SOCIOLOLINGUISTIC SURVEYS - Centre for Language Studies

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understand and 2.8% were undocumented. In the vocabularly test 95.5% passed and 4.5% failed. These results show high competence in Chitumbuka among the respondents. 4.5 RESPONSES FROM VARIOUS CATEGORIES OF RESPONDENTS 4.5.1 TEACHERS’ RESPONSES In this section the teachers’ responses will be presented. Initially the findings will be presented according to individual districts of the region. The report then proceeds to present a summary of the entire region. The breakdown of teachers in the five districts was as follows: Chitipa 17; Karonga 72; Rumphi 8; Mzimba 72; and Nkhata Bay 25 giving a total of 194 The teachers were first asked to indicate whether or not pupils in standard 1 acquire proficiency in Chichewa at the end of the first school year. The following results were obtained: TABLE 12: Standard 1 Acquisition Of Proficiency In Chichewa District % Respondents Yes No Don’t know Chitipa 29.4 70.6 2.8 Karonga 50.0 47.2 Rumphi 25.0 75.0 Mzimba 38.9 59.7 Nkhata Bay 40.0 56.0 Table 12 shows that of the majority of the teachers believe that pupils do not acquire proficiency in Chichewa after standard 1. There is also, however, a significant number who believe that they do. It is perhaps expecting too much to expect an infant to acquire proficiency in a language which he/she encounters only in a classroom in a single school year. Two pertinent questions followed the proficiency one. The first was whether or not the teachers would accept the introduction of Chitumbuka as a subject, and the second one was whether they would accept Chitumbuka as a medium of instruction. Table 13 summarises the findings: 32
Table 13: District Acceptance Of Chitumbuka As A Subject And As A Medium Of Instruction % Respondents Subject Medium of Instruction Yes No Yes No Chitipa 58.8 41.2 64.7 35.3 Rumphi 75.0 25.0 75.0 25.0 Karonga 75.0 25.0 75.0 25.0 Mzimba 75.0 25.0 65.3 34.7 Nkhata Bay 72.0 25.0 64.0 36.0 From Table 13 It is clear that most of the teachers in all the five districts would accept Chitumbuka both as a subject and as a medium of instruction. The rather low percentage in Chitipa may be due to the fact that the district is not a typically Chitumbuka speaking one, and that there are several contending languages in the area such as Chilambia, Chisukwa and Chindali which are also widely spoken. A follow up question asked the teachers whether or not they are prepared to teach in Chitumbuka. The results are summarised in the Table 14 below TABLE 14: Preparedness To Teach In Chitumbuka District Yes % Respondents Chitipa 64.7 35.3 Karonga 87.5 12.5 Rumphi 87.5 12.5 Mzimba 76.4 23.6 Nkhata Bay 64.0 36.0 No According to Table 14, teachers in all the districts of the region are prepared to teach in Chitumbuka. A corollary question sought to find out about what language the teachers were trained to teach in. The results are shown in Table 15 33
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 and 18: the survey that people from outside
Page 19 and 20: Above form 4 1 3 0.5 Other 3 0.3 Th
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 pressing issues to handle e.g.
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
Page 73 and 74: (vii) (viii) To establish whether t
Page 75 and 76: the villagers would also ask the re
Page 77 and 78: Chiradzulu 1 0.3 Mozambique 22 6.2
Page 79 and 80: Undecided 1 0.3 The results present
Page 81 and 82: There were 19 cases of respondents
Page 83 and 84:
On the question of whether the resp
Page 85 and 86:
Chitakhwani 2 6.9 Chikokhola 2 6.9
Page 87 and 88:
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
Page 95 and 96:
Age Group Frequency % 09 20 4.9 1
Page 97 and 98:
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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