SOCIOLOLINGUISTIC SURVEYS - Centre for Language Studies

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Secondly, although in Chilomwe speaking areas, the mjority (59.3%) did not speak the language, the same applied to the majority of the teachers (62.1%). This means that the majority of the respondents were competent in Chichewa and not Chilomwe. This implies that even in the socalled Chilomwe speaking areas, Chichewa is the lingua franca. This explains why a majority of pupils (89.1%) do not have difficulties with Chichewa. The MOE, therefore, should recognise that Chichewa will have to be taught in these areas since it plays a very important role in these highly bilingual areas. 5.7 RECOMMENDATIONS TO THE MINISTRY OF EDUCATION i) The results of the survey show clearly that pupils, teachers and parents/guardinas are in favour of using Chilomwe in the schools. The MOE should therefore proceed with the mother tongue instructiion policy. ii) The MOE should develop teacher training programmes to cater for the mother tongue instruction policy given that the current programmes only cater for two languages of instruction, namely, English and Chichewa iii) There is also an urgent need for the MIE and its proffessional partners to develop teaching and learning materials in Chilomwe since these are nonexistent. The required books include primers, teachers guides, elementary grammars and dictionaries. iv) The Chimihavani dialect was identified by the majority of the teachers. Since the majority of respondents did not know anything about varieties, the teachers choice should be used for teaching if and when the mother tongue policy is implemented. v) The role of Chichewa as a national lingua franca should be recognised and maintaned. The MOE special attention is drawn to the finding that most of the respondents did in fact speak Chichewa and not Chilomwe. vi) In discussing matters of language policy in education, there should be meaningful cooperation and information flow between various partners in the education sector, e.g. between the MOE, the MIE, the University of Malawi and the donor agencies. Such cooperation would avoid wasting resources as well as duplicating efforts. 88
6 CHISENA SURVEY 6.1 BACKGROUND TO THE STUDY From 9 th to 15 th December, 1998, the Centre for Language Studies carried out a socioligustic survey of Chisena speaking areas of Malawi namely Chikwawa and Nsanje districts. 6.5 GENERAL OBJECTIVES The survey’s general objective was to determine the acceptability and relevance of using Chisena as a medium of instruction in the first four classes of the primary school. 6.3 SPECIFIC OBJECTIVES The following specific objectives were formulated: i) To determine the number and names of dialects of Chisena spoken in Malawi ii) To establish attitudes of Chisena speakers towards Chichewa as a subject, a medium of instruction and as a national language. iii) To establish attitudes of Senas towards their language and culture. iv) To establish the degree of language loyalty and attachment in order to predict future tendencies towards language shift or maintenance. v) To test the claim that the use of Chisena as a mother tongue or second language is decreasing considerably. vi) vii) To determine zones where the need for use of Chisena in schools is most felt. To establish whether or not Chisenaspeaking children acquire proficiency in 89
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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
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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 and 86: Chitakhwani 2 6.9 Chikokhola 2 6.9
Page 87: 5.5.4.1 SUMMARY Although this categ
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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