Abstract
This study explores the impact of integrating Bemba, a widely spoken familiar language in Zambia, with English as the medium of instruction for teaching mathematics at the school certificate level. Conducted at Luanshya Girls’ Secondary School in the Copperbelt's Luanshya district, this research employs a case study design involving 97 pupils and 10 mathematics educators. Data collection involved questionnaires, interview schedules, and test results. Quantitative data was analyzed using SPSS (version 20) and Excel, while qualitative data underwent thematic analysis, complemented by frequencies and percentages for interpretation. Rigorous testing methods confirmed the reliability and validity of research instruments. The findings highlight the positive impact of integrating Bemba with English, facilitating knowledge acquisition, increasing student engagement, and improving the teaching-learning dynamic. However, the study acknowledges potential challenges for students and educators in regions where Bemba is not prevalent due to language barriers. Concerns about resource availability and international recognition of the integrated language are also recognized.
Keywords
1. Introduction
This study focuses on the impact of integrating a familiar language (Bemba) with English as the medium of instruction in teaching mathematics at the school certificate level. Driven by Zambia's 2013 language policy promoting local languages in early education for improved literacy, this study explores how language affects comprehension and teaching efficiency. The School Certificate Level in Zambia marks the end of secondary education, critical for further academic or career pursuits.
Language plays a decisive role in communication and learning. While Zambia's education system has developed, incorporating familiar languages into primary education has shown positive literacy outcomes. However, this approach's impact on secondary education is still understudied. The statement of the problem emerges from poor performance in mathematics and science exams, affecting students’ future academic choices. The 2013 language policy underscores the importance of understanding a familiar language for academic success, yet its application in secondary education is not well understood.
The main aim of this study was to investigate the impact of incorporating a familiar language alongside English as a medium of instruction in the teaching and learning of mathematics at the school certificate level. The study outlines specific objectives, including assessing the influence of this integration on academic performance among senior secondary school pupils.
Furthermore, it sought to explore the perspectives of school administrators and teachers at Luanshya Girls’ Secondary School with respect to the use of familiar languages in conjunction with the medium of instruction. The research also aimed to identify challenges experienced in integrating English and Bemba during mathematics instruction.
The findings of this study are valuable for policy makers, offering insights that may lead to the development of policies supportive of teaching and learning mathematics at the school certificate level. Moreover, these findings can inform government and other agencies in developing future initiatives related to teaching, curriculum development, and staff training. Mathematics teachers are likely to benefit from this study as it provides opportunities to enhance their teaching methodologies, culminating in the improvement of the delivery of effective instruction and benefiting learners. Additionally, the study holds potential benefits for other researchers by supplementing existing literature in the same study area and providing a platform for further research to address any gaps left unexplored.
This study sheds light on the effect of integrating a familiar language with the medium of instruction in teaching and learning mathematics at the school certificate level, stimulating further research on questions raised by stakeholders regarding the new language policy in relation to higher grades in secondary schools. The comprehensive findings hence contribute not only to immediate policy considerations and teaching practices but also lay the foundation for a broader discourse within the educational research community.
In this study, respective key terms are used to explain the scope of the study. Familiar language denotes a language—for example, Icibemba or Bemba that individuals understand, recognize, and use regularly in everyday communication. Local language is closely related to the term familiar language, and ordinarily refers to Bemba or another language familiar to a community. The medium of instruction is understood to mean the official language used in teaching and learning within schools, which in Zambia is English. English also holds the status of official language, indicating it is the country's officially recognized medium for communication in various institutional contexts, including education, government, and commerce. Language policy in education in this study pertains to the directive that determines which language is to be used as the medium of instruction, structuring how learners interact with content in formal settings. The term mother tongue (MT) refers to one's native language—typically the first language learned and used at home, which in this case is any language other than English. Furthermore, the word effect is used to describe the implications or outcomes arising as a consequence of a particular action or phenomenon, whereas impact denotes the specific influence such an action or phenomenon has on people or systems. Lastly, a School Certificate in Zambia refers to the Grade 12 Certificate awarded by the Examinations Council of Zambia, a qualification that is equivalent to the General Certificate of Education.
2. Literature review
The theoretical framework of this study, rooted in social constructivism, primarily draws from Vygotsky's and Bruner's influential works. Vygotsky's (1978) emphasis on social and linguistic influences underscores the significant role of the teacher in learning, highlighting language's pivotal role in shaping the learning process.
Constructivism theory, advocating for knowledge construction through interaction between experiences and ideas, aligns with active learning pedagogies. Constructivism theory posits that individuals construct knowledge and meaning through the interaction between their experiences and ideas. It is often associated with pedagogical approaches that promote active learning or learning by doing. Constructivism recognizes each learner as a unique individual with distinct needs and backgrounds.
