SOCIOLOLINGUISTIC SURVEYS - Centre for Language Studies

Chitakhwani 2 6.9
Chikokhola 2 6.9
Chimihavani 5 17.2
Chimanyawa 2 3.4
Don’t know 19 65.5
5.5.3.1 DISCUSSION AND SUMMARY
It is pertinent to point out from the onset that the number of respondents of the above
portion of the questionnaire is small in comparison to the number of respondents in the
other categories. The reason for this is straightforward. The survey, as pointed out
earlier, was carried out during the school holidays and although a number of schools were
visited it was not possible to interview a greater and perhaps more representative number
of teachers. It is hoped, however, that the trend that was set by the earlier surveys on
Chiyao and Chitumbuka will be reflected here as well.
The initial observation that need to be made is that although the survey was made in a
largely Chilomwe speaking area, 62.1% of the teachers said they did not speak the
language. There are two reasons for this. The first is that teachers in Malawi in the
majority of cases can be posted to teach any where in the country. This accounts for the
presence of non­Chilomwe speakers in areas which are otherwise predominantly
Chilomwe speaking areas. The second reason has been cited in the literature, i.e.later
generations of Lomwe children have shown tendencies towards language shift for factors
which need not concern us here (Kayambazinthu 1998/90, Matiki 1996/97).
It is interesting to note that there appears to be marked change in the attitude of
Chilomwe speakers towards their language. 13 (44.8%) of the teachers indicated that
they were not embarrased to speak Chilomwe. This is in itself very important. If a
mother tongue has to be introduced as a medium of instruction or as a subject, it is
imperative that the potential personnel that will deliver the service should not have
negative attitudes towards the language.
A follow up observation from the above has to do with the acceptability at least in
principle, of the introduction of Chilomwe in schools. 41.3% of the teachers, it should be
recalled, said they would welcome the introduction of Chilomwe in schools. Success of
the policy for mother tongue instruction would parlty be determined by the acceptance of
such policy by the teachers themselves.
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