MISMATCH BETWEEN FAMILIAR LANGUAGE AND LANGUAGE OF INSTRUCTION AMONG PUPILS: EFFECT ON READING COMPREHENSION IN SELECTED PRIMARY SCHOOLS IN LUSAKA DISTRICT, ZAMBIA

Abstract

This paper examines the extent of the mismatch between familiar language and language of instruction among pupils and its effect on reading comprehension in selected primary schools in Lusaka district of Zambia. The study sampled 240 Grade 5 pupils from three (3) government primary schools between the ages nine (9) to 13years. Results of the dependent (paired) sample t-tests indicated that there were significant differences in performance between listening comprehension in Cinyanja and Listening comprehension in English results. Equally, a MANOVA test indicated statistically significant differences in pupils’ performance in English language than those based on the home language. The results also suggest that some pupils in primary schools are not benefiting from using Cinyanja as a language of instruction as it contradicts with their home language. Therefore, the study recommended, among other things, the need to simplify the class language of instruction to children’s home and language of play and to train teachers in specific Zambian languages.