CHAPTER ONE

1.0. INTRODUCTION

This chapter focuses on the background, statement of the problem, purpose of the
study, study objectives, research questions, significant of the study, limitations of
the study and definitions of terms.

1.1 BACKGROUND

Zambian languages represent the identity of the Zambian people. Zambia has over
seventy ethnic groupings which leave together in harmony. Before the country
gained its independence in 1964, colonial masters used these local languages to
spread Christianity. As earlier on alluded to, the country has over seventy ethnic
groupings which make it very difficult to come up with a national language
common to all Zambians. To this effect, seven local languages have been chosen as
official regional languages; these are used in the media and also taught as subjects
in the Zambian schools. The seven official languages include; Bemba, Kaonde,
Lozi, Lunda, Luvale, Nyanja and Tonga. These languages are either compulsory or
optional in some secondary schools. However, it has been noted that many people
have negative attitudes especially in the recent past over the use of Zambian
languages in homes, schools and many other formal sectors, especially in urban
areas.

The peoples’ negative attitude towards the use of Zambian languages has in turn
greatly affected the teaching and learning of the local languages in most secondary
schools. Hence, Zambian languages are almost becoming extinct in secondary
schools and as a result, the country has been hit by a critical shortage of high
school teachers of Zambian languages. Most secondary schools do not have
qualified teachers of Zambian languages to deliver effective and quality Zambian
1
languages to pupils. As a result of this, very few pupils are taking these languages
in high schools. A number of causes can be cited to the negative attitudes of people
towards the teaching of Zambian languages in secondary schools, and this study
will investigate what these causes are. The effects which have been brought up by
people’s negative attitudes towards Zambian languages in secondary schools will
also be investigated.

1.2 STATEMENT OF THE PROBLEM

The statement of the study was the people’s negative attitudes towards Zambian
languages in secondary schools. Revise the statement of the problem

1.3 PURPOSE OF THE STUDY

This study was carried out in order to investigate on what impact the negative
attitude of people towards Zambian languages in secondary schools in Mansa
district. It was also embarked on in order to bring out the lasting solutions to
eliminate the problem of people’s negative attitude towards Zambian languages in
secondary schools.

1.4 OBJECTIVES OF THE STUDY

The objectives were:

i. To find out the causes of pupils’ negative attitudes towards Zambian

languages in secondary schools.
ii. To investigate the effects of people’s negative attitudes toward Zambian
languages in secondary schools.
iii. To ascertain government’s role on policy provision on Zambian languages in
secondary schools.

2
iv. To suggest applicable ways of improving the access of Zambian languages
in secondary schools.
v. To find out what the MOE is doing in eliminating the negative attitudes of
people towards Zambian languages in schools.
vi. To find out what the stakeholders in education are doing in order to
eliminate the problem.

1.5 SIGNIFICANCE OF THE STUDY

The study was significant in the fact that it might help eliminate the problem of
people’s negative attitudes towards Zambian languages in secondary schools. It
might also bring to the attention, the importance of Zambian languages in
secondary schools and to the Zambian societies at large. The study also helped in
getting an overview of people’s feelings on other people’s negative attitudes
toward Zambian languages in secondary schools by way of talking about the
causes and effects. This part is mi placed take it where it belongs.

1.6 RESEARCH QUESTIONS

The following questions were administered to the respondents as a way of finding

the solution to the problem

a) What are the causes of people’s negative attitudes toward Zambian

languages in secondary school?
b) What is the impact of people’s negative attitudes towards Zambian
languages in secondary schools?
c) How best can people’s negative attitudes toward Zambian languages be
addressed?

3
 d) What is the MOE doing in order to eliminate the negative attitude of people
towards Zambian languages in schools?
e) What are the stakeholders doing about the negative attitude towards
Zambian languages?
f) What can be done to ensure that Zambian languages have an upper hand in
secondary schools?

1.7 LIMITATION OF THE STUDY

People’s negative attitudes towards Zambian languages in secondary schools is a

national wide problem, but due to the geographical location and the purpose of the
study, the study was limited only to five secondary schools in Mansa district.
Furthermore, due to limited time, the researcher Focused mainly on people’s
negative attitudes towards Zambian languages in secondary schools.

