SOCIOLOLINGUISTIC SURVEYS - Centre for Language Studies

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intermixing (25.9%). Malawi is well known for its high degree of ethnolingustic intermixing and most people therefore grow up speaking two or more languages. It should be noted, however, that the question was probably difficult for most respondents. This acounts for the high percentage (74.1%) of those who could not explain the reasons. 3.7 CHIYAO AND EDUCATION Another section of the questionnaire asked the respondents if they would like Chiyao to be used as a language of instruction in schools. This question was meant to solicit the respondents’ attitudes towards their language given the impending introduction of mother tongue education in the school system in Malawi. It should also be observed that the Yao are among people with the lowest literacy levels in the country. The results indicate that 61.6% of the respondents were in favour of Chiyao becoming a language of instruction in Yao speaking areas. This is a strong and positive attitude that the Yao have towards their own language. A crosstabulation of the respondents’ level of education against their choice of whether or not Chiyao should be a language of instruction brings out some interesting patterns. TABLE 2: LEVEL OF EDUCATION VS SUPPORT FOR CHIYAO AS A LANGUAGE OF INSTRUCTION YES NO DON’T KNOW NON RESPONSE % Not Educated 223 25.9 Standard 15 15 37.5 Standard 68 220 25.5 Form 12 55 6.4 Form 34 34 3.9 18
Above form 4 1 3 0.5 Other 3 0.3 Those who want Chiyao to be introduced as a language of instruction were curiously mostly those who have never been to school (25.9%) and those who have only gone up to standard five (37.5%). Those educated from standard six through secondary school education (36.3%) did not find it necessary to have Chiyao in the school system. It is very possible that the educated respondents were not thinking in terms of the necessity of introducing Chiyao in the school system but rather the logistics and associated problems. More importantly it reflects the generally low opinion that educated Malawians have towards their own languages. It is observed that the more educated one is the more contemptious one towards the local languages. In fact, one is more likely to find educated Malawians conversing in English than their own languages. It is also possible to argue that the low figures among the educated respondents who were not in favour of introducing Chiyao in schools is indicative of the extent to which they have accepted English and Chichewa and the only school languages. A follow up question sought to elicit information on the type of Chiyao to be taught in schools. The results are shown in Table 3 below: TABLE 3: VARIETY OF CHIYAO TO BE TAUGHT IN SCHOOLS NAME % OF RESPONDENTS Mangochi Chiyao Machinga Chiyao Makanjira Chiyao Zomba Chiyao Chiradzulu Chiyao Mozambique Chiyao Dedza Chiyao Namwera Chiyao Katuli Chiyao 44.2 10.8 4.6 3.8 2.1 1.5 1.2 0.7 0.7 19
Page 1 and 2: SOCIOLOLINGUISTIC SURVEYS OF FOUR M
Page 3 and 4: 4.5.1 TEACHER’S RESPONSES 23 4.5.
Page 5 and 6: A Note from the Director on Socioli
Page 7 and 8: 1 INTRODUCTION The availability of
Page 9 and 10: instance, a mother tongue literacy
Page 11 and 12: level of understanding, whether the
Page 13 and 14: In relation to religions affiliatio
Page 15 and 16: there is l and w are repalced by d
Page 17: the survey that people from outside
Page 21 and 22: REASONS GIVEN Easy communication Mo
Page 23 and 24: Chilomwe Chisena Chinkhonde English
Page 25 and 26: 50. It has been observed that those
Page 27 and 28: Chichewa. This has arisen from the
Page 29 and 30: the most crucial informants because
Page 31 and 32: and pressing issues to handle e.g.
Page 33 and 34: Table 13: District Acceptance Of Ch
Page 35 and 36: The figures above clearly indicate
Page 37 and 38: Teachers were also requested to ind
Page 39 and 40: Rumphi 75.0 25.0 Mzimba 84.7 11.1 N
Page 41 and 42: Bay Table 24 shows that English is
Page 43 and 44: preferred language is Chilambia (17
Page 45 and 46: Rumphi 17.3 Pure Tumbuka 6.7 Henga
Page 47 and 48: Pure 1.5 Mmbelwa 1.5 Euthini 1.5 Ka
Page 49 and 50: Chichewa is the most favoured langu
Page 51 and 52: Respondents were also requested to
Page 53 and 54: Table 43: Whether To Be Taught In C
Page 55 and 56: % Resdpondentys District Chichewa C
Page 57 and 58: N/A 19.5 On the corollary question
Page 59 and 60: Table 53 shows that most pupils pre
Page 61 and 62: TRA = Translation NMT = Not mother
Page 63 and 64: Table 60: Language To Be Used In Ne
Page 65 and 66: Rumphi 41. 4 Mzimba 23. 9 Nkhata Ba
Page 67 and 68: case for Nkhata Bay is that Chitong
Page 69 and 70:
Table 68 reveals that there is an i
Page 71 and 72:
Chitumbuka, the same cannot be said
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(vii) (viii) To establish whether t
Page 75 and 76:
the villagers would also ask the re
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Chiradzulu 1 0.3 Mozambique 22 6.2
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Undecided 1 0.3 The results present
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There were 19 cases of respondents
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On the question of whether the resp
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Chitakhwani 2 6.9 Chikokhola 2 6.9
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5.5.4.1 SUMMARY Although this categ
Page 89 and 90:
6 CHISENA SURVEY 6.1 BACKGROUND TO
Page 91 and 92:
ii) proficiency in Chisena and othe
Page 93 and 94:
Table 80: Age Groups Age Group Freq
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Age Group Frequency % 09 20 4.9 1
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Tengani 11 2.7 Nsanje 35 8.6 Phodzo
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The majority of the pupils have cle
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6.5.2.3 VARIETIES Asked bout where
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mentioned the Nsanje variety, anoth
Page 105 and 106:
6.5.4 “OTHER” RESPONDENTS’ RE
Page 107 and 108:
grammars and dictionaries. (iv) The
Page 109:
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