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The Multilingual Learning Environment in Selected Secondary Schools of Samfya District, Zambia.
Abstract
The purpose of the study was to explore the multilingual learning environment in selected schools of Samfya district, Zambia. The study sought to establish the adapted multilingual teaching approaches by class teachers. The study also examined the interest of learners in learning a second language in selected secondary schools in Samfya. The study further identified the linguistic remedial support enhancing learner’s potential in multilingual learning environment. To fulfil the purposes of the study, simple random sampling was used to sample four schools from which four learners and one teacher per school were purposively selected bringing the total sampled to twenty. This data was collected using focus group discussion and interview guide. Data was analyzed thematically. The study established that teachers tolerated the usage of other languages and allowed learners to use their familiar languages whereas monolingual participants depended on teachers and learners for interpretation of information. Learners were allowed to use familiar languages in classrooms. Code-switching and translanguaging were the major adapted multilingual teaching approaches which enhanced learners’ confidence in answering and asking questions. Owing to the mismatch between language of instruction and learners’ language, teachers faced some challenges with learners who failed to comprehend instructions using the medium of instruction. Both teachers and learners had interest in learning a second language. They believed that multilingual learners easily understood the concepts and performed better than monolingual learners. Teachers also initiated language modeling support activities such as spelling bee competitions, poetry, tongue twisters, and debate. The study recommendations were that Universities and colleges of education should revise and broaden their curriculum to address the multilingual challenges teachers face in schools so that learners can benefit and for schools to put in place local language policies that support acquisition and learning of English language.
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