1.8 DEFINITION OF TERMS

Zambian Languages: these are indigenous local languages that are spoken and
taught in Zambian schools.

Effects: these are consequences that are encountered due to a certain action or
situation.

Secondary School: a school comprising of grade eight (08) to grade twelve (12).

MOE: Ministry Of Education

DEBS: District Education Board Secretary.

4
 CHAPTER TWO

2.0 LITERATURE REVIEW

A number of concerns have been raised about the negative attitudes of people
towards Zambian languages in secondary schools in the country. Some concerned
citizens have cited the causes and effects for this critical negative attitude of people
towards Zambian languages in secondary schools in using Zambian languages.
Many people have expressed fear that if nothing is done about the situation,
Zambian languages might even become extinct. This is evident in a few literature
materials where authors, scholars and concerned Zambian citizens have been
quoted in the quest to air their views concerning the causes and effects concerning
Zambian languages in secondary schools.

The people’s negative attitudes towards Zambian Languages in secondary schools

have resulted in Zambian Languages lagging behind other subjects because after
independence in 1964, according to Mwanakatwe, (1974:38) “The Government of
the Republic of Zambia inherited a colonial language policy that was using English
as a medium of instruction in all the subjects from today`s Grade Five upwards.”
The seven Zambian languages namely; Bemba, Kaonde, Lozi, Lunda, Luvale,
Nyanja and Tonga were mediums of instruction from Grades One to Four. There
was no policy regarding the usage of Zambian languages as mediums of
instructions in the educational setups.

Ranaweera, (1976:417) adds, “the teaching of African languages lag behind the
other subjects because of special difficulties, like the absence of textbooks, and
proficient teachers.” Zambian languages in schools are underdeveloped because
they have not been taken seriously as subjects of study. Too much emphasis has
5
been placed on proficiency in English, which in many cases, is introduced to
children from the first day of school. Proficiency in the mother tongue is, in some
cases, jeopardized because teachers and parents focus on learning English at school
and home. It is saddening that, in some cases, children come to school proficient in
their mother-tongues but soon begin to lose this as the focus is shifted to
developing proficient in English both at school and home.

One of the ways in which the loss of Zambian languages occurred was through the
colonial education that was constructed by the Europeans in their languages and
their interpretation of the written form of African languages. Makoni, (1998:245),
pointed out that, “...In the process of translating, they coined vocabulary that
reflected the settlers and missionary ideology.” The coined phrases and words were
useful for talking about Africans, not engaging them. They sought to understand
African cosmology on their own terms, and any conceptions that clashed with their
own perceptions were marginalized and devalued.

Phillipson, (1996:240) claimed that, “in much educational policy work, in policies
on education for all, the role of language is seldom considered.” They urge targets
for universal literacy to be set, but little thought is given as to the language in
which literacy should be achieved.

According to the MOE,(1992:135) “The abundance of languages in Zambia has

meant enormous problems of communication in education and as far as political
stability are concerned.” It is demanding too much of the human and material
resources to produce teaching materials in several languages. In addition to that,
the MOE also observed that the book publishing industry is Zambia is not well
developed. The local industry also lacks sufficient staff skilled in editing,
designing, illustrating, typesetting, printing and binding.

6
Mubanga (1977:376) notes; “Zambian languages were on the whole a neglected
part of the curriculum of secondary schools, and that the main reason for this was
lack of teachers.” According to Mubanga, it could further be said that teachers are
few due to the inferiority complex people attach to Zambian languages. The
statement that Zambian languages were a neglected part of the curriculum in
secondary schools implies that the relevant authorities did not do much in ensuring
that the curriculum was improved. The effect this had on the shortage of Zambian
language teachers is that very few would develop interest in taking on the role of
teaching and learning of Zambian languages in secondary schools.

The MOE, (1992:105), notes that, “... 0f greater concern is the very large
prospective shortfall in the number of graduate teachers.” The principal factor
contributing to this shortfall is the high rate of graduate loss who studies
languages. Graduate secondary school teachers, trained at great public expense at
the University of Zambia, either do not all take up teaching upon completion of
their studies or subsequently leave teaching in substantial numbers. Some others
are, of course, serving in other areas of the education section sector, as lecturers,
professionals of various kinds, and administrators, but this does not change the fact
that the proportions who continue to teach in the secondary schools remain low.