Vygotsky's work greatly influenced constructivism, emphasizing that understanding is initially constructed in a social context through collaborative elaboration, where individuals share perspectives and collectively build understanding. This theory not only acknowledges the individuality and complexity of learners but also encourages, utilizes, and rewards these aspects as integral to the learning process. One key concept from Vygotsky that holds significant implications for peer collaboration is the zone of proximal development (ZPD). The ZPD refers to the gap between a learner's actual developmental level, determined by independent problem-solving, and their potential developmental level, which is reached through problem-solving under adult guidance or collaboration with more capable peers. Through scaffolding, learners can be extended beyond the limitations of their individual capabilities, allowing their growth process to surpass their educational level (Vygotsky, 1978, pp. 84–86).
Vygotsky also emphasized the integration of social and practical elements in education. He argued that the most significant period of intellectual development occurs when speech and practical activity, which were previously separate lines of development, converge. Through hands-on activities, learners construct meaning at an intrapersonal level, while speech and language connect this meaning to the interpersonal world shared by the learner's culture.
The constructivist approach posits that education is most effective when rooted in real-life activities and experiential learning. This philosophy is evident in studies and practices, notably aligning with Vygotsky's (1978) sociocultural theory and Dewey's (1938/1997) experiential learning model. The emphasis on genuine, real-world experiences is key to this educational philosophy, promoting an active and dynamic learning environment where learners make their own inferences and discoveries. Applying constructivism to mathematics education at the school certificate level stresses social communication and collaboration among learners, reinforcing the concept of knowledge construction through active participation. Both learners and teachers benefit from the constructivist approach, as supported by relevant literature, including Vygotsky's “Mind in Society” and Dewey's “Experience and Education,” which provide theoretical foundations for its effectiveness in facilitating meaningful learning experiences.
Integration of familiar language and medium of instruction
This study interrogates the impact of integrating Bemba, a widely spoken familiar language in Zambia, with English as the medium of instruction for teaching mathematics at the school certificate level. Conducted at Luanshya Girls’ Secondary School in the Copperbelt's Luanshya district, the research uses a case study design involving 97 pupils and 10 mathematics educators. The findings underscore the likely benefits of such integration, including improved knowledge acquisition, learner engagement, and teacher efficiency. However, challenges in resource availability, language barriers for non-Bemba speakers, continue.
Integrating familiar languages into mathematics which involves using learners’ indigenous languages alongside the official medium of instruction to improve or raise understanding and learning outcomes is an important framework. The integration of familiar languages into mathematics education demands a well framed model that deals with curriculum design, teacher training, teaching strategies, assessment, and community participation. Adler (2001) explores strategies for teaching mathematics in multilingual classrooms. She emphasizes the importance of language integration for effective learning. Much as there are challenges, strategic planning and resource allocation can particularly improve the effectiveness of language integration in mathematics education which results in improved understanding and academic outcomes for learners.
Using a local or familiar language as a medium of instruction has been shown to have several benefits for learners. Heugh and Namyalo (2017) explained that using a familiar language as the medium of instruction in early primary grades can enhance learning and reduce repetition rates. This highlights the importance of language as a factor in academic success. The same sentiment was echoed in Zambia's Fifth National Development Plan (Ministry of Finance and National Planning, 2006), which emphasized the use of familiar languages as a medium of instruction. This policy was later continued in the Sixth National Development Plan (Ministry of Finance and National Planning, 2011). Teaching in a familiar language was seen as an effective way for children to learn literacy and numeracy skills, leading to the recommendation that lower grades be taught using familiar languages.
The evolution of Zambia's education system, especially its language policy, has undergone changes since independence in 1964. Linehan (2004), recounts the background of language policy in Zambia, from preindependence times to the present, and illustrates how the use of English as the only medium of instruction from Grade 1 has been perceived as problematic by various stakeholders and researchers. The study cites evidence from a number of studies that demonstrate the positive effects of using familiar languages on learners’ cognitive development, academic achievement, motivation and identity. Consequently, with a distinguishable change was brought about in 2013 through a new curriculum framework. This framework put emphasis on using a familiar language for instruction in lower primary levels (Grades 1 to 4). The Copperbelt province of Zambia implemented this policy, using Bemba as a medium of instruction; it being the familiar language of the province. However, no prior study had explored the challenges and opportunities of teaching mathematics using a familiar language, Bemba in particular as a medium of instruction to teach mathematics at Grade 12 Secondary School Certificate level.
When learners are taught in a language they understand, it reduces the amount of time teachers need to spend explaining complex content and concepts, making the use of teaching time more effective (Ministry of General Education, 2013, pp. 19–20). With this realization that instruction is better delivered when done in a familiar language, the Curriculum Development Center recommended that lower grades be taught using local languages.
