools, Head teachers, teachers, PTA executive members and Grade 4 learners. The policy is based on teaching learners in their familiar local language. The study aimed at assessing the effectiveness of Government policy of compulsory learning of local languages at early primary school level among the selected teachers in four Primary schools of Lusaka district in Zambia.
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