Diop, (1981:53) comments on the underdevelopment of Zambian languages in

schools by stating that, “the recent spread of private primary schools using English
as the language of instruction.” In his statement, he meant that parents who want
their children in those schools argue that we live in the time of globalization and
that English is the language of the global village. This left the Zambian languages
underdeveloped in the schools and hence the negative attitudes towards it.

Mateene (1980:20) supports that;

7
 Poverty and underdevelopment of these languages
is quite voluntary, they are poor because Africans
do not want to enrich them by not insisting upon
their usage in certain fields, such as education,
translation, factors of language enrichment and
development.

Through lack use of Zambian languages in the educational domain, a wealth of

indigenous knowledge is being locked away in these languages, and is gradually
being lost as the custodians of this knowledge pass on.

Kelly (1991:214) attributes the shortage of teachers of Zambian languages in high

schools to the attitude people have towards the use of Zambian languages. He says,
“...rapid urbanization has also hastened the demise of many customs and traditions.
This is a loss in which schools have done little to prevent; indeed, they too have
played a role by downgrading the languages of Zambia.” Kelly puts the blame on
rapid urbanization to be the cause of demise of many customs and traditions, and
that this is a loss in which schools have done very little to prevent. Even so,
Spencer (1963:74) adds that, “the fact is that the vernaculars, or at least most of
them are unlikely to wither at all during the next generations.” Moreover,
Armstrong points out that, the vernacular languages of Africa cannot hope to
compete with the major world languages as vehicles of higher education, science
and technology, nor as media for international communications: they need
nevertheless, a place in education: unless of course, education is viewed simply as
a means of technological ends.

This problem has resulted in the shortage of Zambian language teachers in schools.
This is because a person who is not willing to use their own local language cannot

8
proudly stand and teach it in class. This poses a challenge on the culture and
customs in the country because people have since lost their culture.

The former Justice Minister in the Patriotic Front government was quoted as
having raised concerns on the use of local languages. Mr KabimbaWynter was
quoted on [Link](2013) having said that, “the PF government is
determined to ensure that Zambian languages do not become extinct.” This
statement points out to people’s concerns over the use of Zambian languages. The
same website says:

UNZA lecturer Dr Joseph Mwansa in the department of

languages and social sciences Education observed that there
is need for the ministry of Education to ensure that it
encourages student teachers to take up local languages
during their training.

Dr Joseph Mwansa goes on to say that “we have regrettably noted that even at
colleges, local languages are shunned by our teachers, there is a heavy bias towards
training to teach English and not the local languages.” This above statement gives
an implication that student teachers are not willing to take on the teaching of local
languages. Consequently, this has resulted in the shortage of Zambian language
high school teachers. This also entails that the government needs to take it upon
itself to encourage more students to study Zambian languages.

According to Mwanakatwe (1968:137), “the Ministry of Education should

formulate a scheme to upgrade suitably qualified secondary school teachers to
teach Zambian languages. It can further be deduced that government has done very
little to supply more teachers of Zambian languages. He goes on to say that the
scornful or indifferent attitude of students to the study of their own languages in

9
secondary schools reveals their ignorance concerning the basis of their culture.
This statement is one of the many effects which have been caused due to people’s
negative attitudes toward Zambian languages in secondary schools. Furthermore,
Mwanakatwe alludes to the negative attitude people have towards their local
languages as one of the causes for the shortage of Zambian language teachers.

Snelson (1974:161) traces the causes of people’s negative attitudes towards

Zambian language to the colonial era; this is due to lack of interesting materials in
local languages. He says:

For many years, however, local languages were to be a

subject which aroused least interest among teachers and
children once the mechanics of reading and writing had been
mastered. In spite of subsequent efforts of the publications
Bureau, a virile indigenous literature never develops, and by
the time of independence, Northern Rhodesia Africans had
produced very few books of merit.