In the context of teaching mathematics at secondary school certificate level using a familiar Zambian language Bemba the researchers drew parallels and contrasts from a study by Peng and Song (2014). While the study by Peng and Song is specific to China, it provides insights into the challenges, advancements, and effective strategies related to teaching mathematics using a familiar language. This analysis informs discussions and decision making processes related to the use of a familiar Zambian language, specifically Bemba, at the secondary school certificate level in Zambia.
Important to the study of familiar languages in the teaching and learning is the UNESCO (2008) report which indicates that although the use of familiar languages in basic education was first introduced in 1979, the curriculum in terms of teaching methods and content of instruction remained unchanged. However, the report provides valuable insights to policy makers and practitioners who may wish to consider MT-based bilingual or multilingual education programs in their teaching. The report demonstrates that MT-based teaching has positive impact on learners’ cognitive, linguistic as well as on their academic achievement and participation. The report is a useful resource for policy makers, educators, researchers, and practitioners who are interested in MT-based education. The report shows the importance and benefits associated with MT instruction and the challenges and opportunities in implementing it.
According to Bühmann and Trudell (2008), teaching in a familiar language can help foster a rich national culture, promote national unity, and facilitate rapid progress. This approach supports mathematics for sustainable development and encourages learners to value their cultural and linguistic heritage while promoting unity and cooperation. Internationally, countries like Japan, China, and Russia utilize native languages for instruction, acknowledging the effectiveness of teaching in a familiar language.
It is worth noting that many nations, such as Japan, China, and Russia, have opted to use their native languages as the medium of instruction in schools. Some African countries like Tanzania have English and a local language as medium of instruction. They understand that instruction is more easily received and understood when delivered in a familiar language (Adamson, 2016). With this in mind, this research aims to investigate whether integrating English with a familiar language can improve learners’ performance in mathematics in a Zambian secondary school.
Brock (2001) conducted a study that explored the impact of using unfamiliar languages as a medium of instruction on teaching approaches and student learning. The findings revealed that when teachers are compelled to use unfamiliar languages, they often rely on traditional and teacher-centered teaching approaches, which undermine their efforts to provide effective instruction and hinder students’ learning. In these situations, teachers tend to dominate the classroom discourse, with limited opportunities for student participation and engagement. Due to the language barrier, students are unable to actively contribute or communicate effectively in the language of instruction, typically English. As a result, teachers resort to traditional teaching techniques such as repetition, memorization, codeswitching, and safe talk Musonda et al. (2018).
Moreover, these traditional teaching techniques do not promote effective teaching and learning practices, leading to school inefficiency and low academic achievement among students, particularly in African contexts. On the other hand, in countries and organizations where local languages are used as the languages of instruction, there is an observed improvement in effective communication and interaction among pupils. Such interactions result in enhanced teaching by instructors and teachers, ultimately leading to better learning outcomes for students.
Method
Participants
The study employed a purposive sampling method to select participants based on specific characteristics relevant to the study's population and objectives (Creswell, 2003). This technique allowed the researchers to exercise judgement in participant selection, ensuring their appropriateness for the study. The selection of the research site, Luanshya Girls’ Secondary School, was purposeful, aligning with the study's objectives and representing the intended focus. Within the school, one Grade Eleven class (Class A) teaching Bemba and two other classes (classes B and C) were chosen, the latter randomly selected to provide a comparative perspective. The comparative perspective allowed the study to evaluate the impact of using a familiar language (Bemba) together with English as opposed to using English alone. For example, the research findings emphasize that teachers and administrators perceived possibility in improving academic results using bilingual instruction. This perception is supported by the higher understanding levels seen in Class A. This comparison in addition assisted in identifying the particular challenges, for instance the difficulty learners encountered in examinations carried out in English which would be more noticeable when comparing the performance and feedback from learners in the different classes.
To involve mathematics teachers from Luanshya Girls’ Secondary School, a purposive nomination process considered teachers’ willingness and readiness to participate. Twelve teachers were selected based on these criteria. A mixed-methods approach was adopted for data collection, utilizing questionnaires with questions on a 5-point Likert scale, in-depth interviews, focus group discussions, and administered tests for both qualitative and quantitative data. This triangulation aimed to bolster validity and reliability. Furthermore, the questionnaire was used to collect data about the proportion of learners from each tribe, language use in class, learners’ understanding of mathematics topics covered, learners’ preferred language as medium of instruction when learning mathematics, while interview schedules were used to collect data about learners’ views regarding integrating (mixing) English and a familiar language (Bemba). Also interviews with the teachers helped in determining the teachers’ proficiency in Bemba language. Apart from that observations made on the concerned teachers assisted in determining such teachers’ proficiency in Bemba language.
Data collection
The data collection process was initiated by obtaining permission from the District Education Board Secretary in the district, with an introductory letter from the Copperbelt University. The school head was informed of the research and its objectives, cooperation was sought. The nature of the study was explained to the teachers and pupils, and their consent was obtained prior to participation.
