SOCIOLOLINGUISTIC SURVEYS - Centre for Language Studies

Table 53 shows that most pupils prefer Chitumbuka to be taught in standard 1 ­8 (96.3%)
followed by standards 1 ­4 (86.9%). However, when it comes to senior classes i.e. 5 ­8
the pupils are less enthusiastic, only 9.4% favoured the idea. It should also be noted that
there was a very high percentage of not applicable responses which perhaps suggests that
most pupils did not think it was a matter of concern.
A corollary question requested those pupils who indicated who indicated that they do not
want to be taught in Chitumbuka to provide an alternative language they would like to be
taught. The following are the results:
Table 54: Alternative To Chitumbuka
% Respondents
District English Chewa Nkhonde Sukwa Tonga Lambia Ndali N/A
Chitipa 31.1 18.9 0.8 3.8 2.3 0.8 41.7
Karonga 52.4 21.4 0.4 25.0
Rumphi 63.2 4.6 31.0
Mzimba 33.3 11.5 53.3
Nkhata
Bay
40.9 20.5 5.5 30.2
Table 54 above indicates that the most prefered alternative to Chitumbuka is English
followed byChichewa. It is obvious that pupils recognise the importance of English as an
international language, a key to employment and general social mobility. The pupils also
recognise the value of Chichewa as a national language as well as the de facto lingua
franca in the country.
A supplementary question requested the pupils to indicate whether or not they have
problems in studying English and Chichewa. The following are the results
Table 55:
Problems In Studying English And Chichewa
District
% Respondents
English
Chichewa
Yes No Yes No
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