The implication of this statement is that very few people had interest in their
indigenous languages which in turn caused the shortage of teachers of Zambian
languages. It is also evident that even teachers themselves had no interest in
teaching Zambian languages. The effect this has on the supply of teachers is that
very few pupils would desire to take on the learning of Zambian languages.
Snelson also made a mention of the few literature material of merit by the time of
independence. This is the effect that the people’s negative attitudes towards
Zambian languages in secondary schools brought about.

From the different views which have been put across, it is evident that the country
has been hit by a so many problems in the education sector especially on the

10
teaching and learning of Zambian Languages because of the negative attitudes that
people have towards the indigenous languages in secondary schools and this has
also brought about the critical shortage of Zambian language teachers in secondary
schools. If the situation is not addressed, most Zambian languages might even
become extinct. It is important that the relevant authorities implement policies that
will help revive the Zambian languages through supply of quality teachers. This
will restore the lost glory of Zambian languages and will be very helpful in
changing people’s attitudes towards Zambian languages.

11
 CHAPTER THREE

3.0 METHODOLOGY

This chapter describes the methodology that was used in conducting the study. The
chapter is organized under the following sections; research design, population,
sample, sampling procedure, instruments for data collection, procedure for data
collection and data analysis.

3.1 Research design

During this research, the researcher used the interviews and the structured
questionnaire in the field and also used information got from books.

3.2 Population

The population consisted of parents, teachers and pupils from areas of Mansa
district, particularly from the selected schools in the district.

3.3 Sample

The sample consisted of twenty (20) parents, fifteen (15) teachers and head-
teachers, seventeen (17) pupils.

3.4 Sampling procedure:

The systematic sampling procedure was used. The people chosen were based on
their ability to answer questions asked by the researcher as the interview schedule.
The sample was chosen because it had desired characteristics to the study.

12
3.5 Instruments for data collections:

Questionnaires were used for collection of data. Questionnaires were used because
they were able to gather data over a large sample. Apart from that, an interview
also had to take place and less pressure was to be placed on the respondents.

3.6 Data collection procedure:

Data was collected during the second term of the school calendar which runs from
may to Augast. Questionnaires were distributed to pupils and the DEBS through
the help of teachers. All respondents were allowed to complete the questionnaires
at least within two to three weeks. Before the questionnaires were answered,
instructions were given as to how to respond to them. To add on, parents who
could not read or write were interviewed by the researcher through the interview
schedule.

3.7 DATA ANALYSIS

The qualitative method was used for data analysis which was also analyzed
qualitatively. This was done systematically.

13
 CHAPTER FOUR

PRESENTATION OF REARCH FINDINS

4.1 INTRODUCTION

The findings of this study were based on the following objectives:

i. To find out the causes of pupils’ negative attitudes towards Zambian

languages in secondary schools.
ii. To investigate the effects of people’s negative attitudes toward Zambian
languages in secondary schools.
iii. To ascertain government’s role on policy provision on Zambian languages in
secondary schools.
iv. To suggest applicable ways of improving the access of Zambian languages
in secondary schools.
v. To find out what the MOE is doing in eliminating the negative attitudes of
people towards Zambian languages in schools.
vi. To find out what the stakeholders in education are doing in order to
eliminate the problem.

4.2 AGE OF RESPONDENTS

TABLE 1.0: Age of Respondents

AGE RANGE NUMBER OF PERCENTAGE

RESPONDENTS

14 – 20 15 32.6

21 – 30 14 30.4

14
 31 – 40 08 17.5

41 – 50 O3 6.5

51 and above 06 13.0

TOTAL 46 100

The data above shows that most of the respondents fell in the range of 14-20 years
which is 32.6%, followed by those in the range of 21-30 years which adds up
30.4%. Those in the range of 31-40 were third and added up to 17.5%, 41-50 years
were 6.5% while respondents who are 51 years of age and above were 13.0%.

4.3 GENDER OF RESPONDENTS

TABLE 1.1 Genders of Respondents

GENDER NUMBER OF PERCENTAGE
RESP0NDENTS

Male 21 45.6
Female 25 54.4
Total 46 100

There were 45.6% male respondents and 54.4% female.