The researcher implemented a teaching intervention where the first topic was taught to two classes (classes A and B) using an integrated language approach, while Class C was taught using the medium of instruction only. Data was collected throughout the process, including test results and exercises. The same process was repeated with a different topic, allowing for further assessment and improvement of the method. Both the strengths and weaknesses of the approach were identified and addressed, with an emphasis on highlighting the benefits. Additionally, the questionnaires used in the study underwent testing to ensure their validity and reliability as research instruments. This comprehensive approach to data collection and evaluation enhanced the overall quality of the research findings.
To establish the validity of the instruments, a pilot test was conducted. The results of the pilot study were compared to the main study's results to assess their correlation. Furthermore, the researcher employed data triangulation, using multiple processes for data collection, to enhance reliability. Test–retest methods were also utilized to evaluate the reliability of the data over time.
In order to improve the validity of the data, audio was recorded using an audio recorder Application on a phone. Additionally, questionnaires were made use of to gather responses. To minimize researcher and respondent biases, pupil interviews were conducted separately in small groups of three or four, providing a comfortable environment for them to express themselves freely and reduce data contamination. The construction of high-quality research questions that directly addressed the study's objectives also contributed to enhancing validity.
During the interview process, a mobile phone was used to record audio data, later stored on a flash drive for safekeeping. Subsequently, the interviews were transcribed and saved as Word documents. Questionnaire data, initially documented on paper, were then entered into SPSS and Excel for analysis purposes.
Data analysis
Collected data was analyzed using a combination of qualitative and quantitative analysis tools. Thematic analysis and the across-case approach were employed to analyze the qualitative data. The researchers organized and categorized the responses obtained from different participants, identifying key themes with the assistance of QDA Miner 2.0 software. To analyze quantitative data the study used descriptive statistical analysis. Descriptive statistical analysis involves summarizing data and presenting it in terms of tables, graphs, and frequencies (Cohen et al., 2007). The quantitative data was coded numerically for each response, and SPSS 20 software was utilized for statistical analysis. To create graphs and diagrams for data visualization Microsoft Excel was used.
Findings
The following is a comprehensive presentation of the research findings obtained through questionnaires and interviews. The primary aim was to investigate the impact of integrating a familiar language alongside English as the medium of instruction on the teaching and learning of mathematics at the school certificate level. The findings are organized and presented based on the research questions addressed by the study.
Proportion of learners from each tribe
The researchers carefully considered the diverse representation of learners from various tribes to establish a balanced distribution across different ethnic groups in the study. Among the 94 participants from different tribes, a significant proportion was attributed to the Bemba tribe (the tribe whose language is Icibemba or Bemba) including 50 individuals, making up 53.2% of the total sample size. The Nyanja or Nsenga tribes were represented by 14 learners, accounting for 14.9% of the sample. Similarly, the Lozi and Kaonde tribes each contributed four learners, making up 4.3% of the sample for each tribe. The Lunda and Luvale tribes were represented by three candidates each, constituting 3.2% of the sample for each tribe. The “other” category included nine learners, comprising 9.6% of the sample. Notably, seven participants chose not to indicate their tribes.
Given the prevalent representation of the Bemba tribe, the researchers explored understanding the participants’ proficiency in the Bemba language. However, recognizing that participants from other tribes also possessed some level of understanding of Bemba, these tribes were included in the analysis. Table 1 visually presents the participants’ varying levels of proficiency, ranging from “Very good” to “Very bad.” This comprehensive examination of tribal representation and language proficiency sets the stage for a detailed understanding of the study's participants and their linguistic capabilities.
Understanding of Bemba as a language.
Understanding of Bemba as a language.
As a follow-up question regarding language proficiency, learners were asked about the language used at home. Out of the respondents, 71 learners (75.5%) reported using the Bemba language at home. Additionally, five learners (5.3%) mentioned using the Tonga language, while the Lozi and English languages were each used by two learners (2.1%) at home.
The Lunda language, along with the “other” category and French language, were each reported by one learner (1.1%) as the language used at home. These findings provide insights into the learners’ self-perceived proficiency in the Bemba language and the languages spoken in their homes, highlighting the prevalence of Bemba as the primary language used among the participants.
In terms of language usage in the classroom, it was found that 69.1% of the learners, which corresponds to 65 candidates, reported using both Bemba and English during their studies. On the other hand, 29.8% of the learners, totaling 28 candidates, stated that they use English only as the medium of instruction. Notably, no candidates (0%) mentioned using only Bemba for classroom activities.
