SOCIOLOLINGUISTIC SURVEYS - Centre for Language Studies

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Chichewa at the end of their first year in school. viii) ix) To establish teachers’ competence in using Chisena as a medium of instruction. To establish what language(s) teachers use for instruction in the first two years of pupils’ school life. x) To determine the magnitude of teachers whose first language is Chisena. xi) To determine the availability of teaching/learning materials to support Chisena as a medium of instruction. xii) To establish whether there are languages other than Chisena that can serve as media of instruction in schools. xiii) To make relevant recommendations to GTZ/MITEP, TDU, the Malawi Institute of Education, and the Ministry of Education on teacher training and learning/teaching materials. 6.4 STUDY DESIGN AND METHODOLOGY 6.4.1 POPULATION The total population for the survey was 817 respondents. This population can be broken down into four categories, namely teachers, parents/guardians, pupils, and “others”. This composition translates into 16 teachers, 289 parents/guardians. 409 pupils and 103 “others”. The subjects were randomly selected and then interviewed. 6.4.2 PROCEDURE Data were obtained through interactive interviews with the randomly selected subjects in two districts, i.e. Chikwawa and Nsanje. A questionnaire was employed in the data collection exercise. The questionnaire had both open ended and closed questions whose objectives were to solicit the following: i) general information about the respondents – sex, age, marital status, level of education, etc. 90
ii) proficiency in Chisena and other languages. iii) views on the use of Chisena as a medium of instruction in standards 14. iv) teachers’competence in using Chisena as amedium of instruction.subject for study v) availability of learning/teaching materials written in Chisena. The data collection procedure was as follows: reseachers read out questions to which the subjects responded. The answers were then recorded on the questionnaire by the researchers. One of the items on the questionnaire was a 25 item word list in which respondents were asked to state whether they knew the Chisena words. This was followed by a narrative which was read out by the researchers. The respondents’ task was to retell the story in a summarised form. The two tests were aimed at determining the respondents’ level of competence in Chisena. It has to be mentioned that some data were collected through observation and literature survey. The researchers were equipped with notepads in which they recorded any relevant socioliguistic observations. These observations were done during both working and off hours. 6.4.3 DATA COLLECTORS The data collection exercise was done by a team comprising four principal reaseachers and eight research of the research assistants. 6.4.4 DATA ANALYSIS After coding, data was entered into a computer and analysed using a package known as SPSS. 6.4.5 PROBLEMS ENCOUNTERED DURING THE SURVEY Just like the Chilomwe survey, the current survey’s main problem was it was conducted at a time when schools were closed for the long vacation. Since many teachers do not 91
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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
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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 and 88: 5.5.4.1 SUMMARY Although this categ
Page 89: 6 CHISENA SURVEY 6.1 BACKGROUND TO
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
Page 109: 109
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