15
 4.4Table 1.2: level of education attainment

EDUCATION NUMBER OF PERCENTAGE

ATTAINMENT RESPONDENTS
SECONDARY 20 43.5
EDUCATION
COLLEGE 05 10.8
EDUCATION
UNIVERSITY 21 45.7
EDUCATION
TOTAL 46 100

The data above indicates that 43.5% have undergone secondary education, 10.8%
have gone through college education and 45.7% are either pursuing degree
programmes or have attained university education.

16
4.5 Bar Chart 1.3: Causes of pupils’ negative attitudes towards Zambian
languages in secondary schools.
30

25

20

15

10

0
1 2 3 4 5

1. Zambian languages do not give high status in society.

2. the vernacular languages of Africa cannot hope to compete with the major
world languages as vehicles of higher education, science and technology,
nor as media for international communications.
3. There is no common language for Zambians which all teachers can learn and
teach.
4. There are no enough text books for Zambian languages.
5. Lack of advancement through knowledge of Zambian languages.

The Bar Chart shows that 20% of the respondents attributed the causes of pupils’
negative attitude towards Zambian language in secondary schools to lack of
Zambian languages having high status in society. 23% of the respondents cited the
lack of prestige through knowing Zambian languages. 20% respondents talked of
the lack of common Zambian language which all Zambian teachers can learn in

17
college and teach.27% alluded that there are no text books for Zambian languages.
Another percentage of 10%talked of lack of advancement through knowledge of
Zambian languages.

4.6 Effects of pupils negative attitude towards Zambian languages in

secondary schools

EFFECTS NUMBER OF PERCENTAGE

RESPONDENTS
Pupils have lost respect 13 28.2
for cultural traditions
Communication with 09 19.6
illiterates has become
difficult
Zambian languages are 06 13.1
most becoming extinct in
the country
It has brought about 02 4.3
tribalism because people
cannot learn other local
languages
People have lost interest 03 6.5
in Zambian languages
because there is no
motivation from teachers
and from their parents

18
It has brought about 12 26.1
underdevelopment of
Zambian languages
Literature material has 01 2.2
remained
underdeveloped because
very few people are
willing to write and to
publish books in
Zambian languages
TOTAL 46 100

The above table shows that 28.2% of the respondents said the effects of the causes
of pupils’ negative attitude towards Zambian language in secondary schools is that
pupils have lost respect for cultural traditions. 19.6% said communication with
illiterates has become difficult. 13.1% allude to the aspect of Zambian languages
becoming extinct in the country. Other respondents said the pupils and the people’s
negative attitude towards Zambian languages have brought about tribalism, these
were 4.3%. 6.5% of the respondents talked about how people have lost interest in
Zambian languages because there is no motivation from teachers as well as from
their parents. 26.1% asserts that the negative attitude toward Zambian languages
have brought about the underdevelopment of Zambian languages. 2.2% of the
respondents said literature material have remained underdeveloped because very
few people are willing to take on the writing and publishing of Zambian language
books as well as the teaching of Zambian languages.

19
4.7 Ascertaining government’s role on policy provision on Zambian language
teachers in secondary schools.
OPTIONAL NO. OF RESPONDENTS PERCENTAGE
RESPONSES
No 20 43.5

Yes 22 47.8

Not certain 04 8.7

Total 46 100

In ascertaining government’s role on policy implementation, 43.5% of the

respondents said no while 47.8% said yes. 8.7% were uncertain.

4.8 Suggesting applicable ways of improving access to Zambian languages in

secondary schools.

WAYS OF NO. OF PERCENTAGE

IMPROVING RESPONDENTS
The MOE should put up 10 21.7%
measures to ensure that
teachers are trained to
teach local languages
People should be O2 4.3%
encouraged to learn
Zambian languages
further in life in order to

20
take on Zambian
languages
Zambian languages 12 26.0%
should be made to lift
one’s status in life
The curriculum for O5 10.9%
Zambian languages
should be more close to
reality
Literature material of 14 30.5%
high standards should be
written so as to draw
people’s attention
Parents should encourage 03 6.6%
their children to learn
Zambian languages so
that they join the already
few existing teachers of
Zambian languages

The above table shows that 21.7% of the respondents were for the idea that the
Ministry Of Education should put up measures to ensure that teachers are trained to
teach local languages. 4.3% suggested that people should be encouraged to learn
Zambian languages further in life in order to take on the teaching of Zambian
languages. Others said Zambian people should make their local languages be of
high status and these were 26.0% of the respondents. 10.9% of the population
sample made mention of the need for the Zambian language curriculum to closer to
21
reality. There was also the issue of producing literature materials of high standards
to be written so as to draw people’s attention to develop a positive attitude towards
indigenous languages. The respondents were 30.5% of the population sample.
6.6% said parents should encourage their children to learn Zambian languages so
that they join the already few existing teachers of Zambian languages.

