SOCIOLOLINGUISTIC SURVEYS - Centre for Language Studies

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Table 17: Adverse Effects of Chitumbuka on English and Learning Made Easier in Chitumbuka District Adverse Effects on English % of Respondents Learning Made Easier in Chitumbuka Yes No Yes No Don’t know Chitipa 58.8 41.2 47.1 47.1 5.9 Karonga 47.2 52.8 68.1 31.9 Rumphi 50.0 50.0 75.0 25.0 Mzimba 54.2 45.8 67.7 33.3 Nkhata Bay 40.0 60.0 56.0 44.0 Table 17 indicates that while the teachers are certain about the fact that learning would be made easier if everything was taught in Chitumbuka; they are not quite sure about its adverse effects on the learning of English. This is why the results are evenly distributed. Teachers were requested to indicate whether or not they were of the opinion that science could be taught in Chitumbuka. The results are presented in Table 18. Table 18: Possibility Of Teaching Science In Chitumbuka District % Respondents Yes No Don’t Know Chitipa 17.6 76.5 5.9 Karonga 62.5 37.5 Rumphi 62.5 37.5 Mzimba 40.3 59.7 Nkhata Bay 76.0 24.0 Table 18 shows that teachers in 2 of the 5 districts surveyed (i.e. Chitipa and Mzimba) do not consider it possible to teach science in Chitumbuka. This lack of consesus on the possibility of teaching science in the vernacular shows that the teachers are uncertain on this issue. One of the main problems the teachers mentioned was the use of scientific terminology in the vernacular which they said would be difficult. 36
Teachers were also requested to indicate when thhey use Chitumbuka in the classroom. In Chitipa 47% of teachers indicated that they do not use Chitumbuka at all in the classroom; 11.8% said they used it when teaching social and religious studies; another 11.8% indicated that they used it whenever they felt that the pupils understood it, and 29.4% said they used it whenever they felt there was need to clarify a point. In Karonga 48.6% of teachers indicated that they used Chitumbuka to clarify issues, 16.7% indicated that they used it to teach social and religious studies; 5.6% claimed they used it for introducing new pupils; and 25% indicated that they do not use it at all. In Rumphi 75% of the teachers said that they use Chitumbuka for clarification; 12.5% idicated that they use it when introducing new pupils’ and 12.5% said they do not use it at all. In Mzimba 76.4% of the teachers reported that they use Chitumbuka for clarification; 11.1% indicated that they use it to teach social and religious studies; 2.8% use it whenever it is understood; 1.4% indicated that they use it to discipline the pupils; 1.4% used it for introducing new pupils and yet another 1.4% did not respond; and 5.6% indicated that they do not use it at all. The same question was repeated in Nkhata Bay where 64% of the teachers said that they used Chitumbuka to facilitate learning; 8% said they used it to introduce new pupils; 28% indicated that they do not use it at all. A followup question requested the teachers to indicate the language most used at their school by their pupils. The results are shown in Table 19. Table 19: Language Most Spoken By Pupils At School % Respondents District English Chewa Tumbuka Nkhonde Tonga Lambia Sukwa Ndali Bandia Chitipa 41.2 29.4 5.9 29.4 Karonga 1.4 2.8 51.4 44.4 Rumphi 100 Mzimba 5.6 94.4 Nkhata Bay 4.0 4.0 92.0 From Table 19, Chitumbuka is predominant among pupils only in two districts, namely 37
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 32: and pressing issues to handle e.g.
Page 33 and 34: Table 13: District Acceptance Of Ch
Page 35: The figures above clearly indicate
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
Page 99 and 100:
The majority of the pupils have cle
Page 101 and 102:
6.5.2.3 VARIETIES Asked bout where
Page 103 and 104:
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:
109
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