As a follow-up, the learners were asked to rate their understanding of the English language. The results revealed that 42.1% of the learners considered their understanding of English to be very good. Additionally, 45.3% of the learners rated their proficiency as good, while 11.6% perceived it as fair. Only 1.1% of the learners admitted to having a poor understanding of the English language. These findings indicate that a significant portion of the learners prefer a combination of Bemba and English for classroom communication. Additionally, the majority of the learners expressed confidence in their understanding of the English language, with only a small percentage reporting lower proficiency level.
Learners understanding of mathematics topics covered
Respondents were further asked about their understanding of the topics covered in mathematics. Out of the total number of learners, 28 learners, which accounts for 25.5%, reported having a very good understanding of the topics covered. Additionally, 48 learners, representing 50.5%, indicated a good level of understanding. There were also some learners, approximately 10.5%, who were unsure about their understanding, while less than 10% of the learners reported having a poor understanding of the covered topics.
As part of the study, learners were asked about the impact of integrating Bemba and English on their understanding of the recent topic. Among the respondents, 36 learners (37.9%) stated that the integration has helped them very much, while 31 learners (32.6%) acknowledged that it has helped them. Furthermore, 26 learners (27.4%) mentioned that the integration has fairly helped their understanding. One learner expressed uncertainty about the impact, and one learner (1%) believed that the integration did not help.
These findings demonstrate that a significant portion of learners reported positive effects of integrating Bemba and English on their understanding of the recent topic. The majority of respondents indicated that the integration has helped them to varying degrees, either significantly or to a fair extent. These results provide valuable insights into the perceived benefits of integrating languages for improving learners’ comprehension and highlight the importance of such integration in promoting effective learning experiences.
Learners’ views regarding integrating (mixing) English and a familiar language (Bemba)
Based on the responses, it was found that 30 learners (31.9%) strongly supported the integration of English and Bemba, while 38 learners (40.4%) expressed their support though not strongly. Additionally, 23 learners (24.5%) mentioned that the integration is sometimes helpful, and a small number of four learners (4.2%) reported that they do not support it. In order to gather further insights, learners were asked if they encountered any challenges when English was integrated with Bemba. The majority of respondents, 78 learners (82.9%), stated that they did not face any challenges. However, seven learners (7.4%) acknowledged facing challenges, while eight learners (8.5%) mentioned that they sometimes encountered challenges. Those who experienced challenges regarding the integration of English and Bemba were asked to specify the difficulties they encountered. Eleven participants indicated the challenges they faced as shown in Table 2.
Learners’ challenges regarding the integration of English and Bemba.
Learners’ challenges regarding the integration of English and Bemba.
The findings in Table 2 provide insights into the level of support for the integration of English and Bemba and shed light on the challenges faced by learners during the integration process. Understanding these challenges is essential for educators and policy-makers to address potential barriers and optimize the learning experience for all students.
Respondents were asked what their preferred language was as medium of instruction when learning mathematics. Out of the total respondents, eight learners (8.5%) expressed their preference for using English only, while none of the learners indicated a preference for using Bemba only. The majority of learners, 49 students (52.1%), stated their preference for using both Bemba and English as the languages of instruction. Additionally, three learners (3.2%) suggested other combinations of languages.
These findings highlight that a significant proportion of learners support the integration of both English and Bemba in the classroom. It is worth noting that the preference for using both languages indicate a recognition of the value and benefits of leveraging multiple languages in the learning process. By accommodating the preferences of learners and incorporating multiple languages into the instructional approach, educators can foster a more inclusive and effective learning environment. This approach acknowledges the linguistic diversity of the learners and aims to enhance their understanding and engagement with the subject matter.
The learners were also asked to provide their perspectives on the possible causes of the difficulties they encountered in learning mathematics. The responses were gathered from 97 learners. According to the findings, 15 learners (15.5%) attributed their difficulties to language, indicating that language plays a significant role in understanding mathematics. Another notable factor mentioned by 14 learners (14.4%) was the teaching approaches employed by some teachers, who focused more on completing the syllabus rather than ensuring comprehension.
Teachers’ proficiency in Bemba language
Teachers were given a questionnaire to assess their proficiency in Bemba language. The purpose of this questionnaire was to gauge the teachers’ understanding of Bemba language. Out of the 11 teachers surveyed, nine teachers (81.8%) rated their understanding as very good, while the remaining two teachers (18.2%) rated their understanding as good. There were no responses indicating not sure, bad, or very bad understanding of Bemba language. In addition, teachers were asked about the language they use as the medium of instruction when teaching mathematics. The majority of teachers, 10 in total (90.9%), indicated that they use both Bemba and English as the language of instruction. Only one teacher (9.1%) reported using English only.
For the teacher who stated using English only, an additional question was posed to inquire whether any other language was used in the classroom. The response was negative, indicating that only English was used as the medium of instruction. As a follow-up question, teachers were asked to rate their pupils’ understanding of English. Out of the 10 teachers who provided a response, four teachers (40.0%) stated that their learners had a good understanding of English, while the remaining six teachers (60.0%) reported that their learners’ understanding of English was fair.