22
 CHAPTER FIVE

5.0 DISCUSSION OF FINDINGS

5.1CAUSES OF PUPILS NEGATIVE ATTITUDE TOWARDS

ZAMBIAN LANGUAGES IN SECONDARY SCHOOLS

In the quest to find out what the causes of pupils negative attitude towards Zambian
languages, it was discovered that there are a number of causes responsible for this.
30.5% of the sample population alluded to the lack of advancement through
knowledge of Zambian languages by their teachers which gives them the negative
attitude because they lack motivation from their teachers. It was also observed that
Zambian languages do not accord someone the status that they deserve in society.
The other cause which was raised was the lack of a common language for
Zambians which all pupils can learn. This is a challenge in cases where pupils are
transferred to regions with a different Zambian language from that which they
speak. 21.7% also said that there are no enough text books for Zambian languages
which make pupils to lose interest as they do not find study materials in Zambian
languages.

5.2 EEFECTS OF NEGATIVE ATTITUDE TOWARDS ZAMBIAN

LANGUAGES IN SECONDARY SCHOOLS.

There are a number of effects caused by people’s negative attitude towards

Zambian languages in secondary schools. These effects are not only at pupil level
but also on the general community. It is noted that very few pupils would use
Zambian languages especially within the school premises. 28.2% of the
respondents said the effects are that people have lost respect for cultural traditions
because most of them do not learn Zambian languages due to the negative attitude

23
attached to them specially that pupils are encouraged to speak English by their
parents at home and school.

5.3 ASCERTAINING GOVERNMENT’S ROLE ON POLICY PROVISION

ON ZAMBIAN LANGUAGES

Respondents were given optional response questions where they had to say, no and
not certain in cases or circumstances of being ignorant concerning the statement.
The respondents were presented with the following questions which required them
to choose one option: is the Government doing much in implementing policies
concerning the learning of Zambian languages? 43.4% of the population sample
said NO, they justified that if it was so, teachers for Zambian languages would have
been readily available in schools and that Zambian languages would have been
made compulsory in secondary schools. 47.8% responded that government was
indeed doing everything possible to implement policies that will see more teachers
of Zambian languages being trained. The smallest proportion of the population
sample of 8.6% was not certain on the government’s stance concerning policy
provision.

5.4 SUGGESTING APPLICABLE WAYS OF IMPROVING ACCESS TO

ZAMBIAN LANGUAGES IN SECONDARY SCHOOLS

The respondents suggested a number of remedies towards the improvement of

Zambian languages in secondary schools. 21.7% advocated for the Ministry OF
Education’s need to put up measures that will ensure that teachers of local
languages are trained in large quantities. The other way which was suggested was
the need for people to be encouraged to learn Zambian languages further in future
so that they can take on the teaching of Zambian languages. 26.0% of the
respondents said the Zambian people should make their local languages to be of

24
high prestige by using them in their everyday lives. 10.9% of the population sample
made mention of the need for the Zambian language curriculum to be closer to
reality. The respondents also raised the issue of producing literature material of
high standards so as to draw people’s attention to develop a positive attitude
towards indigenous languages. The respondents were 30.5% of the population
sample. 6.6% said parents should encourage their children to learn Zambian
languages so that they join the already few existing teachers of Zambian languages
in order to eliminate the negative attitude.

25
 CHATER SIX

6.0 CONCLUSION AND RECOMMENDATIONS

6.1 INTRODUCTION

This chapter presents the conclusion and recommendations. The case study was
carried out in the five secondary schools of Mansa District. It was discovered that
Zambian languages in secondary schools are underdeveloped due to the inferiority
complex attached to them. There is also little literature material in local languages
and many respondents said that Zambian language teachers are few due to the lack
of one common Zambian language which teachers can study and teach country
wide in case of transfers and this same problem applies to pupils as well especially
those that shift from one province to the other. Eventually, this has resulted in the
loss of cultural traditions.

