SOCIOLOLINGUISTIC SURVEYS - Centre for Language Studies

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.
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