These findings shed light on the Bemba language proficiency of teachers, the language of instruction used in the classroom, and teachers’ assessment of their pupils’ understanding of English. Understanding these aspects is crucial for effective language integration and instructional strategies in the mathematics classroom.
Teachers’ understanding of the new language policy in Zambia
Teachers were surveyed to assess their understanding of the new language policy in Zambia. The results showed that 60% of the teachers were knowledgeable or aware of the policy, while 40% had no knowledge or understanding of it. Teachers were also asked for their views on the integration of Bemba and English languages as the medium of instruction in teaching and learning mathematics at Luanshya Girls’ Secondary School. Out of the 10 teachers surveyed, eight teachers (80%) expressed strong support for the integration, while two teachers (20%) indicated their support for it, though not strongly.
Furthermore, the 11 teachers were asked to evaluate their pupils’ understanding of mathematics when English was used as the sole medium of instruction. Among the respondents, three teachers (27.3%) stated that the pupils understood the subject very well, one teacher (9.1%) did not perceive any difference, six teachers (54.5%) noted that the pupils understood to some extent but not very well, and one teacher (9.1%) believed that the pupils did not understand mathematics when taught in English only.
The findings reveal the level of awareness among teachers regarding the language policy, their support for the integration of Bemba and English in mathematics instruction, and their assessment of their pupils’ understanding when English is the sole medium of instruction. Understanding these perspectives is essential for effective implementation of the language integration policy and enhancing mathematics learning outcomes at Luanshya Girls’ Secondary School.
The perspectives of school administrators and teachers at Luanshya Girls’ Secondary School as concerns integrating a familiar language with the medium of instruction (English) demonstrates a subtle understanding of the benefits and challenges related to this approach. School administrators, including the head of department in mathematics and the deputy head, are of the view that integrating familiar languages in this case Bemba with English will have a positive impact on academic results. This corresponds with the perspective of the majority of learners, who are in favor of using both English and Bemba in class. On the other hand, a number of teachers view the integration of familiar languages as one way of imparting culture, values, and norms to learners, which may not be fully met using the English language alone as medium of instruction. This view is supported by examples from countries like China and Japan. In these countries cultural education is carried out in the native language. The educational systems of these countries emphasize the use of native languages for instruction, which has been shown to enhance cultural education and comprehension (Chen, 2011; Peng & Song, 2014).
Class teachers were of the view that integrating Bemba with English enables easier teaching, more so in mathematics. The need for extensive explanations lessens when learners are given instructions in a language, they are familiar with and understand. This in turn optimizes teaching.
Challenges identified
However, there are challenges and concerns. For instance, since learners are not examined in the familiar language but in the medium of instruction (English); learners are likely to encounter difficulties responding to questions requiring detailed explanations. This may disadvantage learners more so when it to international examinations such as the Cambridge International Examinations and Edexcel. The lack of teaching resources such as textbooks and other didactic literature material in the integrated familiar language present difficulties when it comes effectively integrating a familiar language with the medium of instruction. For nonspeakers of the familiar language, such as teachers and learners who do not understand Bemba, as well as those from other provinces and from neighboring countries such as the Democratic Republic of Congo and Botswana, are likely to be disadvantaged. For teachers who have been transferred from another region who are not familiar with the local language this situation can be particularly challenging.
Another concern that emerged was that of using English the medium of instruction exclusively. Apparently, the exclusive use of the medium of instruction was likely to cause Bemba-speaking learners to feel inferior for the English language which is the medium of instruction is frequently perceived as superior. Such perceptions are likely to negatively influence the integration of familiar languages with the medium of instruction. Some teachers were also of the view that integrating Bemba with English could negatively affect the learning of English by slowing down the process of learning by possibly creating difficulties for learners when it comes to mastering English pronunciation and other language skills, possibly delaying their proficiency.
The findings of the study indicate that a high proportion (69.5%) of learners used both the familiar language Bemba and English in class and 67% were in favor of the integration of Bemba and English approach in the instruction of Mathematics. Nevertheless, although there are potential benefits, practical challenges exist such as the absence of materials to aid the integration of the familiar and medium of instruction languages. Consequently, the matter needs to be carefully handled to avoid sentiments of linguistic inferiority among learners. The heterogeneity of tribal representation in the school emphasizes the necessity of adopting a balanced approach, one that would allow for learners from various linguistic backgrounds.
Discussion
The findings of this research study provide valuable insights into the impact of integrating a familiar language alongside the medium of instruction in mathematics teaching and learning at the school certificate level. The majority of learners expressed a preference for using both Bemba and English as the languages of instruction, highlighting the significance of incorporating familiar languages in the classroom. This preference aligns with the notion that leveraging multiple languages can enhance comprehension and engagement among students.