6.2 CONCLUSION

The study revealed that secondary schools have remained underdeveloped in the
sections of Zambian languages: the main cause for this has been the negative
attitude people attach towards the teaching and learning of Zambian languages
especially in urban areas. This and many other factors raised by the respondents are
responsible for the effects which have led to the loss of culture and traditions.

6.3 RECOMMMENDATIONS

In order to address the negative attitude towards Zambian languages in secondary

schools, the researcher recommended that:

26
 People should develop a sense of pride in their Zambian languages in order
to take on the learning and teaching of Zambian languages.
 Literature material of high standards should be developed by able citizens
who can write competently in the local languages.
 The school curriculum should integrate real life situations.
 Individuals should work hand-in-hand so as to uplift the glory of the
Zambian languages.
 Lastly, the government should implement measures aimed at training highly
qualified teachers of Zambian languages in secondary schools and it should
also make Zambian languages to be compulsory in secondary schools. This
has come in as a view that respondents raised concerns about the need for
government to formulate a scheme to upgrade suitably qualified secondary
school teachers to teach local languages.

27
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Ranaweera, A.M.(1976) Science Teaching in the National Language. Sri Lanka: Prospects.

Snelson, P.D. (1974) Educational Development in Northern Rhodesia 1883-1945. Lusaka:

National Educational Company of Zambia.

Zambia, Ministry of Education, (1992) Focus on Learning: Strategies for the Development of
School Education in Zambia. Lusaka: Institutional Suppliers Ltd.

Zambia, Ministry of Education, (1996) Educating Our Future: National Policy on Education.
Lusaka: Zambia Educational Publishing House.

[Link] (Accessed on 29/05/13, at 07:30 PM).

28
 APPENDICES

BUDGET

LOGISTICS COST
PENS AND PENCILS K10
NOTEBOOKS K20
TRANSPORT COSTS K100
PRINTING AND BINDING K90
REAM OF PAPER K60
PHOTOCOPYING K100
TOTAL K380

RESEARCH PLAN

DURATION ACTIVITY OUTCOME

07/03/17 – 14/03/17 PROPOSAL WRITING WRITTEN PROPOSAL
01/06/17 – 15/06/17 PRODUCTION OF RESEARCH
INSTRUMENTS
19/06/17 – 20/06/17 DATA COLLECTION DATA COLLECTION
25/07/17 – 30/06/17 DATA ANALYSIS DATA ANALYSED
03/08/17 – 06/08/17 DRAFT REPORT WRITING REPORT WRITTEN
22/08/17 – 27/08/17 FINAL REPORT WRITING FINAL REPORT WRITTEN
15/10/17 PRESENTATION OF REPORT RESEARCH REPORT PRINTED
AND HANDED IN

29
QUESTIONNAIRE FOR TEACHERS

Dear Sir/ Madam,

I am a third year student at the above mentioned institution, I am carrying out a research on the
negative attitudes towards the learning of languages in secondary schools in Mansa District in
the Luapula province of Zambia. The information thet will be attained is only for academic
purposes. Therefore, your identity will anonymous in reporting the results for this study. I will be
grateful if you answer all the questions in this questionnaire

Instructions

- Do not write your name on the questionnaire

- Please answer all the questions
- Put a tick next to the answer in the space provided
- Personal details
A. Sex: Female [ ] Male [ ]
B. Age group: 15 – 20 [ ] – 30 [ ] 31 – 50 [ ] 51 and above [ ]
C. Marital Status: Single [ ] Married [ ] separated [ ] divorced [ ]
D. Level of education: Certificate [ ] Diploma [ ] Degree [ ]
E. Name of the school at which you are teaching...................................................................
F. Position/ occupation..................................................................................

QUESTIONS

1. For how long have been at this school?

................................................................................................................................................
...............................................................................................................................................
2. In you class, how many pupils who are doing languages?
................................................................................................................................................
................................................................................................................................................
3. Is the number growing up or down among pupils who are doing languages?
................................................................................................................................................
................................................................................................................................................

