SOCIOLOLINGUISTIC SURVEYS - Centre for Language Studies

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down to Nsanje, close to the Mozambique border. It is for this reason, that places within Nsanje (which are close to the Mozambique border such as Maraka) are highly rated in terms of housing the best variety of Chisena. Whilst some respondents simply generalised that Nsanje district has the best Chisena, other respondents mentioned specific areas within Nsanje e.g Tengani and Marka. Table 85: Where Best Chisena is Spoken Place Frequency % Tengani 27 6.6 Marka 97 23.7 Nyamula 2 0.5 Ngabu 8 2.0 Nsanje 144 35.2 Mbenje 3 0.7 Chikwawa 6 1.5 Mozambique 1 0.2 A related question required the pupils to identify the variety of Chisena which would be the most appropriate for use in schools. The vast majority of the respondents 323 (79.4%) did not provide any answer, an indication that they do not know the variety in question. Those who supplied responses to the question point to Nsanje (or certain areas of Nsanje) as providing the variety of Chisena which is the most appropriate for use in schools. Table 86 summarises the responses to this question. It is important to note that the varieties are known by the places where they are spoken e.g. Tengani variety, Sorgin variety, Marka variety etc except the case of Phodzo and Chimang’anja. It appears there are no distinct names for Chisena dialects. This is in contrast to Chilomwe which has dialects with names in their own right e.g. Chikokhola, Chimarevoni, Chimalokotela, Chimihaveni etc. Table 86: Variety of Chisena Most Appropriate for Schools Name of Variety Frequency % 96
Tengani 11 2.7 Nsanje 35 8.6 Phodzo 1 0.2 Mbenje 2 0.5 Sorgin 1 0.2 Marka 15 3.7 Chikwawa 15 3.7 Chikwawa 2 0.5 Nyachikhadza 1 0.2 Don’t know 26 79.7 Pupils were also asked whether or not they would like to be taught in Chisena. In their answers, 248 (60.6%) of the pupils gave a YES answer whilst 154 (37.7%) of the pupils rejected Chisena as a medium of instruction. 1.3% of the respondents were undecided. The positive response given to Chisena as a medium of instruction is similar to that which pupils in the Chilomwe speaking areas gave to the Chilomwe question (refer to Table 87 for a summary). Table 87: To Be Taught In Chilomwe Frequency % Yes 248 60.6 No 154 37.7 Undecided 8 1.3 97
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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
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Rumphi 75.0 25.0 Mzimba 84.7 11.1 N
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Bay Table 24 shows that English is
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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 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: Age Group Frequency % 09 20 4.9 1
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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