The learners’ self-rated understanding of the English language was generally positive, with a significant proportion considering their proficiency to be very good or good. This suggests that learners have a reasonable grasp of English, which is essential as English is one of the languages used for instruction. It also indicates that learners have developed a level of confidence in their language skills, which can contribute to their overall learning experience.
When evaluating their understanding of the topics covered in mathematics, the majority of learners reported a good or very good level of comprehension. This indicates that the integration of Bemba and English, as reported by the learners, has had a positive impact on their understanding of the subject matter. This finding supports the notion that using a familiar language alongside English can improve learners’ comprehension and performance in mathematics.
The learners’ perspectives on the impact of integrating Bemba and English further reinforce the positive outcomes of language integration. The majority of learners reported that the integration has helped them to varying degrees, with a significant proportion stating that it has helped them very much or helped them. This demonstrates the perceived benefits of language integration and emphasizes its importance in promoting effective learning experiences. The high level of support for the integration of English and Bemba among learners is mirrored by the teachers’ perspectives. The majority of teachers expressed strong support for the integration, recognizing its potential to enhance mathematics learning. This alignment between teachers and learners is crucial for successful implementation and sustainability of the language integration approach. The study reviewed that many teachers (91%) have always been integrating Bemba and English when teaching mathematics and that this is not a new thing, teachers thought integrating languages is good because it makes teaching easy.
In this study, it was observed that more than 90% of learners study population understood Bemba so integration provided a positive response. When learners are given instruction in a language they understand, it minimizes the teachers’ time spend on explaining difficult materials and concepts, use of instruction time is made effective acknowledged (Ministry of General Education, 2013). It was with this realization that instructions are better delivered when done in a familiar language, this prompted the Curriculum Development Centers recommend that lower grades be taught in a familiar language.
Although many (91.0%) felt integrating a familiar language was beneficial to the learners in understanding the subject, some teachers, though a small percentage of the participants felt that integrating a familiar language and English may have a negative effect on some learners as they may not learn English faster. This thought was also shared by Ndeleki (2015) who said that it may not be easy to advance in English hence it will take some time for learners to break through in English. Additionally, not all teachers and learners understand the familiar language (Bemba) as such integrating it in mathematics lessons would disadvantage them.
A different study by Sampa and Ndhlovu (2019) offers a broader conclusion as regards the teaching of mathematics using a familiar language. Sampa and Ndhlovu specifically looked at young learners in Grades 1 to 4. They found that when mathematics was taught in a language the learners knew well, they understood more and were more involved. The comprehensive conclusion from this is that teaching in a familiar language might make mathematics education better at the Zambian School Certificate level. This idea comes from the good results seen with younger learners and suggests it could be the same for older learners too.
Collectively, this study and that of Sampa and Ndhlovu (2019) present views on the advantages of using known languages in teaching mathematics. This study makes a conclusion based on the particular preferences of students at the school certificate level. This conclusion is supported by a broader inference drawn from a study involving younger learners, suggesting potential widespread benefits for mathematics education in Zambia. The collective findings reinforce the notion that utilizing familiar languages has the potential to enhance comprehension and engagement across different educational levels in the country.
The research into the integration of a familiar language, particularly Bemba, alongside English as the medium of instruction in mathematics teaching at the school certificate level brought out a number of key findings. The conclusions arrived at emphasizes the learners’ strong preference for using both Bemba and English, with a noted proficiency in the Bemba language and confidence in understanding English. Teachers overwhelmingly expressed support for the integration, aligning with learners’ preferences.
The study's implications extend internationally, particularly in the Asian educational context. In Zambia, the integration of Bemba with English in mathematics education developed learners’ understanding and involvement. This reflects what has been experienced in China, where using Mandarin side by side local dialects improved understanding in subjects like mathematics. Chen (2011) highlights how the integration of dialects in China—mainly oral languages without independent written systems—can influence education. By contrast, local languages in Zambia, such as Bemba, typically possess distinct written systems, implying that their integration with English may differ in scope and application. Policy-makers across the region can use the findings to structure policies promoting best conditions for teaching mathematics at the school certificate level. The study is valuable for informing government initiatives, curriculum development, and staff training in Asian educational systems. Given the importance of language policies in the region, the study's emphasis on integrating a familiar language with the medium of instruction is particularly relevant, offering insights to enhance mathematics education. Teachers stand to benefit from improved methodologies, enhancing learning for students.
In addition, the study contributes to the existing literature, serving as a resource for researchers in Asia and beyond. It provides a foundation for future studies and addresses gaps in understanding, providing a platform for continued exploration of language policies in secondary schools. Fundamentally, the study grasps practical significance for educational participants in Asia, while also adding to the worldwide discourse on language policies and their influence on mathematics education. The success of younger learners in Zambia, as demonstrated in Sampa and Ndhlovu's (2019) study, declares that starting bilingual education early can result in better outcomes in later years. This is also determined in Singapore, where students gain from learning in their native language side by side with English (Vaish, 2007).
