SOCIOLOLINGUISTIC SURVEYS - Centre for Language Studies

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Since 41.4% of the teachers interviewed said they were trained to teach Chichewa and English (whilst 58.6% were untrained ), it is crucial that if a policy of mother tongue instruction was to be implemented successfully, teaching and learning materials would have to be prepared in addition to the training of language teachers. All the 29 teachers (100%) interviewed had indicated thet they had no teaching and learning materials written in Chilomwe. As a special case, training of the temporary and untrained teachers should be given high consideration. 5.5.4 OTHER RESPONDENTS’ RESPONSES In addition to interviewing pupils, teachers, parents and guardians a fourth category of respondents was included. This group included respondents who did not fit in any of the categories named earlier due to their peculiar nature. It was crucial to have an idea of the views and opinions of respondents who had just left the school system as well as those who had left it sometime back or had never been part of it at all but could not have been regarded as parents/guardians because they were below the responsible age of a guardian/parent. A total of 108 respondents were interviewed for this category. 45 respondents (41.7%) said they spoke Chilomwe whereas 62 (57.4%) said they did not. There were other languages that the respondents said they spoke, namely, Chichewa, Chisena, Chitonga, Portuguese, French, Chiyao, Chitumbuka and English. Asked whether or not they found it embarrrasing to speak Chilomwe 40.7% said they were not while 10.2% said they were whilst 49.1% were undecided, hence no response. Asked the corollary question whether or not they were embarrsed to identify themselves as Lomwe, 62% of the rresponents said they were not embarrsed to be identified as Lomwes whereas 4.6% said they were. 33.3% of the respondeents did not respond to this question. Asked whether or not they had problems studying in Engish during their school days 45.4% answered in the affirmative while 22.2% said they had no problems, and the remainder 32.4% were unable to give a definite response. This category was also asked whether it would have liked to have been taught in Chilomwe. 54.6% were positive while 13.9% were negative. The remaining 31.5% were undecided, hence they gave no responses. 86
5.5.4.1 SUMMARY Although this category had left the school system or had never been part of it in any direct manner, it is still important that in general terms it supports the earlier findings among the teachers. For instance, many respondents in this category do not find it embarrassing to speak Chilomwe, neither do they find it embarrassing to identify themselves as Lomwes. These respondents have also indicated their wilingness for Chilomwe to be used in schools. The responses from the group also indicate that English, in general, causes problems for learners in schools while Chichewa does not. 5.6 CONCLUSIONS There are a number of conclusions which can be drawn from the data presented above: 1) That the majority of Lomwes have a positive attitude towards their ethnic group and their language, which contradicts the pervasive myths that the Lomwes do not have pride in their language and culture; 2) That the majority of pupils (67.5%) in Chilomwe speaking areas would like to be taught in Chilomwe; 3) That the majority of their parents/guardians (77.5%) support the idea of having their wards taught in Chilomwe; 4) That a samll majority of teachers (41.4%) would accept Chilomwe in the schools; 5) That Chichewa has permeated every fabric of Lomwe soceity thereby making Lomwe societies bilingual/multlingual. The implications following from the above conclusions are that; first, were Chilomwe to be introduced as a medium of instruction in the said areas, it would be accepted by the majority of the people. This entails that the MOE should start thinking of training teachers and preparing materials in this language. However, before that exercise is undertaken, the MOE should examine the possibility of using the Chimihavani variety as the “standard” and devising a standard orthography based on it. 87
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SOCIOLOLINGUISTIC SURVEYS OF FOUR M
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4.5.1 TEACHER’S RESPONSES 23 4.5.
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A Note from the Director on Socioli
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1 INTRODUCTION The availability of
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instance, a mother tongue literacy
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level of understanding, whether the
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In relation to religions affiliatio
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there is l and w are repalced by d
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the survey that people from outside
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Above form 4 1 3 0.5 Other 3 0.3 Th
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REASONS GIVEN Easy communication Mo
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Chilomwe Chisena Chinkhonde English
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50. It has been observed that those
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Chichewa. This has arisen from the
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the most crucial informants because
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and pressing issues to handle e.g.
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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
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: Chitakhwani 2 6.9 Chikokhola 2 6.9
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
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