30
4. What are some of the challenges pupils face when they are learning languages?
................................................................................................................................................
................................................................................................................................................
...............................................................................................................................................
5. Do you observe any improvement in learners who are doing languages?
................................................................................................................................................
................................................................................................................................................
6. Does the school support and promote the learning of languages in schools?
................................................................................................................................................
................................................................................................................................................
7. How is the treatment of pupils who are doing languages?
................................................................................................................................................
................................................................................................................................................
8. How is the performance in terms of results to those who take languages?
................................................................................................................................................
................................................................................................................................................

31
INTERVIEW SCHEDULE FOR PARENTS

Personal details

A. Sex: Male [ ] Female [ ]

B. Age group: 35 – 50 [ ] 50 – 65 [ ] 65 – 80 [ ]
C. Marital Status: Single [ ] Married [ ] Separated [ ] Divorced [ ]
D. Level of education: primary [ ] Secondary [ ] Certificate [ ] Diploma [ ] Degree [ ]
E. Name of the residential area:..............................................................................................
F. Occupation:........................................................................................................................
1. How is the attitude of your children towards the local languages in the house when you
are with them?
................................................................................................................................................
................................................................................................................................................
2. How is their studying habits of books that have been written in local languages?
................................................................................................................................................
................................................................................................................................................
3. Which language do you mostly use when you are communicating to your children at
home?
................................................................................................................................................
................................................................................................................................................
4. What kind of reports do your children bring from school concerning the use of local
languages at school?
................................................................................................................................................
................................................................................................................................................

32
QUESTIONNAIRE FOR PUPILS

Instructions

Do not write your name on the questionnaire.

- Please answer all the questions

- Put a tick next to the answer in the space provided.

Personal details

A. Sex: Male [ ] Female [ ]

B. Grade: 8 – 9 [ ] 10 [ ] 11 [ ] 12 [ ]
C. Name of the school:.....................................................................................................

Questions

1. Do you take languages in your class ? .............................................................................

.........................................................................................................................................
2. How many who take languages in your class?
................................................................................................................................................
................................................................................................................................................
3. How is the interaction between those who take languages and those who do not take
them?
................................................................................................................................................
................................................................................................................................................
4. How is the reaction of teachers towards the local languages in class and at school at
large?
................................................................................................................................................
................................................................................................................................................
5. In what way does the school motivate those who take languages at school?
................................................................................................................................................
................................................................................................................................................
6. In your class and the school at large have you ever heard of a pupil thinking of taking
languages for further studies?................................................................................................

33
 REFERENCES

Diop, C.A. (1981) Civilization or Barbarism: Authentic Anthropology. New York: Lawrence
Hill Books.

Kashoki, M.E. (1977) Languages in Zambia. Ndola: Mission Press.

Kelly, M.J. (1999) The Origins and Development of Education in Zambia. Lusaka: Image
Publishers.

Makoni, S. (1998) “African languages as European scripts: the shaping of communal

memory.” In Nuttal S and Coetzee, C. EddsNegotiating the Past, the making of memory in
Southern Africa. Oxford: Oxford University Press.

Mateene, K. (1980) Failure in Obligatory use of European languages in Africa and the
advantage of a policy of linguistic independence, in Reconsideration of African linguistic
Policies. Kampala: OAU/ BILL.

Mwanakatwe, J.M. (1968) The Growth of Education in Zambia Since Independence. Nairobi:
Oxford University Press.

Phillipson, R. (1996) Linguistic Imperialism. Oxford: Oxford University Press.

Ranaweera, A.M.(1976) Science Teaching in the National Language. Sri Lanka: Prospects.

Snelson, P.D. (1974) Educational Development in Northern Rhodesia 1883-1945. Lusaka:

National Educational Company of Zambia.

Zambia, Ministry of Education, (1992) Focus on Learning: Strategies for the Development of
School Education in Zambia. Lusaka: Institutional Suppliers Ltd.

Zambia, Ministry of Education, (1996) Educating Our Future: National Policy on Education.
Lusaka: Zambia Educational Publishing House.

[Link] (Accessed on 29/05/13, at 07:30 PM).

34