Conclusion, limitation, and recommendations
The findings of this research study suggest that the integration of a familiar language, such as Bemba, alongside English as the medium of instruction has a positive impact on the teaching and learning of mathematics at Luanshya Girls’ Secondary School. The majority of learners expressed a preference for using both Bemba and English, indicating recognition of the value and benefits of language integration. Learners reported a good understanding of the English language and a positive perception of their comprehension of mathematics topics. They also acknowledged the positive impact of language integration on their understanding of the recent topic.
Teachers, in alignment with learners’ perspectives, expressed strong support for the integration of Bemba and English, highlighting their recognition of its potential to enhance mathematics learning. However, a small percentage of learners faced challenges, primarily related to understanding Bemba and English. Addressing these challenges and providing appropriate support is crucial for optimizing the benefits of language integration for all learners.
Despite the positive findings, a small percentage of learners reported encountering challenges during the integration process. The most common challenges identified were difficulty in understanding Bemba and difficulty in understanding English. These challenges highlight the importance of providing adequate support and resources to address language barriers and ensure effective language integration for all learners.
Empirically, the study revealed significant challenges faced by learners, including difficulties in understanding Bemba and English, possible language mixing issues, and variable degrees of comfort with language integration. Teachers acknowledged different factors contributing to difficulties in learning mathematics, emphasizing the role of language and teaching approaches.
Furthermore, the findings indicated a considerable impact of language integration on learners’ understanding of mathematics topics, with a majority reporting positive effects. The study shed light on the complex relationship between language, teaching approaches, and learning outcomes, emphasizing the importance of addressing challenges and optimizing the integration process.
In conclusion, the study suggests that incorporating both Bemba and English as languages of instruction in mathematics has the possibility to better learning experiences, but careful attention is required to mitigate challenges. The findings emphasize the need for flexible and inclusive pedagogical approaches that cater to learners’ language preferences and proficiency levels, nurturing a conducive learning environment. This holistic understanding of language dynamics in the classroom is critical for educators, policy makers, and curriculum developers to promote effective language integration strategies and in the end improve mathematics education at the school certificate level.
The findings of the study have established that there is strong support for the integration of familiar languages with English as a medium of instruction, however the perspectives of school administrators and teachers bring to the fore, several practical challenges. The identified challenges need to be addressed to ascertain the effectiveness and fairness of this approach. The findings of the study have established that there is strong support for the integration of familiar languages with English as a medium of instruction, however the perspectives of school administrators and teachers bring to the fore, several practical challenges. The identified challenges need to be addressed to ascertain the effectiveness and fairness of this approach.
The main limitation of this study lies in its nature as a case study, imposing constraints on the generalizability of the findings. Despite this limitation, the research produces valuable insights that prompt several recommendations from diverse perspectives:
Firstly, in terms of professional development, targeted training programs to enhance teachers’ comprehension of language integration strategies is advocated for. Specifically, proficiency in both Bemba and English should be cultivated. By doing so, educators will be better equipped to skillfully implement language integration approaches, therefore effectively addressing students’ language related needs.
Secondly, concerning language resources, the development and provision of a comprehensive set of materials, including textbooks, worksheets, and multimedia resources is proposed. These materials should specifically support language integration within mathematics instruction. It is important that these resources accommodate the linguistic diversity of learners, offering appropriate structure to facilitate a deeper understanding of mathematical concepts.
Thirdly, to address language challenges, the identification and targeted support for students encountering difficulties in grasping either Bemba or English is recommended. This support may include additional language instruction, personalized tutoring, or participation in peer support programs tailored to address specific language barriers. By implementing these recommendations, educators and educational systems can work toward creating an inclusive and supportive environment for learners with diverse linguistic needs.
Footnotes
Informed Consent
All participants involved in this study were fully informed about the nature, purpose, and procedures of the research. Participation was voluntary, and informed consent was obtained from all individuals prior to data collection. Participants were assured of confidentiality and anonymity, and they were informed of their right to withdraw from the study at any stage without any consequences.
Author contributions
Rex L. Sampa (first author): conceptualized the study, led the literature review, and developed the theoretical framework. He also coordinated the drafting of the manuscript and ensured academic coherence across all sections; Allan Musonda (second author): designed the research methodology and data collection instruments, led the data analysis and interpretation, and contributed substantially to writing the findings and discussion sections. He also reviewed and edited the entire manuscript for academic rigor and clarity.
Funding
The authors received no financial support for the research, authorship, and/or publication of this article.
Declaration of Conflicting Interests
The authors declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article.